Standards-Based Report Cards

Standards-Based Report Cards are the standards-based reporting system used for TK-6 grades across Manteca Unified.

The Manteca Unified Reporting Committee, made up of teachers, principals, and district administrators, worked together to develop the new District standards-based reporting system, which provides deeper insight into student performance and clearer goal setting for students and families.

In the 2024-25 school year, the Standards-Based Report Card was adopted across the District in every TK-6 grade classroom. Since this adoption, the conversation at our district has shifted towards a deeper focus on aligning learning to grade-level standards, ensuring every student is receiving the instruction they need to achieve.

Browse the resources on this page to learn more about Standards-Based Report Cards and the reporting system in MUSD.

Why Standards-Based Report Cards?

The traditional grading system, which uses letter grades from A-F, can sometimes leave out important details, such as understanding your child’s academic strengths or how your child can improve. Traditional grading focuses on several scores from tests and assignments, but does not tell parents which skills their child has mastered. For example, reporting that a student earned a "C" in math does not help a student or their parents know what they can or cannot do.

Our new report card provides clear communication about the exact learning goals students are expected to achieve in their grade level. For example, it’s much clearer to report that a student earned a “Proficient” mark in multiplying and dividing fractions.

In other words, instead of focusing on percentages or points, standards-based reporting focuses on how well your child understands the material versus their ability to earn points.

With the Standards-Based Report Cards, we believe that your understanding of what is expected of your child and how well they are progressing is very important. This clarity will help parents and caretakers to support their child's learning more effectively.

Read about Standards-Based Report Cards in the Stockton Record!

Resources

How to Read Your Child's Report Card

Why Standards-Based Report Cards?

Common Core State Standards

Family Guides

Videos

Infographics

K-1 Grade

2-3 Grade

4-6 Grade

Report Card Examples & Family Guides By Grade

Transitional Kindergarten

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Standards-Based Report Card Vs. Traditional Grading

In a traditional grading system, there is room for grading bias, which means that a student’s grade might not show how well they are actually understanding the material. This is because their grade is affected by things like extra credit, zeros, and group scores.

In a standards-based grading system, grades or “marks” are more concerned with how a student is mastering certain standards. Essentially, we don’t need to know if a student has an “A” in math. We need to know if a student is successful doing long division, which will influence their success in math later.

Teachers will also have the ability to leave comments on their students’ report cards to inform parents of progress.

Standards-Based Report Card	Traditional Grading
Focuses on students’ individual learning goals and growth. Measures student achievement through evidence, unaffected by extra credit or zeros. Gives students marks based on how they are currently performing, not averaging their performance overall	Students receive letter grades based on a percentage of work done. Overall grades are an average of work complete. One single grade is given per subject or course.

This kind of transparency will give families a better understanding of their child's progress. Instead of simply receiving a good or bad letter grade or a percentage, families will now know their child’s learning goals, referred to as grade level standards, how their child is meeting said goals, and where their child might need extra help.

Standards Explained

The California Department of Education establishes what students should learn in each grade level. Learning standards are set by the state, but it is up to local school districts to teach to those standards (sometimes we call them learning goals). Essentially, standards are what students should know and be able to do at the end of each grade.

It would be impossible to list every state standard on the report card, so for the last two years, district elementary teachers and MUSD’s reporting committee worked to identify the most important standards in Math, English Language Arts, Science, History, and Physical Education that students will be assessed or evaluated on using the standards-based report cards.

MUSD TK-6 Proficiency Scale

Teachers will use the following proficiency scale marks and descriptions on the report card to communicate student progress toward meeting essential grade level standards for all subject areas.

