ESCUELA iNTERNACIONAL SAMPEDRANA

REPORT CARD GUIDE

EIS
COMPREHENSIVE LOOK AT THE NEW STANDARD
BASED REPORT CARD SYSTEM
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TABLE OF CONTENT

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Dear Parents/Guardians,

Escuela Internacional Sampedrana constantly improves teaching and learning for

students and teachers. We also know the most valuable treasure is your son or
daughter. We know parents are our most valuable partner. We have adopted
rigorous standards in different fields for what every student should know and be able
to do in each subject area and grade level. EIS applies the Common Core State
Standards which set high expectations for students, staff, and schools. These career
and college ready standards are aligned to our school mission. They require
continuous progress monitoring and appropriate targeted support when needed. EIS
goal is to meet every student needs to reach optimum learning. A standard-based
Report Card identifies the specific learning goals within the curriculum so that
appropriate rigos can be ensured. It also communicates more detailed information
about student learning progress with regard to those goals to bring about higher
levels of success and be able to create individual learning paths. The Standard
Based Report Card was developed by educators, administrators, School Board
Members, and parents through the 2015-2017 years. It was a year process with
various meetings to reach a quality product. We understand that a perfect Report
Card does not exist, but our product had to reach:
1. Clear communicate and unambiguous information about students
performance to parents and students.
2. Accurate interpretation to ensure that the students and parents understand
the information it includes and finds it helpful and meaningful.
3. Consistency in the terminology across subjects areas and levels so the
interpretation is accurate.
4. Understanding the Report Card is part of a larger reporting system with
supplementals, structures, and communication systems.
5. Understanding the Report Card is Descriptive and not restrictive by limiting or
regulate teachers instructional practices. It should not narrow or constrain
teachers use to communicate with parents. It has to enhance teaching and
learning.
The report card will provide information on your child's academic performance and
your child's work habits, behavior, and effort. The Standard Based Report Card
clarifies and reinforces consistent, high expectations for all students from 1-3. The
report card also provides specific feedback on progress to the standards so that
families, students, and teachers can work together to set meaningful goals for
improvement.
Our goal is that you will find this guide and report card system helpful.

EIS Administration

CHANGES IN THE REPORT CARD:

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The new Report Card is aligned to USA and Honduran standards and reflects
updates in our curriculum and instruction. The platform for teachers to Report
progress in each of them is REDIKER. Each parent has a password to enter the
system and be informed of their child's progress. In the Report Card presented,
parents will find:
1. EIS Report Card Purpose
2. Lifelong Learning Skills (Citizenship Skills: Work habits and Social skills)
necessary to be a successful learner.
3. Category titles and descriptors reflecting Learning Standards.
4. Progress keys reflecting student progress toward standards.

A standards-based report card is designated to assess students performance

against a specific and observable set of grade level skills. A standard based
system measures each student against the identified standard, instead of
measuring how the student performs compared to other students.

Supplemental documents (Grade level documents which describe more specifically

each standard and skills) accompany the Report Card in the meetings and are
uploaded in the school portal to inform parents.

FOUR ESSENTIAL COMPONENTS OF A STANDARDS-BASED REPORTING

SYSTEM

Honduran and USA Standards: EIS Curriculum and Instruction:

The learning standards that describe The standards-based curriculum that a

what a student should know and be able teacher uses to ensure that classroom
to do at an identified point in time. instruction targets these standards. The
standards are in ATLAS which are used
by teachers to upload units of learning
and weekly plans.

Assessments:
The assessments that a teacher uses to
measure learning and extent to which a
student has met each standard.
Reporting:
The communication tool that allows a
teacher to report toward learning
standards in REDIKER, Report Cards,
and Student-Led Conferences.

Grading Scale
5 Advanced Achievement of Standard

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4 Meets Standards

3 Developing Standard

2 Approaching Standard (Minimum needed to pass class)

1 Not Meeting the Standard

This is a shift in thinking from the traditional percentage grades to the new markings
(shown above) . 4 is the goal for the grade level and should be celebrated.
Below is a detailed explanation of each of the academic performance indicators:
4 - Meets Standards
Performance is at Grade Level:
Students who receive a 4 consistently meet the standard and demonstrates a level
of understanding that is typically expected during the course of the academic year.
Meeting the standard does not mean that teaching and learning end; rather it
indicates that the student has reached a level of performance expected of grade
level students for that standard with consistency, accuracy, independence, and
quality at the time reported.

3- Developing Standards Performance is progressing toward grade level:

Students who receive a 3 are progressing toward a standard and may require some
support, monitoring, and /or assistance from an adult for clarification in order to
progress. Independence for success is not constant.

