FISD Elementary & Intermediate Teaching & Learning
In FISD, we are dedicated to transparency and collaboration, aiming to provide families with valuable resources to support your partnership in your child's education. Explore comprehensive curriculum resources, learning progressions, and our guiding instructional beliefs featured on this site. Additionally, access details about FISD's standards-based report cards and the K-5 assessment calendar to monitor your child's academic progress.
Parents
- Curriculum Guides
- FISD Instructional Beliefs
- Instructional Technology Resources
- Standards Based Learning & Grading
- FISD K-5 Learning Progressions
- Standards Based Report Cards
- K-5 Assessment
Curriculum Guides
The curriculum guides listed below have been designed to empower families by providing clear insights into what their child is learning at each grade level, during each grading period. These guides serve as valuable resources, offering a comprehensive overview of educational goals, content areas, and learning expectations. By accessing these guides, parents can actively support their child's academic journey, fostering a collaborative partnership between home and school for enhanced student success.
FISD Instructional Beliefs
Within the instructional belief documents listed below, families are provided with insight into our approach to fostering effective learning environments. These documents guide educators, parents and stakeholders in understanding our commitment to balanced screen time, fair and meaningful grading practices, and the core principles that shape the delivery of our curriculum.
Instructional Technology Resources
FISD believes technology is a powerful that supports student learning and positively impacts student achievement. After careful consideration and stakeholder feedback, FISD has selected specific digital resources to invest in that will enhance personalized learning and data-driven instruction, align with state standards and foster 21st-century skills for FISD students. Many of these digital resources vary in purpose and complexity and enable teachers to deliver targeted instruction that meets the specific learning needs of their students, leading to improved academic performance and learning outcomes.
Listed below are the core digital resources that have been selected by the FISD Teaching & Learning and Instructional Technology departments and will be used to support K-5 students.
Parent Guides
FISD believes in fostering a collaborative educational environment that extends beyond the classroom. Utilizing parent guides for access to district funded instructional resources is crucial for empowering families with the tools and knowledge they need to support their child's learning journey. These guides offer step-by-step instructions and tips for engaging with educational content at home. By leveraging these resources, parents can stay informed and actively participate in their child's education, helping to create a cohesive and supportive learning community.
FISD Instructional Resources Parent Guides PreK-2nd
FISD Instructional Resources Parent Guides 3rd - 5th
K-5 Math
K-5 RLA
K-5 Science
K-5 Social Studies
Standards Based Learning & Grading
Standards Based Learning in FISD
We are thrilled to share that in 2024 - 2025 all FISD students Kindergarten through Fifth grade will have a Standards-Based report card every nine weeks. This type of evaluation of student learning greatly benefits our students by clearly measuring their proficiency on defined essential standards and learning progressions in each core content area, along with a Learner Profile (social development, formerly conduct), and fine arts.
Educational research shows that when teachers measure students’ learning based on standards and not just a numerical or letter grade, then the ability for teachers to target specific areas of student strength and need is much more easily identified. Traditional grading systems are based on an average, which sometimes does not make clear to students and their families exactly what students have mastered or are still working on. Families will receive weekly communication through their students' folder and/or digitally through Seesaw and Canvas from the classroom teacher indicating how their student is progressing on mastering each standard. The design of this Friendswood ISD standards-based report card was a collective effort of our Standards Based Thought Leaders and Report Card Teams composed of many of our Kindergarten through 5th-grade teachers, instructional coaches, parents, district and campus administrators, and school board members. We celebrate our educators’ focus on student learning and providing targeted feedback about student progress.
How Does Standards-Based Grading Differ From Traditional Grading?
With the traditional grading system, many elements are combined to determine your child’s grade – test scores, quizzes, completed homework, classroom participation, coming to school on time, extra credit – then, the average of the semester’s work equates into a percentage that correlates with a specific letter grade.
Standards-Based Grading separates those elements. And while we believe all should be addressed, now parents will be able to see specifically if their child needs help with an academic concept or if he or she can’t remember to turn in homework. Standards Based grading is the vehicle in which authentic learning (Goal 6) comes to life in classrooms due to the specific feedback and evidence teachers gather on students' areas of strengths and growth related to standards.
