Curriculum 2.0 → Report Card FAQs
Frequently Asked Questions about Curriculum 2.0 Standards-Based Report Cards
How will my child’s progress be reported?
Curriculum 2.0 is a standards-based instruction, assessment, and reporting system that provides clear expectations to teachers, students, and parents about student goals compared to grade-level expectations. The Curriculum 2.0 report cards will provide feedback to students and parents throughout the school year as to how well students are meeting or exceeding academic standards compared to grade-level expectations. For the Curriculum 2.0 report card, grades are aligned to standards.
Learn how to read the new Standards-Based Report Cards
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What are Measurement Topics?
Measurement Topics are categories of content and skills by subject area and grade-level. What a child needs to know and be able to do changes (gets more complex) at each grade level.
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How is learning assessed?
Learning is assessed over time in a variety of ways. Some of these ways include teacher observations, discussions, projects, reports, and tests.
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What are the scoring codes or marks that are used to indicate students’ level of academic performance on the Curriculum 2.0 report card and how will I know if my child is meeting grade-level standards?
Scoring codes or marks on the Curriculum 2.0 report card indicate a student’s level of proficiency on grade-level content. Scoring codes or marks are not correlated with traditional letter grades such as O, S, N or A, B, C.
Kindergarten Scoring Codes
| Score |
Description |
| P |
Meets the grade-level standard by demonstrating proficiency of the content or processes for the measurement topic |
| I |
In progress toward meeting the grade-level standard |
| N |
Not yet making progress or making minimal progress toward meeting the grade-level standard |
| M |
Missing data – no grade recorded |
| NEP |
Not English Proficient; may be used for a level 1 or 2 ESOL student for no more than two marking periods. |
Proficient ― A score of P means you child is successful in using the content and processes at the grade level.
Not Yet Proficient ― A score of I or N means you child is still working on the content and processes at the grade level. |
Grades 1–3 Scoring Codes
| Score |
Description |
| ES |
Exceptional at the grade-level standard |
| P |
Meets the grade-level standard by demonstrating proficiency of the content or processes for the measurement topic |
| I |
In progress toward meeting the grade-level standard |
| N |
Not yet making progress or making minimal progress toward meeting the grade-level standard |
| M |
Missing data – no grade recorded |
| NEP |
Not English Proficient; may be used for a level 1 or 2 ESOL student for no more than two marking periods. |
Proficient ― A score of ES or P means your child is successful in using the content and processes at the grade level.
Not Yet Proficient ― A score of I or N means your child is still working on the content and processes instructed at the grade-level. |
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What topics are instructed by grade level and semester (K) or marking period (Grades 1–3) for each subject?
Topics in subject areas that are not shaded are instructed and reported on during that semester (K) or marking period (Grades 1–3). Shaded boxes in a subject area indicate that grades are not required for that topic for that semester (K) or marking period (Grades 1–3). View Curriculum 2.0, standards-based report cards.
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How is the instructional reading level determined?
Daily small group reading instruction is the strongest reflection of a student’s reading level for grading and reporting purposes.
- The text level reported on a report card is the student’s instructional text level used daily in small group guided reading instruction.
- A reading instructional text level is determined by the student’s accuracy (90% and above) and comprehension of literary and informational text. Comprehension is determined by interactive, oral discussions that reflect inferential and critical understanding of text as judged by teacher observation during small group reading instruction.
- Although written comprehension is important and is part of instruction, it is not a factor used to determine the reading level.
How is my child’s instructional reading level reported?
Book Level is a way to know how easy or difficult a book is to read. The complexity of vocabulary, the number of words on a page, and content contribute to a book’s level.
For Grades K–2, the instructional reading level is indicated on a graph.
The shaded areas on the graph above indicate the expected reading ranges by book level at the end of each marking period for Grades K–3.
A dot indicates your child’s reading level at the end of a marking period.
- A dot within the gray area indicates that your child has met the quarterly reading target.
- A dot below the gray area indicates that your child is approaching the quarterly reading target.
- A dot above the gray area indicates that your child has exceeded the quarterly reading target.
If your child is reading above a level P, a statement will appear below the graph indicating the reading level.
For Grade 3 instructional reading level is indicated on a chart.
| Reading Level |
MP1 |
MP2 |
MP3 |
MP4 |
| Exceeding target |
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| Meeting target |
X |
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| Approaching target |
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| Note: Reading targets are levels of reading that one would expect students to meet throughout the year. |
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Can a student be proficient on a grade-level reading Measurement Topic, but reading below the quarterly target? Or be reading at or above the quarterly target, but not be proficient on a Measurement Topic?
Yes, a student could be proficient on a Measurement Topic addressing a skill or strategy but reading below the quarterly target in small group instruction. Likewise, a student could be reading at or above the quarterly target but not proficient on a Measurement Topic.
