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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.

 

instruction reading levels by marking period 

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        
Meeting target X       
Approaching target        
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    
Interacts easily with peers    
Shows initiative and self-direction    
Uses classroom materials appropriately    
Thinking and Academic Success Skills SEM1 SEM2
Analysis    
Collaboration    
Effort/Motivation/Persistence    
Fluency    
Intellectual Risk Taking    
Metacognition    
Originality    
Synthesis    

Grade 1 Learning Skills
Work Habits MP1 MP2 MP3 MP4
Rules and Procedures        
Task Completion        
Thinking and Academic Success Skills MP1 MP2 MP3 MP4
Analysis        
Collaboration        
Effort/Motivation/Persistence        
Fluency        
Intellectual Risk Taking        
Metacognition        
Originality        
Synthesis        

Grade 2 Learning Skills
Work Habits MP1 MP2 MP3 MP4
Complets Tasks        
Follows Rules and Procedures        
Thinking and Academic Success Skills MP1 MP2 MP3 MP4
Analysis        
Collaboration        
Effort/Motivation/Persistence        
Flexibility        
Fluency        
Intellectual Risk Taking        
Metacognition        
Synthesis        

Grade 3 Learning Skills
Work Habits MP1 MP2 MP3 MP4
Complets Tasks        
Follows Rules and Procedures        
Thinking and Academic Success Skills MP1 MP2 MP3 MP4
Analysis        
Collaboration        
Effort/Motivation/Persistence        
Elaboration        
Evaluation        
Intellectual Risk Taking        
Metacognition        
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        
Speaking Skills in English        
Reading Skills/Comprehension        
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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