Welcome to the Avoca Elementary School
Principal: Mrs. Stephanie Helgeland
(607) 566-2221 ext. 1121
This year the elementary students (grades K-5) will be assessed using a standards-based report card. The decision to use this type of report card is grounded in our desire to communicate student performance more accurately to parents. Traditional report cards showed overall subject are scores. In contrast, a standards-based report card exposes parents to standards and skills students are working on at their grade level. Scores, as indicated below, are performance based and give an account of a student’s trajectory toward grade level proficiency. Our hope is that these report cards will generate good discussion and provide parents with better information regarding their child’s needs and accomplishments.
Students receiving a 4 are excelling in that standard for their grade level. They have reached a level of performance expected at their grade level with consistency, accuracy, independence and quality.
Students receiving a 3 are proficient in that standard for their grade level. They demonstrate a level of understanding that is appropriate and sufficient during the course of that marking period.
Students receiving a 2 are partially proficient in that standard for their grade level. They demonstrate knowledge, skills and practices required as long as they have support and monitoring from an adult.
Students receiving a 1 are still acquiring the prerequisite skills in order to understand the content or apply the skill of the grade level standard. Students need additional adult assistance and support in order to gain foundational standards leading to grade level standards.
It takes more than “good grades” to be successful. For this reason, you will find “Habits That Support Learning” on the back of each report card. These habits were carefully chosen and reflect habits/characteristics necessary to be college and career ready. Sometimes these habits warrant greater focus and discussion than subject area grades.
The decision to move to a standards-based report card was a two-year process and driven by data. At first, our data showed us that our communications using traditional report cards did not give parents adequate information to understand their child’s performance. The second year of this change process found us pouring over a variety of standards-based report cards across many districts. We used our own Benchmark Check Lists (traditionally sent home with the second and fourth report cards) to guide our choice of standards. This, our third year brings us to the implementation of our new report cards. Please feel free to thoroughly discuss these report cards with your children and their teachers.
Mrs. Stephanie Helgeland