Standards-Based Report Cards

A Standards-Based Report Card (SBRC) is a type of report card that communicates how well a student is progressing toward mastering specific grade-level academic standards—rather than giving one overall grade per subject (like A, B, or C). Key features of a SBRC include breaking down subjects into specific skills or learning goals, uses performance levels instead of letter grades, focuses on growth over time, and supports better communication between teachers and families by giving a more detailed picture of student strengths and areas for growth.

SBRCs help ensure that teaching and learning are focused on the Texas Essential Knowledge and Skills (TEKS) and provide a more accurate view of what a student knows and can do. It also provides a clearer picture of what students are learning and helps teachers, parents, and students identify areas of strength and areas needing support.

The performance levels on a Standards-Based Report Card (SBRC) describe how well a student is progressing toward mastery of grade-level standards. In SISD, we use a three point scale.

In SISD, we use SBRCs for RLA (reading, writing, word study), math, science, and social studies.

No, letter grades (like A, B, C) are usually not used in SBRCs for K–2. Instead, performance is reported based on proficiency of specific skills and standards, and this type of report card is more about the learning progression.

You will receive a report card every nine weeks.

No. "Approaching" means your child is on the way to meeting the grade-level expectation. They are showing growth, but still need more practice, support, or time to achieve the standard independently. It’s a normal and expected part of learning—especially in the early grades where development varies from child to child. Think of it like a learning journey. “Approaching” means your child is moving in the right direction—they just haven’t arrived yet.

You shouldn’t be worried yet. Many skills are expected to be mastered by the end of the year, not in the first or second quarter. “Approaching” is not a failing mark—it simply shows your child is in the process of learning. Children develop at different rates, and it’s normal for some standards to take longer than others. You may want to talk with your child’s teacher if your child has been marked “Approaching” in the same area over multiple grading periods without improvement, you're unsure what specific skills they need help with, and/or you want ideas for how to support learning at home.

“Approaches” is a signal, not a judgment. It gives you valuable insight into where your child is growing and where they may need extra encouragement or support.
 

Yes, a student can meet all standards on a Standards-Based Report Card (SBRC) by the end of the year—and in fact, that’s the goal! "Meets" means the student consistently demonstrates grade-level understanding and skill. Teachers are assessing whether your child is able to apply what they’ve learned independently and accurately across different situations.

Many standards are designed to be mastered by the end of the school year, not right away. Early in the year, it’s common to see marks like “Approaches” as students are being introduced to new skills. Over time, with instruction and practice, students are expected to grow into those standards.

Some children may meet all or most standards by the end of the year, while others may still be developing in a few areas. Some items to keep in mind while monitoring your child’s progress: 

• They’re receiving services or interventions.
• They’re working at a different pace.
• They’re mastering more complex standards that build gradually.

It’s important to remember that every child learns differently—and progress matters just as much as mastery.
 

SISD Standards-Based Report Cards have a section titled “Student Work Habits” that reflect behavior and effort in class. Teachers assess these statements based on observations during class time. 

Standards-Based Report Cards (SBRCs) help teachers and parents work together by creating a clear, shared understanding of exactly what students are expected to learn—and how they're progressing toward those goals. Here’s how SBRCs support strong home-school partnerships:

Clear, specific communication - SBRCs break learning down into individual standards/statements, so parents can see which skills their child has mastered and where they need support. Instead of broad subjects like "Reading: B," parents see exactly how their child is doing in areas like reading fluency, comprehension, and phonics.

Focused conversations - Parent-teacher conferences can focus on specific skills rather than general performance. Teachers can point to student work or assessments tied to each standard, making conversations more productive and targeted.

Shared language and goals - Everyone (teachers, parents, students) uses the same language and expectations around learning—like "approaching toward standard" or "meeting standard." This consistency helps parents feel more informed and involved.

Early intervention and support - Because standards are tracked individually, it's easier to spot learning gaps early. Parents and teachers can create support plans based on exactly which skills need more attention.

Keep focus on learning and growth - SBRCs shift attention from “What grade did I get?” to “What am I learning and how am I growing?” This helps both parents and teachers support a growth mindset and celebrate progress.

Your child’s progress on a Standards-Based Report Card (SBRC) will influence their placement in the next grade level, but it’s only one part of a larger decision-making process.

The SBRC is designed to show how well your child is progressing toward mastering specific standards by the end of the year. If a child is consistently not meeting standards—even by year’s end—it raises concerns about readiness for the next grade.

SISD does not base promotion or retention on the SBRC alone. Teachers and school leaders usually consider classroom assessment, observations, intervention and support plans (including special programs), social-emotional development and parent input. 

Talk to your child’s teacher early if you're concerned about progress, ask for mid-year updates on critical standards. You can find out what supports are in place or work with the teacher on a home-school plan to help your child continue growing.

Parents can find out more about the standards their child will be assessed on for the Standards-Based Report Card (SBRC) at:

• Your child’s teacher - Ask the teacher for a copy of the standards used for grading, a rubric or checklist showing how each standard is measured, and a breakdown of what’s expected each grading period.
• Texas Education Agency