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Elementary Report Card

Report Cards

Academic Indicators

Accessing Report Cards in Skyward

This website is designed to provide a detailed breakdown of Standards-Based grading and reporting, the CSD Elementary Report Card by grade level, and the Academic Indicators by grade level.

The Centennial School District elementary curriculum is aligned to the Pennsylvania Core and Academic Standards and, as a result, we utilize a Standards-Based Reporting system for elementary students. The PA Standards are specific learning goals designed to provide year-end targets for all students. To learn more about the PA Core and Academic Standards and the specific content and skills for each grade level, you are encouraged to visit the Pennsylvania Department of Education Standards Aligned System (PDE SAS) website.

In Pennsylvania, there are no stand-alone library standards. The Pennsylvania State Library Association (PSLA) has a Model Curriculum framework that incorporates library competencies across the other academic disciplines aligned to the PA Core Standards. The Library portion of our Report Card and Academic Indicators are aligned to this Model Framework. Please visit PSLA Model Curriculum and connections to the Pennsylvania Standards to learn more.

In Pennsylvania, the PA Academic Standards for Art are from 2002. Since these standards are outdated, we rely on the National Arts Standards, which are more current and more robust. Please visit National Art Standards to learn more.

Along with the academic expectations listed above, the Centennial School District (CSD) is also committed to preparing students to develop skills that are associated with success in school and are among the principal competencies that employers seek in their future employees. These Habits of Success are based on the three domains outlined in the Pennsylvania Career Ready Skills (PA CRS).

Over the course of each trimester, our teachers assess student performance using a variety of measures. Some of these include performance tasks, classwork assignments, journals, portfolios, as well as a range of formative and summative assessments that show evidence of student work overtime. One of the purposes of a Standards-Based Reporting system is to provide specific, detailed information to parents and guardians regarding the progress their child is making toward a year-end defined learning standard as set forth by specific grade-level content and skills.

Standards-based grading (SBG) assesses students’ mastery of a set of learning goals. The traditional system combines academic and non-academic elements, such as student behavior, to evaluate student knowledge. In contrast, SBG measures what students know based on a set of predetermined objectives that define what students are expected to know at the end of the school year, thus providing more detailed insight into students’ content strengths and weaknesses.

Hanover Research (2020)

The benefits of Standards-Based Grading (SBG) adoption include more transparent teaching and learning, with benefits for teachers, students, and parents. Proponents of the SBG argue that evaluating students based on their proficiency in specific learning goals makes the grading system more equitable.

Teachers using SBG practices perceive a more purposeful teaching and learning environment, as students clearly understand what they are expected to learn.

Hanover Research (2020)

The report card provides parents/guardians information in three program areas: habits of success, academic achievement, and special area subjects. Each has its own performance continuum as indicated below.

Academic Achievement and Special Areas

• EE: Exceeding Expectations - The student independently and consistently demonstrates a thorough understanding beyond the expectations for the grade level year-end Pennsylvania Academic / Core Standards. Student performance requires little to no teacher support and guidance.

• ME: Meeting Expectations - The student demonstrates a satisfactory understanding of the expectations for the grade level year-end Pennsylvania Academic / Core Standards. Student performance requires minimal teacher support and guidance.

• AE: Approaching Expectations - The student demonstrates a partial understanding of the expectations for the grade level year-end Pennsylvania Academic / Core Standards. Student performance requires teacher support and guidance.

• BE: Beginning Expectations - The student struggles to demonstrate an adequate understanding of the expectations for the grade level year-end Pennsylvania Academic / Core Standards. Student performance is often inconsistent even with teacher support and guidance.

• NA: Not Able To Be Assessed at This Time - This indicator may be used when a student’s situation or status does not allow the teacher to complete an adequate assessment of the standard.

Habits of Success

• ME: Meeting Expectations - Student performance requires minimal teacher support and guidance.

• AE: Approaching Expectations - Student performance requires some teacher support and guidance.

• BE: Beginning Expectations - Student performance requires substantial teacher support and guidance.

• NA: Not Able To Be Assessed at This Time - This indicator may be used when a student’s situation or status does not allow the teacher to complete an adequate assessment of the standard.

Note - Gray boxes indicate topics not assessed during the trimester.

Note - Student Services approval required for the use of the modified instruction designation.

Parents and Guardians with questions about their child’s report card or overall progress toward meeting the year-end performance standards are encouraged to confer with their child’s teacher.