Curriculum 2.0 → Report Card FAQs
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
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.
Learning is assessed over time in a variety of ways. Some of these ways include teacher observations, discussions, projects, reports, and tests.
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.
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.
Daily small group reading instruction is the strongest reflection of a student’s reading level for grading and reporting purposes.
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.
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.
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.
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
Your child was consistently instructed on the content and processes of the grade level with enrichment/acceleration.
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
Learning skills are evaluated within the context of teaching and learning during the academic day.
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.
The student will receive scores for each Measurement Topic as indicated in the chart.
The ESOL teachers will report on how ESOL students are performing on tasks and assessments in each Measurement Topic using the scores described below.
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.