Report Cards
When Princeton Charter School opened in September 1997, its two most experiencd founding educators, Norma Jean Byers and Charles Marsee, designed quarterly report cards and interim reports (half-way through the quarter) to meet the PCS Charter’s promise of “timely and complete communication with parents about their child's progress.” Other faculty members contributed to the specific reports for their grade or subject.
The report cards consist of three segments:
At the top is a summary section giving the student's and teacher's names, the subject, the marking period number, data, and an overall grade for the subject and for the effort the student made.
| Name: Grade:
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| Marking period: Date:
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| Subject: Subject grade: Effort:
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Teacher:
The next segment breaks down the student's progress into five to eight specific skills for the particular subject area.
For example, for English the areas are:
| | Homework Quality/ Completion |
| Writing Skills |
| | Quizzes/ Test Results |
| Reading Skills |
| | Class Participation |
| Vocabulary Skills |
| | Classroom Behavior |
| Listening Skills |
Each student is given one of the following indicators for each of these areas:
E - excellent progress
S - satisfactory progress
N - needs improvement
U - unsatisfactory progress
The specific skills for the other subjects are given at the end of this discussion.
The final section is a comment area, where each teacher gives a two-to-five-sentence comment for the parents of the student.
Although these report card take a little more time than a simple check-list report card, the school community, students, teachers, and parents, benefit from gaining a more complete picture of a student’s progress.
Subject-Area Skills
Mathematics
| | Understands concepts |
| Uses calculator effectively |
| | Knows basic facts |
| Contributes to class discussions |
| | Uses problem solving strategies accurately |
| Does homework on time and completely |
| | Computes accurately |
| Test results |
English
| | Homework Quality/ Completion |
| Writing Skills |
| | Quizzes/ Test Results |
| Reading Skills |
| | Class Participation |
| Vocabulary Skills |
| | Classroom Behavior |
| Listening Skills |
History
| | Understands concepts |
| Makes appropriate contributions to classroom discussions |
| | Demonstrates appropriate reading and research skills |
| Does homework on time and completely |
| | Understands geography skills |
| Test results |
Science
| | Demonstrates an understanding of concepts |
| Contributes to class discussions |
| | Applies skills to laboratory activities |
| Does homework on time and completely |
| | Recalls basic information |
| Test results |
World Languages (French and Spanish)
| | Knows vocabulary words and phrases |
| Does homework on time and completely |
| | Contributes to class discussions |
| Shows interest and makes effort in learning language |
| | Demonstrates good oral skills |
| Test results |
| | Demonstrates good writing skills |
Art
| | Pays attention in class |
| Cleans up studio and puts away supplies |
| | Creativity |
| Completes class work in a timely manner |
| | Displays good work habits |
| Exhibits good behavior |
Music
| | Understands music notation and theory |
| Demonstrates proper behavior |
| | shows knowledge of chorus rehearsal procedures and techniques |
| Presents correct tone production and articulation |
| | Contributes to rehearsals and discussions |
| Displays musical sensitivity and thoughtfulness during rehearsal and performance |
Physical Education
| | Comes prepared for class |
| Behavior |
| | Cooperation/teamwork |
| Effort and enthusiasm |
| | Skill |
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