Standards-Based Grading measures a student’s mastery of grade-level standards by prioritizing the most recent, consistent level of performance.
The Benefits of Standards-Based Grading
For Students
- Learning targets are clearly defined and aligned with state standards.
- Students are offered multiple opportunities and ways through which to demonstrate proficiency
- Students monitor their own progress toward the achievement of specified targets
- Specific feedback on progress helps build self-esteem, pride, and motivation for students
For Parents
- Report card grades are less mysterious and have more meaning
- Parents are aware of exactly what their child knows, is able to do, and next steps for progress
- Parents know in what areas their child needs more support
- Parents are empowered to increase their child's confidence and help their student set goals
For Teachers
- Teachers know exactly where students stand in their progress toward learning targets and what support needs to be provided
- Teachers of the same courses have aligned expectations and standards
- Assessment results and collections of evidence help teachers determine when students need extra help and when they need more challenging work
Standards Based Learning & Grading FAQ
Standards-Based Grading: Frequently Asked Questions
What is Standards-Based Grading?
Standards-based grading measures the mastery of the learning objectives, or how well students understand the content in class. It is a method of reporting what students have learned and how they demonstrated their learning of the Texas Essential Knowledge and Skills (TEKS). Standards specify what all students should know and be able to do by the end of the school year. A standards-based approach allows parents and students to understand more clearly what is expected of students and how to help them be successful.
What is the purpose of Standards-Based Grading?
The purpose of standards-based grading is to improve student learning by focusing on instruction and the alignment of curriculum with the essential standards. It provides an accurate measurement and reporting process on students’ proficiency in meeting those standards. Standards-based grading and reporting will provide better communication to students, parents, teachers and administrators on the students’ academic abilities.
How does Standards-Based Grading differ from traditional letter grades?
Standards-based grading informs us what students have learned and know. Standards-based grading measures a student’s knowledge of grade level content over time by reporting the most recent, consistent level of performance. For example, a student might struggle in the beginning of a grading period with new content but may demonstrate proficiency by the end of the grading period. In traditional grading, the student’s performance for the whole grading period would be averaged, and early assessment scores that were low would be averaged together with proficient assessment scores. The result of the scores averaged would be a lower grade. When a percentage system is applied, it can be misleading. In standards-based grading, a student who reaches proficiency would be reported proficient, and the grade would reflect current performance level.
Why change?
Traditional grading often measures many different factors such as homework, extra credit, attendance, behavior etc.…and sometimes compares how well students do in relation to their classmates. Standards-based grading measures how well an individual student is doing in relation to each grade-level standard or skill. Standards-based grading gives students and parents specific information on what the student knows and what the student can do. It eliminates many of the factors that can distort the final traditional grade as a true indicator of mastery. It clears up the uncertainty about what the grade means. The goal is to do all we can to make sure that a grade is the best representation of how well a student knows the content. Goals 2 and 6 of our FISD Strategic Plan inspire and require us to make this shift for students.
Why can't my child "score" past the expected target each nine weeks on the report card?
The quickest explanation is that the target expected level each nine weeks (noted on each report card standard) for each progression, such as a 1.5 or a 2.0, etc., is equivalent to a child receiving a 100 for mastering that nine week's skills. Just as in a traditional gradebook we did not go past a 100, the same would hold true in a standards based setting. A child who has mastered all the skills on the progression would receive the targeted level for that nine weeks, just as they would have received a 100. We cannot report on skills covered outside of that nine weeks because the teacher has not explicitly taught them at that point in the year yet. For students showing mastery on skills in learning progressions more quickly, their learning will be extended to skills on other progressions in that particular nine weeks where mastery may still be coming along. They will be asked to show their learning at the highest level possible through multiple forms of evidence, therefore ensuring students are not just moving along but truly mastering skills that are fundamental to success in future standards. Students will have opportunities and be asked to make choices about how they would like to show what they know and prove their learning as they inch towards mastery of the skills. This enhances critical thinking and student ownership of the learning standards at the highest level possible. It is amazing what kids can come up with!
Empowering Parents: Talking to your child in a Standards Based Classroom
- What challenged you today? What felt hard?
- Tell me about a time you felt happiest today.
- What are you most proud of today?
