Frequently Asked Questions (FAQ) about the District 63 Report Card


    What type of information will be reported for students in the second language programs (ESL and


    In addition to reporting on performance levels for learning and behavior, our second language learners will

    also receive information on their current levels of language proficiency. They will be evaluated in each

    marking period, in the areas of Reading, Writing, Speaking, and Listening, using indicators that are aligned

    to the same performance levels used for the Assessing Comprehension and Communication in English

    State‐to‐State test (ACCESS). ACCESS testing is conducted annually each winter with all English Language

    Learners. The 6‐point scale used in ACCESS testing is shown below. This same scale will be used to show

    progress in language proficiency on the new report card.

    Performance Levels for ESL Services

    6: Reaching ‐ Independently uses technical language of the content areas; communication in English is

    comparable to fluent speaking peers

    5: Bridging ‐ Frequently uses technical language of the content areas; communication in English is

    approaching comparability to fluent speaking peers

    4: Expanding ‐ Generally uses technical language of the content areas; communication in English has

    minimal errors that do not hinder the meaning

    3: Developing ‐ Uses some general language of the content areas; communication has errors that may

    hinder the message, but retains much of its meaning, when supported

    2: Beginning ‐ Uses general vocabulary/phrases and has limited use of content area language;

    communication has several errors, when supported

    1: Entering ‐ Uses pictures/single words to communicate learning in the content areas; communication

    occurs when provided support

    What about students with an IEP or a 504 plan?

    Students with either an IEP or a 504 plan will have the same opportunities to meet standards. However,

    additional information will be provided to parents for students with accommodations and/or

    modifications. If a student’s IEP or 504 requires either accommodation or modification for any subject area

    indicator, this will be shown with an A (accommodation), M (modification) or B (both accommodation and

    modification) next to the standards evaluation scale level. Examples of how this will appear on the report

    card as shown below.

    2M = partially meeting learning standards with modifications in Math

    3A = meeting learning standards with accommodations Writing (under English Language Arts)

    3B = meeting learning standards with both modifications and accommodations Language (under

    English Language Arts)

    August 2014


    How will we receive information on student behavior?

    Reports on student behavior at the elementary level will be aligned to the District 63 PBIS system. There

    will be three indicators for behavior, as shown below. Students will be evaluated on three levels of

    performance for behavior. These are shown to the right of the indicators. Students will be evaluated based

    on the total number of Office Referrals during the marking period.

    Learning Behaviors Performance Levels for Learning Behaviors

    3: Outstanding ‐ Student demonstrates an expert application of grade level

    behavioral expectations

    2: Satisfactory ‐ Student demonstrates application of grade level behavioral


    1: Needs improvement ‐ Student is unable to apply grade level expectations,

    even with assistance of behavioral interventions




    How were teacher and parent feedback included in the process of creating this report card?

    Teacher feedback was gathered throughout the entire process. The group that developed the report card

    included teachers from across all schools representing grades 1‐8, including special education and second

    language teachers. Information was also presented and feedback gathered from all teachers in the district

    at our spring Institute Day. Additionally, a group of kindergarten teachers met to provide feedback on the

    specific needs for reporting progress with kindergarten students. Multiple parent focus groups were held

    to gather feedback. Parents from all schools were invited to attend. All feedback was considered before

    the report cards were presented to the School Board in March 2014.