Regional School District 13

135A Pickett Lane, Durham, CT 06422 | 860.349.7200

Progress Reports/Report Cards

Progress Reports and Report Cards

The reporting of student progress is an integral component of District 13's standards-based curriculum, instruction, and assessment. From the very first District Strategic Plan in 1992, we have focused on the development of a reporting system that gives parents and students detailed information about student progress toward our curriculum benchmarks.
 
In grades K-4 our progress reports are completely standards-based. This means that teachers at each grade level have identified from the broader curriculum the essential knowledge and skills that students must master in order to be successful at the next grade level. Progress toward these benchmarks is reported using a four-point rubric. A 3 on the four-point scale represents the grade level expectation.
 
We also report on progress toward our District Core Ethical Values and Lifelong Learning behaviors.
 
A concerted effort has been made to establish as much consistency as possible in the way our two elementary programs report student progress. However, some differences in the progress reports reflect the instructional differences between the two programs.
 
The documents below detail the benchmarks and rubrics for the core academic areas and Core Ethical Values/Lifelong Learning Behaviors in grades K-4.
Contemporary Program (Brewster/Korn)
Integrated Day Program (John Lyman)

Brewster K rubrics

Brewster 1 rubrics

Brewster 2 rubrics

Korn 3 rubrics

Korn 4 rubrics

Lyman K rubrics

Lyman 1-2 rubrics

Lyman 3 rubrics

Lyman 4 rubrics

The Related Arts benchmarks and rubrics are the same for both programs.

Related Arts rubrics

In grades 5-8 the report card combines academic letter grades with rubric-based reporting of progress toward curriculum benchmarks. The letter grade for each reporting period represents the quality of work completed during that period, while the rubric-based benchmark reporting represents progress toward the end-of- year expectations. Rather than delineating a four-point rubric, teachers have described proficiency for each benchmark.

Strong School

Strong proficiency