- Tell me about a high and low from today.
- Tell me about a choice you made in your learning today.
- Who did you help today? Who helped you?
- Tell me about time today/this week that you showed responsibility/respect?
- What goals are you working towards in (insert subject area)?
- Tell me about the best part of your day.
- What standards (skills) are you learning in (insert subject area)?
- What subject is your most and least favorite? Why?
- What was the most interesting thing you learned today/this week?
- What made you laugh today?
- What standards/skills do you feel you know so well you could teach the class?
- What are you studying in school that most interests you?
- What is your favorite time of the day in school? (Dig deep- get past lunch, recess, and PE)
- What did you share in your morning/class meeting today?
- What are you looking forward to learning in school in the next month/week/this year?
- What do you do at school when you get stuck or need help?
- When do you feel most successful/unsuccessful at school?
- If you were a teacher and could teach the class anything, what would you teach them?
- How do you know when you have really learned something? Give me an example from school today/this week.
- What made you laugh today?
- What is something you learned today that surprised you?
- How were you kind today?
- Rate your day on a scale of 1-10. Why did you give it this rating?
- How were you brave today?
- Tell me your top 2 things from school today. Why are they your top 2?
- If you had a camera at school today, what picture would you have taken? Why?
- Did you make yourself proud today?
FISD K-5 Learning Progressions
The learning progressions listed below serve as dynamic roadmaps that outline the developmental steps and milestones in your child's educational journey. These resources offer a clear understanding of the skills and knowledge your child is expected to acquire at each stage of their learning. By accessing these progressions, families can track their child's growth, provide targeted support, and celebrate achievements. They facilitate informed discussions with educators and empower parents to play an active role in their child's academic development.
Standards Based Report Cards
Understanding My Child’s Report Card
In the Standards-Based Grading system, both students and parents are aware of clear learning outcomes and the pace for expected mastery of each grade level target.
Grades on traditional report cards often reflected a combination of academic progress, work habits, and participation. Standards-Based Grading solely reflects progress on priority learning standards.
The grade level target for each learning standard is a 3. When a 3 is earned, the student has met the grade level expectations for that topic. While some topics have expectations for mastery early in the year, many of the topics do not have mastery expectations until the end of the school year. You will see this expectation reflected on the learning progressions, as well as the report cards each nine weeks.
Levels 1 through 3 cannot be equated to the A-F grading scale. It is normal for students to advance from a 1 to a 3 as they develop greater proficiency of the standard. A student who achieves a level 3 on all topics on the report card by the end of the year has mastered all grade level expectations. You will likely see more 1's early in the year and 3's later reflecting the necessary progression, and mastery level of the skills.
This is especially evident in language arts and math. In science and social studies, most topics are addressed completely within a grading period.
Linked below is the Standards Based Grading Key, also known as levels of proficiency. This gives you a general idea of what a 1,2, 3, or not yet evident means. The grade level and content specific learning progressions outline the priority standards being measured or assessed each nine weeks and what a student should be able to know and do within each of these standards.
FISD Levels of Proficiency Grading Key
*Please see grade level learning progressions for more detailed information on grade level standards
|
Level |
General Description |
|
3- Meeting |
I can independently show mastery of the standard through reflections, discussions, and assessments. I can apply my knowledge in new situations.
|
|
2- Approaching |
I can demonstrate a basic understanding and am approaching mastery of the standard, but need more practice in applying my knowledge. I still have questions and need assistance to achieve mastery.
|
|
1- Developing
|
I am developing skills to gain understanding of the standard. Right now,I need teacher assistance to help build this understanding.
|
|
* - Not Yet Evident |
I have not yet demonstrated evidence of progress in this standard. |
Standards Based Grading Report Cards
K-5 Assessment
Teachers
The FISD Teaching & Learning Hub is a dedicated website that has been designed to support FISD educators by providing easy access to a wealth of instructional resources. Whether you're looking for curriculum guides, learning progressions, or instructional technology support, you'll find everything you need to enhance your classroom experience and foster student success. Explore, learn, and grow with us!
The FISD Teaching & Learning Hub is only accessible to FISD staff and you must be logged into your FISD Google account in order to access the link. For information for how to log in to your FISD Google account, please click here.