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G
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J
K
L
M
N
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P
Q
R
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S
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T
U
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Curriculum 2.0
Standards-Based Grading and Reporting
FREQUENTLY ASKED QUESTIONS
How will my child’s progress be reported?
Curriculum 2.0 is a standards-based instruction, assessment, and reporting system that provides clear
expectations to teachers, students, and parents about student goals compared to grade-level
expectations. The Curriculum 2.0 report cards will provide feedback to students and parents throughout
the school year as to how well students are meeting or exceeding academic standards compared to
grade-level expectations. For the Curriculum 2.0 report card, grades are aligned to standards.
What are Measurement Topics?
Measurement Topics are categories of content and skills by subject area and grade-level. What a child
needs to know and be able to do changes (gets more complex) at each grade level.
How is learning assessed?
Learning is assessed over time in a variety of ways. Some of these ways include teacher observations,
discussions, projects, reports, and tests.
What are the scoring codes or marks that are used to indicate students’ level of academic
performance on the Curriculum 2.0 report card and how will I know if my child is meeting gradelevel standards?
Scoring codes or marks on the Curriculum 2.0 report card indicate a student’s level of proficiency on
grade-level content. Scoring codes or marks are not correlated with traditional letter grades such as O, S,
N or A, B, C.
Kindergarten Scoring Codes
SCORE
DESCRIPTION
P
Meets the grade-level standard by demonstrating proficiency of the content or processes for
the measurement topic
I
In progress toward meeting the grade-level standard
N
Not yet making progress or making minimal progress toward meeting the grade-level
standard
M
Missing data – no grade recorded
NEP
Not English Proficient; may be used for a level 1 or 2 ESOL student for no more than two
marking periods.
Proficient ― A score of P means you child is successful in using the content and processes at the grade
level.
Not Yet Proficient ― A score of I or N means you child is still working on the content and processes at
the grade level.
Grades 1–3 Scoring Codes
SCORE
DESCRIPTION
ES
Exceptional at the grade-level standard
P
Meets the grade-level standard by demonstrating proficiency of the content or processes for
the measurement topic
I
In progress toward meeting the grade-level standard
N
Not yet making progress or making minimal progress toward meeting the grade-level
standard
M
Missing data – no grade recorded
NEP
Not English Proficient; may be used for a level 1 or 2 ESOL student for no more than two
marking periods.
Proficient ― A score of ES or P means your child is successful in using the content and processes at the
grade level.
Not Yet Proficient ― A score of I or N means your child is still working on the content and processes
instructed at the grade-level.
What topics are instructed by grade level and semester (K) or marking period (Grades 1–3) for
each subject?
Topics in subject areas that are not shaded are instructed and reported on during that semester (K) or
marking period (Grades 1–3). Shaded boxes in a subject area indicate that grades are not required for
that topic for that semester (K) or marking period (Grades 1–3).
How is the instructional reading level determined?
Daily small group reading instruction is the strongest reflection of a student’s reading level for grading and
reporting purposes.

The text level reported on a report card is the student’s instructional text level used daily in
small group guided reading instruction.

A reading instructional text level is determined by the student’s accuracy (90% and above)
and comprehension of literary and informational text. Comprehension is determined by
interactive, oral discussions that reflect inferential and critical understanding of text as judged
by teacher observation during small group reading instruction.

Although written comprehension is important and is part of instruction, it is not a factor used
to determine the reading level.
How is my child’s instructional reading level reported?
Book Level is a way to know how easy or difficult a book is to read. The complexity of vocabulary,
the number of words on a page, and content contribute to a book’s level.
For Grades K–2, the instructional reading level is indicated on a graph.
The shaded areas on the graph above indicate the expected reading ranges by book level at the end of
each marking period for Grades K–3. A dot indicates your child’s reading level at the end of a marking
period.

A dot within the gray area indicates that your child has met the quarterly reading target.

