Assessments are an important part of learning and students at our schools take part in several assessments throughout the year. The purpose of these assessments is to monitor student learning and make instructional decisions.
Assessments Pre-K to 2nd Grade
School districts are not required to administer, develop, or purchase a standardized assessment for students enrolled in pre-kindergarten through second grade, other than for diagnostic purposes.
The purpose of report cards is to keep students and parents informed of the student’s academic progress and to highlight behaviors and attitudes that help or hinder learning. Report cards are sent home via family email.
Report cards are issued three times per year for elementary school students and four times per year for middle school students at our 10-month schools. For kindergarten through eighth grade students at Iroquois Community School, report cards are issued four times per year.
Parents are invited to monitor their student’s progress through the district student information system, Infinite Campus. For more information, contact your child’s school office.
Kindergarten through eighth grade students’ grades are expressed as a number ranging from 1-4. For more detailed information, please contact your child’s teacher.
Report Card/Gradebook Marks for Kindergarten through 5th grade
|Standards-Based Report Card/Gradebook Marks||What this Mark Means|
|4||Exceeds: In addition to the "Meets" criteria, student demonstrates more complex learning that goes beyond what was explicitly taught.|
|3||Meets: Student consistently meets grade level standards. Student applies concept at a proficient level.|
|2||Approaches: Student is approaching an understanding of grade level standards. Student applies concepts with support.|
|1||Below: Student is below in their understanding of grade level standards. Student does not apply concepts, even with additional support.|
Note: For students who have modifications, progress will be addressed according to their educational plans.
Homework is an extension of the learning that is occurring at school. In addition to practicing skills learned at school, homework is an opportunity for independent study, research, and creative thinking.
Families can help their children by arranging a quiet, comfortable place for their children to work. Families can also support their children by monitoring that the expectations are completed.
The amount of homework done by each student varies according to grade level/age. If clarification is needed concerning homework, a phone call or email to your child’s teacher is recommended.
Family-teacher conferences are scheduled on a districtwide basis. Special school days are set aside for these conferences. Please refer to the school calendar for these dates.
Family-teacher conferences enable teachers to work more effectively with each child. This direct communication affords an opportunity to gain a better mutual understanding of the child that is not otherwise possible.
Conferences also give the teacher an opportunity to discuss methods, objectives, and other aspects of the school and program with family.
Families may request a conference with the teacher at times other than the regularly scheduled conferences. Families may contact a teacher to set a mutually agreed upon time for such a conference.
This type of a conference is very useful if the student is concerned about something occurring at school or the family has an immediate concern.
Multi-tiered systems of support (mtss)
Multi-tiered Systems Of Support, MTSS, formerly referred to as response to intervention (RTI), recognizes that academic and behavioral functioning are intertwined. MTSS describes the varying levels of support each student will access based on their academic and social-emotional learning needs. All students participate in our core program of learning dedicated to high quality engagement with grade level learning standards, referred to as “Tier 1.”
MTSS can include positive behavioral interventions and supports (PBIS). According to Collaborative for Academic Social and Emotional Learning (CASEL, 2019), SEL programs and approaches are often seen as an important component of universal approaches within MTSS, because they are designed to promote positive academic and behavioral outcomes in all students.
Students who need extra support to learn grade level learning standards engage in that extra support, referred to as “Tier 2.” And finally, students who need intensive intervention to learn previous years’ standards engage in this intensive intervention, referred to as “Tier 3.” The family/ guardian will be notified if their child is participating in a Tier 3 intensive intervention.