2014-KC COOMBS MIDDLE SCHOOL COUCIL

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The Coombs School is pleased to PERFORMANCE RATING SCALE PURPOSE introduce the Standards-Based Report card CORE ACADEMIC SUBJECTS We believe all children can and will learn for the 2014-2015 school year. The Coombs and achieve at the Coombs School. team has worked diligently to provide 4: Exceeding the grade-level � Our goal in using a standards-based report students and families with a new report card standard/expectation card is to provide parents and guardians with a that communicates clearly what students are clear understanding of their child's academic expected to know and be able to do as set 3: Meeting g xP the progress based on specific grade-level learning forth , by the Massachusetts Curriculum standard/expectation standards. Parents will be able to recognize Frameworks. both strengths and weaknesses in their child's The Coombs School places a strong value 2: Progressing towards the grade-level academic performance. This report card will on home-school partnerships, and we view standard/expectation allow parents and students to know what skills the report card as an important tool in j are expected of students at a grade level and furthering our shared understanding about 1; Not yet meeting the grade level to know the standards of success in a rigorous each student's growth in the areas of Core standard/expectation academic program. Teachers have worked Academics, Special Subjects, Pro-Social extensively over the last several years to match Skills, and Coombs Core Values. X: Standard is not assessed at this time the curriculum, rubrics, and assessments to the GRADING SYSTEM for SPECIAL SUBJECTS. standards. This reporting system will reflect Standards describe what students What does "standards-based" should mean? PRO-SOCIAL SKILLS,andthese positive changes. know and be able to do. Teachers base CORE VALUES Pro-Social Skills their planning, instruction, and assessment E: Exceeding the grade-level KCC Core Values on important state standards. Teachers standard/expectation Pro-Social Skills and Coombs School Core communicate each student's progress in Values provide an essential foundation for life- terms M: Meeting the grade level j long leaming. Acquiring these skills and terms of achievement relative to standards. standard/expectation demonstrating our Core Values help to create a How is this approach different from P: Progressing towards the grade-level positive learning climate for all students in our traditional grading? standard/expectation school. These. skills and values are addressed, ■ In a standards-based approach, the developed, and supported throughout our traditional categories are broken down into N:. Not yet meeting the grade-level curriculum. more specific areas of leaming so that standard/expectation f"•"•••••••• strengths and weaknesses are clear. X: Standard is not assessed at this time. THE GROWTH MINDSET ■ Scores communicate progress relative to ; "People believe. . . their talents and abilities can specific criteria and standards rather than be developed through passion, education, and show a percentage of achievement on a Note :persistence. For them. . . it's about a combination of areas of learning. : commitment to leaming—taking informed risks ■ Standards-based scores convey the status No letter grades will be given. ; and learning from the results, surrounding of achievement at the end of a leaming A trimester schedule will be followed. ;yourself with people who will challenge you to period rather than an average of learning :grow, looking frankly at your deficiencies and over time. a seeking to remedv them."–Carol Dweck ........................