2-Approaching Standard:
Receives support and is performing below grade level:
Students who receive a 2 are still acquiring pre-requisite skills in order to understand
the content and/or apply the skills of the grade level standard. Students need
additional adult assistance. Considerations (Accommodations) in the following can
be used: Increased time, smaller chunks of learning, and/or alternative strategies for
gaining foundational standards that will lead to the grade level standards. (Minimum
needed to pass class)

1-Not meeting the Standards

Receives support and is performing below grade level:
Students who receive a 1 are still acquiring pre-requisite skills in order to understand
the content and/or apply the skills of the grade level standard but are not
progressing. Students need additional adult assistance. Increased time, smaller
chunks of learning, and/or alternative strategies for gaining foundational standards
that will lead to the grade level standards.

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5- Advanced Achievement of Standard

Performance is above grade level:
Students who receive a 5 consistently demonstrate and understand above grade level skills
and concepts. Instruction will focus on more complex problems within the standard, will
offer more levels of challenge for the learner in applying that standard, and will provide
more in-depth and critical thinking in the area of that standard.

Not addressed at this time:

When a blank appears next to a standard, it indicates that the standard was not addressed
during the months leading up to the report card. Some standards will be addressed during a
specific portion of the year, while others will be addressed throughout the year.

Lifelong Learning Skills:

These are vital for our students in becoming good citizens. Citizenship skills are developed
from Dispositions found in Habits of Work,Character,and Scholarship. This area
encompasses personal development and classroom and community skills. Teachers will
report on an individual student's work:

PUNCTUALITY/PUNTUALIDAD
NEATNESS AND APPEARANCE/ORDEN Y PRESENTACION
BEHAVIOR/MORALIDAD
WORK SPIRIT/ESPRITU DE TRABAJO
SPIRIT AND SOCIABILITY/ SOCIABILIDAD

SOBRESALIENTE MET/EXCEEDED THE S

STANDARD

MUY BUENO APPROACHING THE TARGET MB

BUENO STARTING TO APPROACH B

THE TARGET

No Satisfactorio NOT MEETING THE TARGET NS

This will ensure that parents are informed of their childs attitudes and dispositions towards
lifelong learning skills.

Reinforcement Classes
At EIS, we believe in creating an individual plan to support the students in meeting the grade
level standards. When a student has been identified with specific skills and standards that
are not being met, reinforcement classes are given. Teachers prepares minilessons to

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support the specific skills student has not reached. If the skills are still not being met, he/she
will be referred to the SSC. The Student Success Center will begin the protocol and if
needed the Inclusive Model.

Student Success Center

The Inclusive Model will be used for students with IEP who have modifications in their
standards. They will be assessed as expected in the IEP. If the student has accommodations,
the standard grading will not be altered. If the student has modifications, the grading of the
standard will be altered by assessing it to the individual expected standard. Ex: If a student is
in 3rd grade and is being taught reading skills from a second grade standard. The recording
will be assessed from a 2nd grade level. The Report Card will note the standard has been
modified.

Standards Used
Common Core State Standards for Mathematics and Language Arts
Next Generation Science Standards
C3 Framework for Social Studies Standards
2016 Honduran National Standards for Spanish (Area de Comunicacion: Espanol),
Estudios Sociales, Physical Education
National Core Arts Standards for Music and Visual Arts
ISTE Technology Standards

Subjects and Strands on Report Cards

The subjects listed on the report card are the following:
Dispositions (Citizenship/ Scholarship/Habits of Mind)
Mathematics
Reading
Writing
Speaking and Listening
Language
Science
Social Studies (Not in first grade)
Spanish
Estudios Sociales
Music
Art
Physical Education
Technology (Required by ministry in 7th and 8th grade)

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On the report card, each subject is broken down into strands based on the standards
themselves and how they are grouped. Each strand consists of several standards. The
standards of a strand do not all need to be assessed during the same bimester.

Questions frequently asked by parents:

Why a standards-based report card?

A standard-based report cards performance rating approach provides
information about student achievement that percentages and letter grades
alone can not provide. The SBRC actually provides more specific information.
Each subject is broken into multiple standards which identify specific skills. It
provides more information to the parents. Parents and students see specific
strengths and areas of focus. It also ensures the standards are implemented
and assessed with consistency.

Does the report card Include all of the standards?

A team of teachers, administrators, and parents worked in the SBRC project
and reviewed standards for each grade level and chose descriptors which
reflected all standards for student learning in each grade level.

How do I know where my child stands in relationship to

the rest of the class?
Report Cards are designed to show how each child is progressing towards the
standards. It does not show how a child is performing relative to other
students. The standards are in a continuum from K-to 8, and the Report Card
indicates progress of the standard. Communicating a child's progress relative
to standards is instructionally appropriate and beneficial to all!

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