No. 168      Institute for Learning

Prior to implementation of standardized reporting periods, elementary schools had considerable latitude in determining pupil progress reporting periods. As a result, there was wide variation in the length and ending dates of reporting periods among elementary schools. This practice was problematic because:

1. Data collection and reporting were difficult, because some schools did not submit information (e.g., grades, assessment results) prior to the due dates for many required reports;
    
2. Student achievement data (e.g., Developmental Reading Assessment) were difficult to compare, because some students had more instructional days than others;
    
3. It was difficult to "catch" mobile students in districtwide data collection because they moved between schools with different reporting periods and testing schedules; and
    
4. It was difficult to meet required timelines related to parent/guardian notification of students at risk of retention.

Beginning in the 2000-01 academic year, the district instituted standard progress reporting periods at the elementary level. In 2001-02, the district will continue using standard progress reporting periods. At the beginning of the 2000-01 school year, you will receive more detailed information about submitting report card scan sheets and production/distribution of completed report cards. The first and second reporting periods will contain approximately 50 instructional days each; the third reporting period will contain approximately 80 instructional days. The shortened first and second reporting periods are necessary so that parents/guardians of at-risk students have early warning that their students are in need of extra support. In addition, reporting period end dates ensure that students at year-round schools can be identified for support during each intersession. The following chart provides reporting period end dates for 2001-02.

Although reporting periods are standardized for the 2001-02 academic year, schools should continue to schedule parent conference days to meet individual site needs and transportation availability. The following section provides guidelines for scheduling parent-teacher conference days.

All elementary schools are authorized to operate a minimum-day schedule for the purpose of conducting parent-teacher conferences. Traditional and single-track year-round schools are authorized to use a maximum of four days for parent-teacher conferences.

Elementary schools may select their minimum days at the end of the first and/or second progress reporting periods according to the timeline provided (Attachment 1). After selecting parent-teacher conference dates, the form provided (Attachment 2) should be submitted to the individuals/offices listed. The provisions below must be met when conducting minimum days for pupil progress reporting conferences.

Because of multiple calendars, arranging pupil progress reporting periods is difficult. Bus service in support of parent-teacher conference days will be scheduled in the most cost-effective manner due to budget limitations. This often results in different buses and drivers servicing schools on minimum conference days. Therefore, schools should closely supervise procedures at their loading zones on these days.