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Monday, March 30, 2020


Important Notice

COVID-19 UPDATE (March 15, 2020)
All Rivendell Schools will be closed starting March 15, 2020 for the remainder of the school year
Please check our new section COVID-19 Information on the website

Annual District Meeting 
The Rivendell Interstate School District Annual Meeting scheduled for Tuesday, March 17, 2020
at Rivendell Academy has been POSTPONED (tentative date May 5, 2020).

A Monday Hello from Mrs. MacQueen

December 10, 2012

Report cards for the first trimester will be sent home December 10th with your student. Please sign the envelope and return it with your child to school. If you have any questions, do not hesitate to contact your child's teacher. Below is an explanation of our standards-based report cards.

Samuel Morey and Westshire have Standards-Based Report Cards. We are constantly working to make them more parent and guardian friendly and to reflect the important skills and knowledge we want our students to learn based on the Vermont Standards. There will be new Common Core Stand-ards soon and they will again undergo some revision. The sixth grade report card is a combination of standards and letter grades.

On our website is an explanation of a standards-based report card. Here is the explanation:

What is a Standard-Based Report Card?
A standards-based report card lists the most important skills students should learn in each subject at a particular grade level. On many traditional report cards, students receive one grade for reading, one for math, one for science and so on. On a standards-based report card, each of these subject areas is divided into a list of skills and knowledge that students are responsible for learning. Instead of letter grades, students receive marks that show how well they have mastered each standard.

The marks on a standards-based report card show only how well the child has mastered the grade-level standards, and do not include effort, attitude or work habits, which are usually marked separately. Parents can see exactly which skills and knowledge their children have learned.

One of the biggest adjustments for students and parents is that many standards-based report cards focus on end-of-the-year goals. This means that in the first or second grading period, instead of getting A's for trying hard and doing well on tests, a high-achieving student might have several marks indicating that she is not yet proficient in some skills. Although this is normal since most students will not meet all of the year's goals in the first quarter, it can be hard for parents and students used to seeing all A's and B's.

Another difference between traditional report cards and standards-based report cards is that Exceeding the Standard is not necessarily the same as an A on a tradition-al report card. For example, if a fifth grader received A's on every math test during the trimester, she would probably receive an A on a traditional report card. If those math tests measured only the concepts fifth graders are expected to master, those A's would be the equivalent of "proficient" on a standards-based report card; the student is doing what he should be doing, but not necessarily more.

Standards-based report cards help the teachers and parents focused on student learning goals from the very beginning of the year.

Standards-Based Reporting
Marks (1-4) on the report card indicate the progress a student is making towards end of the year learning.

  • A "1" indicates a student is not making sufficient progress towards reaching the standard by the end of the school year.
  • A "2" indicates a student is making adequate progress towards reaching the standard by the end of the year.
  • A "3" indicates a student has reached or mastered the grade-level expectations for that standard.
  • A "4" indicates a student has exceeded the grade-level expectations for that standard.