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How is my child’s mathematics instructional level reported?
A statement will appear below the mathematics Measurement Topic box on the Grades K–3 report cards. The statement will provide additional information regarding mathematics instruction throughout the marking period.
Your child was consistently instructed on the content and processes of the grade level
or
Your child was consistently instructed on the content and processes of the grade level with enrichment/acceleration.
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What are learning skills?
Learning Skills contain Personal and Social Development (K) and Work Habits (Grades 1–3) along with thinking and academic success skills. The work habits are the effort and behaviors that affect learning.
Thinking and Academic Success Skills are the threads that weave the content skills and processes together in Curriculum 2.0. These skills include creative thinking such as generating multiple responses to a question, critical thinking skills such as analysis, and academic success skills such as collaboration
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How are learning skills evaluated?
Learning skills are evaluated within the context of teaching and learning during the academic day.
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How are learning skills reported?
Learning skills are reported separately from the academic grades. For the Thinking and Academic Success Skills, shaded boxes indicate that the skill is not evaluated for that semester or marking period.
What are the scoring codes or marks on a standards-based report card that are used to assess learning skills?
| Code |
Description |
| DEM |
Demonstrating |
| PRG |
Progressing |
| N |
Not yet evident |
Kindergarten Learning Skills
| Personal and Social Development |
SEM1 |
SEM2 |
| Follows classroom rules /routines |
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| Interacts easily with peers |
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| Shows initiative and self-direction |
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| Uses classroom materials appropriately |
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| Thinking and Academic Success Skills |
SEM1 |
SEM2 |
| Analysis |
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| Collaboration |
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| Effort/Motivation/Persistence |
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| Fluency |
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| Intellectual Risk Taking |
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| Metacognition |
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| Originality |
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| Synthesis |
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Grade 1 Learning Skills
| Work Habits |
MP1 |
MP2 |
MP3 |
MP4 |
| Rules and Procedures |
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| Task Completion |
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| Thinking and Academic Success Skills |
MP1 |
MP2 |
MP3 |
MP4 |
| Analysis |
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| Collaboration |
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| Effort/Motivation/Persistence |
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| Fluency |
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| Intellectual Risk Taking |
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| Metacognition |
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| Originality |
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| Synthesis |
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Grade 2 Learning Skills
| Work Habits |
MP1 |
MP2 |
MP3 |
MP4 |
| Complets Tasks |
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| Follows Rules and Procedures |
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| Thinking and Academic Success Skills |
MP1 |
MP2 |
MP3 |
MP4 |
| Analysis |
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| Collaboration |
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| Effort/Motivation/Persistence |
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| Flexibility |
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| Fluency |
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| Intellectual Risk Taking |
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| Metacognition |
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| Synthesis |
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Grade 3 Learning Skills
| Work Habits |
MP1 |
MP2 |
MP3 |
MP4 |
| Complets Tasks |
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| Follows Rules and Procedures |
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| Thinking and Academic Success Skills |
MP1 |
MP2 |
MP3 |
MP4 |
| Analysis |
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| Collaboration |
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| Effort/Motivation/Persistence |
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| Elaboration |
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| Evaluation |
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| Intellectual Risk Taking |
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| Metacognition |
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| Originality |
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How are scores for a student receiving English for Speakers of Other Languages (ESOL) services reported?
The student will receive scores for each Measurement Topic as indicated in the chart.
| ESOL -Level |
MP1 |
MP2 |
MP3 |
MP4 |
| Listening Skills/Comprehension |
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| Speaking Skills in English |
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| Reading Skills/Comprehension |
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| Writing Skills in English |
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What are the scoring codes or marks used to report performance for a student receiving ESOL services?
The ESOL teachers will report on how ESOL students are performing on tasks and assessments in each Measurement Topic using the scores described below.
| Score |
Description |
| BRI Bridging |
Knows and uses social and academic language working with grade level material |
| EXP Expanding |
Knows and uses social English and some technical academic language |
| DEV Developing |
Knows and uses social English and some specific academic language with visual support |
| EM Emerging |
Knows and uses some social English and general academic language with visual support |
| EN Entering |
Knows and uses minimal social language and minimal academic language with visual support |
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How is a student’s ESOL level determined?
The student’s ESOL level is determined through a yearly assessment, Assessing Comprehension and Communication State-to-State for English language learners (ACCESS for ELLs), that combines scores in listening, speaking, reading, and writing. ACCESS for ELLs is an English language proficiency assessment used to monitor students’ language skills in both social and academic English for students who have been identified as ESOL students. Proficiency level 1 is the beginning level. Proficiency level 5 is the highest level.
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