A dot below the gray area indicates that your child is approaching the quarterly reading
target.
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A dot above the gray area indicates that your child has exceeded the quarterly reading target.
If your child is reading above a level P, a statement will appear below the graph indicating the reading
level.
For Grade 3 instructional reading level is indicated on a chart.
READING LEVEL
MP1
MP2
MP3
MP4
Exceeding target
Meeting target
X
Approaching target
Note: Reading targets are levels of reading that one would expect students to meet throughout the year.
Can a student be proficient on a grade-level reading Measurement Topic, but reading below the
quarterly target? Or be reading at or above the quarterly target, but not be proficient on a
Measurement Topic?
Yes, a student could be proficient on a Measurement Topic addressing a skill or strategy but reading
below the quarterly target in small group instruction. Likewise, a student could be reading at or above the
quarterly target but not proficient on a Measurement Topic.
How is my child’s mathematics instructional level reported?
A statement will appear below the mathematics Measurement Topic box on the Grades K–3 report cards.
The statement will provide additional information regarding mathematics instruction throughout the
marking period.
Your child was consistently instructed on the content and processes of the grade level. OR
Your child was consistently instructed on the content and processes of the grade level with
enrichment/acceleration.
What are learning skills?
Learning Skills contain Personal and Social Development (K) and Work Habits (Grades 1–3) along with
thinking and academic success skills. The work habits are the effort and behaviors that affect learning.
Thinking and Academic Success Skills are the threads that weave the content skills and processes
together in Curriculum 2.0. These skills include creative thinking such as generating multiple responses to
a question, critical thinking skills such as analysis, and academic success skills such as collaboration
How are learning skills evaluated?
Learning skills are evaluated within the context of teaching and learning during the academic day.
How are learning skills reported?
Learning skills are reported separately from the academic grades. For the Thinking and Academic
Success Skills, shaded boxes indicate that the skill is not evaluated for that semester or marking period.
What are the scoring codes or marks on a standards-based report card that are used to assess
learning skills?
CODE
DESCRIPTION
DEM
Demonstrating
PRG
Progressing
N
Not yet evident
Kindergarten Learning Skills
PERSONAL AND SOCIAL DEVELOPMENT
SEM1
SEM2
SEM1
SEM2
Follows classroom rules /routines
Interacts easily with peers
Shows initiative and self-direction
Uses classroom materials appropriately
THINKING AND ACADEMIC SUCCESS SKILLS
Analysis
Collaboration
Effort/Motivation/Persistence
Fluency
Intellectual Risk Taking
Metacognition
Originality
Synthesis
Grade 1 Learning Skills
WORK HABITS
MP1
MP2
MP3
MP4
MP1
MP2
MP3
MP4
MP1
MP2
MP3
MP4
MP1
MP2
MP3
MP4
Rules and Procedures
Task Completion
THINKING AND ACADEMIC SUCCESS SKILLS
Analysis
Collaboration
Effort/Motivation/Persistence
Fluency
Intellectual Risk Taking
Metacognition
Originality
Synthesis
Grade 2 Learning Skills
WORK HABITS
Completes Tasks
Follows Rules and Procedures
THINKING AND ACADEMIC SUCCESS SKILLS
Analysis
Collaboration
Effort/Motivation/Persistence
Flexibility
Fluency
Intellectual Risk Taking
Metacognition
Synthesis
Grade 3 Learning Skills
WORK HABITS
MP1
MP2
MP3
MP4
MP1
MP2
MP3
MP4
Completes Tasks
Follows Rules and Procedures
THINKING AND ACADEMIC SUCCESS SKILLS
Analysis
Collaboration
Effort/Motivation/Persistence
Elaboration
Evaluation
Intellectual Risk Taking
Metacognition
Originality
How are scores for a student receiving English for Speakers of Other Languages (ESOL) services
reported?
The student will receive scores for each Measurement Topic as indicated in the chart.
Grade 3 Learning Skills
ESOL -LEVEL
MP1
MP2
MP3
MP4
Listening Skills/Comprehension
Speaking Skills in English
Reading Skills/Comprehension
Writing Skills in English
What are the scoring codes or marks used to report performance for a student receiving ESOL
services?
The ESOL teachers will report on how ESOL students are performing on tasks and assessments in each
Measurement Topic using the scores described below.
SCORE
DESCRIPTION
BRI Bridging
Knows and uses social and academic language working with grade level material
EXP Expanding
Knows and uses social English and some technical academic language
DEV
Knows and uses social English and some specific academic language with visual
Developing
support
EM Emerging
Knows and uses some social English and general academic language with visual
support
EN Entering
Knows and uses minimal social language and minimal academic language with visual
support
How is a student’s ESOL level determined?
The student’s ESOL level (1, 2, 3, 4, 5) is determined through an assessment, the World-Class
Instructional Design and Assessment (WIDA), that combines listening, speaking, reading, and writing.
Level 1 is the lowest level, and Level 5 is the highest level.
*Please note that this list is different than the one given out at Kindergarten
Orientation*
Kindergarten Supply List
Dear Families of Future Kindergarteners,
We are looking forward to having a successful year next year in kindergarten. The following is a
list of supplies kindergarteners will need. Please be sure to label all items with your child’s
name (scissors, glue bottles, glue sticks, etc). We will assemble school boxes on the first day so
please do not put supplies in the school boxes. Supplies can be brought to school on Open
House day and placed in your child’s cubby. Thank you so much for your support. Have a safe
and fun summer! We look forward to seeing you in the fall!
Sincerely,
The Kindergarten Team
Supplies (label all items with your child’s name)
 1 school box (or small Sterilite Storage Bin)
 3 bottles of Elmer’s school glue (4 oz.)
 4 glue sticks
Sterilite Small Storage Bin
 2 boxes of crayons (24 count or higher)
from Target doubles as a
 2 dry erase markers
great, durable school box
 2 oblong pencil erasers
 Blunt primary scissors
 1 2-pocket folder (Plastic folder, preferred. NO fasteners/prongs)
 2 dozen pencils (No fancy/decorative pencils- they ruin our sharpeners.)
 2 wide-ruled composition books (NO spiral notebooks, please)
 1” 3-ring binder
 Backpack large enough to hold a 9X12 folder (Due to concerns about the ability of
kindergarteners to safely maneuver backpacks on wheels, we prefer traditional backpacks
without wheels)
Appreciated donations:
 Tissues
 Hand soap
 Hand sanitizer
 Clorox wipes
 Baby wipes
 Gallon size Ziploc bags (with labels)
 Sandwich size Ziploc bags
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Quart size Ziploc bags
Paper towels
Fun band-aids
8-count Crayola/Mr. Sketch markers
Any additional packages of the
above supplies would be greatly
appreciated!