Exceeded (EX)	This means that a student has a deep understanding of the standard. They have demonstrated key concepts and skills independently and can apply their knowledge to new and more complex situations. They can explain their thinking and reasoning. "I really get it and can teach others how to do it too!"
Proficient (PR)	A student is proficient when they have a complete understanding of the standard. They can demonstrate understanding of key skills and academic vocabulary all on their own. They are ready to extend their understanding. "I can do it on my own!"
Approaching (AP)	When a student is approaching, they are getting close to meeting the standard but still need a bit of support to get all the way there. They can demonstrate their understanding of simpler skills independently. They may still need teacher support and extra practice to become confident with the standard. "I get some of it and I'm starting to do more and more on my own."
Beginning (BE)	Beginning marks mean that a student is just starting to demonstrate understanding of the standard. They still need a lot of support and reteaching for the simple parts. Remember that this is not meant to be a bad grade, this simply tells us the areas where a student needs more help to reach grade-level standards. "I'm just getting started and learn best with help."

FAQ

Why Standards-Based Report Cards?

What if my child is proficient in a subject in trimester one and falling behind in trimester two?

It is important to note that your child's mark may change from report card to report card as concepts increase in difficulty. So, it is possible that a student who earns a mark of “Proficient” in the first trimester may earn “Approaching” in the second reporting trimester when the difficulty has been increased.

For example, early in second grade, students are expected to solve one-step word problems. Later in the year, students need to solve multi-step word problems. A student who receives “Proficient” earlier in the year for this standard and “Approaching” later in the year needs more time to acquire the necessary skills and concepts to solve these types of more challenging problems.

If your child needs more help meeting standards, supplemental supports can be put in place at any time. Their teacher may support them in a small group setting to reteach subject matter as necessary.

How will standards-based grading affect my family?

Isn’t it important for students to have a GPA?

TK-6th grade are crucial years that lay the foundation for a child’s learning path. We believe it to be far more beneficial for students and their families to focus on developing skills and educational growth at a young age, rather than what letter grade students will receive.

As educators, our goal is to set students up for success by building knowledge and confidence before they reach junior high when letter grades will begin, and ultimately high school, when letter grades are referenced for college admissions.

What about Honor Roll & Acorn eligibility?

Standards-Based Report Cards do not have a grade point average (GPA.). Sites have already been working to move away from celebrating students based only GPA/honor roll and have transitioned student recognitions based on MAP growth and achievement. Acorn Sports eligibility will also focus on student achievement and growth (i.e. scoring green or blue on MAP or achievement of growth targets).

How can I monitor my child's growth?

We encourage families to stay in contact with their child’s teacher for direct feedback on their child’s learning growth. Parents and caregivers also have access to Q Parent Connect throughout the trimester to view student progress marks on standards.

We also strongly encourage all families to participate in Goal Setting Conferences in September & January to discuss their child’s MAP scores and set goals for improvement.

Are there resources for me to support my child's learning at home?

MUSD students can access an interactive learning path created just for them using Exact Path. This digital platform uses a child's MAP test data to meet them where they are, customizing a learning path to help them improve reading, language arts, and math skills.

Click here to access Exact Path

Reading at home with your child is also a great exercise that supports their success in all subjects! Reach out to your child's teacher if you need support finding books that are appropriate for your child's grade and reading level.

How will teachers determine if my child has met a standard?

Can a report card assign marks for a child with a disability based on the student's grade level standards?

Yes. Assigning grades (i.e., achievement or "letter" grades) for a child with a disability based on the student's grade level (i.e., year-in-school) standards would be consistent with Section 504 or Title II.

Generally, Section 504 and Title II would require that if a Local Education Authority (LEA), or school district, assigns grades to nondisabled students participating in regular education classes using grade level standards to reflect progress in the general education curriculum, then the LEA would also assign grades to students with disabilities participating in regular education classes using grade level standards to reflect progress in the general education curriculum.

What if I have a question?

We encourage families to reach out to their child’s school site and teacher for general questions. If you would like to directly ask the district a question, you can click the “Ask a Question” button on this web page.

Manteca Unified will also be conducting parent surveys during the 2024-25 school year to collect district-wide feedback, so be sure to check all emails sent from Manteca Unified.