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Report Cards

California Standards Report Card for Grades K-6

Sixth grade report card guide

Complete Parent Guides to CUSD Report Card

California Standards Report Card for Grades K-6


California Standards describe what a student should know and be able to do at each grade level. The California Standards are designed to be relevant to the real world, reflecting the knowledge and skills that young people need for success in college and careers.


Assessing student progress takes place regularly in several ways including; checking for understanding strategies, classwork, classroom discussion, projects, and formal assessments.


Reporting student progress is an essential part of the communication and partnership between home and school. This report card is designed to provide a “snapshot” of grade level standards and communicates an individual student’s progress toward independently meeting both academic and social expectations. We know students are unique and progress through the curriculum at their own pace. This report is simply one means of communicating a student’s progress. Parents are always encouraged to maintain communication with the school staff throughout the year.


The current report card is a results of feedback from teachers and parents throughout the 2014-2015 school year.


Frequently Asked Questions


What are the Common Core State Standards (CCSS)?

The CCSS are what students should know and be able to do at the end of each grade. It would be impossible to list every standard on the report card. The standards on the CUSD report card are a snapshot, a “collapsed” version, of the Common Core State Standards.


What is a standards-based report card?

A standards-based report card provides detailed information on how well your child is progressing towards mastery of year-end standards. Standards’ expectations change from one marking period to the next as students move toward the end-of-the-year grade level expectations. Learners are scored on their progress made toward mastery of those expectations set forth for each marking period.


What examples of data do teachers use to assign grades?

With a standards-based approach, teachers evaluate student learning in a variety of ways using classroom observations and classwork, along with formative and summative assessments. The combination of these pieces of evidence, when reviewed with parents, provides a more detailed picture of student progress towards grade level expectations.


Is it possible for students to “drop” from one marking period to another?

The score is an indication of performance with expectations of difficulty that increases throughout the school year. In other words, the concepts increase in difficulty as the year progresses. Therefore, a student who demonstrates a score of “3” in the first trimester could earn a “2” in the second trimester when the rigor of the standard has been increased. This shift from a “3” to a “2” indicates the student understands some elements of the concept but may need more development of the details or application and more teacher support.