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)
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
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.