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District moves to revise K–2 report cards to align with structured literacy; grading guidelines show few changes
Summary
District staff presented draft 2025–26 grading guidelines with a key change clarifying accommodations for special populations and outlined a planned redesign of K–2 standards‑based report cards to align with the structured literacy block and Scarborough's reading rope.
Dr. June Richland, executive director of educational leadership, told the board the draft 2025–26 grading guidelines include few changes but add clarified language about accommodations for special populations. She said a larger forthcoming change will be a redesigned standards‑based report card for kindergarten through second grade to align with the district’s structured literacy initiative.
Richland and other staff explained the K–2 report card redesign will align reporting categories with the structured literacy block adopted in May 2025 and will use measures such as phonological awareness, decoding, word reading, vocabulary, comprehension, fluency and overall reading mastery. The district plans to provide parents monthly, parent‑friendly reports through the Amira platform that will show subscores and provide actionable tips for home support.
Dr. Richland said the K–2 report cards and parent reports will be tied to teacher-incentive allotment measures; the district is developing a combined student-performance-and-growth teacher report that will inform teacher designation thresholds and incentives.
Dr. Richland and staff said third-grade reporting will continue to use STAR scores for that grade, while new K–2 measures will expand how the district communicates reading performance and guide student-led conferences scheduled for Oct. 27.
Staff said the board will return with proposed report-card changes for approval at the next regular meeting and that the changes are intended to give parents clearer monthly feedback and to align literacy instruction, progress monitoring and teacher incentives.
