TLC and B-P Intermediate School
The Learning Community (pre-K through grade 2) and Broadalbin-Perth Intermediate School (grades 3-5) distribute report cards three times a year at approximately 13-week intervals. Students who are struggling to meet standards or who receive academic intervention services (AIS) also receive progress reports midway through each trimester. All reports are sent home with students, except for intermediate school progress reports, which are mailed to each student’s home address.
B-P Middle and High Schools
Broadalbin-Perth’s middle (grades 6-8) and high schools (grades 9-12) distribute reports cards four times a year at 10-week intervals. Students who are struggling to meet standards or who receive academic intervention services (AIS) also receive interim reports midway through each quarter. All reports are mailed to students’ homes.
Standards-Based Report Cards
The Learning Community and Broadalbin-Perth Intermediate School divide the school year into trimesters to provide parents with a more timely look at their child’s progress. Teachers at both The Learning Community and intermediate school conduct formative assessments — measuring students’ progress in key learning areas, such as reading — throughout the school year. The timing of these assessments in relation to the curriculum more naturally aligns with a trimester schedule rather than a schedule based on four quarters.
The purpose of the report card is to communicate to parents, students and staff the progress each student is making toward mastering the New York State performance-based standards and Next Generation Learning Standards. Broadalbin-Perth’s elementary schools use standards-based report cards in an effort to provide more information about what each child knows, understands and can do.
Next Generation Learning Standards, Race to the Top and other state and federal initiatives have increased the focus on standards-based education. In response, many school districts across the state and nation have been implementing standards-based report cards in recent years.
The primary advantage of standards-based report cards is their correlation to state grade-level standards: Teachers and parents can track each student’s progress toward meeting the state’s expectations.
Standards-based report cards are based on grade-level learning standards and expectations. Unlike traditional “lump-sum” grading systems — in which a student earns a “B” or an “82” for his or her combined work in a certain subject area — standards-based report cards communicate student progress on specific skills and competencies using a 4, 3, 2, 1 scale. This kind of feedback helps to inform classroom instruction and allows both teachers and parents to understand exactly where students stand in relation to the learning standards.