Goal: To gain a better understanding of what your friction points are when you look at work and grade reports for your student(s).
  • How we are communicating about day to day assignments/tests.
  • How we are communicating overall learning progress through report cards.
Section 1: Demographics & Access

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1. What grade level(s) are your students currently enrolled in? (Please select all that apply.) (Required.)

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2. How do you typically access your student's report card? (Required.)

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3. If you do not regularly review the report card, what are the primary reasons? (Select all that apply) (Required.)

Section 2: Report Card Clarity & Value
For K-8 Parents (Standards-Based Reporting). If you only have 9-12th graders, please skip to that section.

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4. On a scale of 1-5 (with 1 = not at all and 5 = completely), how well do you feel you understand the "Standards-Based 1-4 Scale" grading system?

1 5
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i We adjusted the number you entered based on the slider’s scale.

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5. Does the report card give you a clear picture of what specific skills your child has mastered and where they need more help?

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6. If you answered "Somewhat" or "No" in the previous question, what could be added to the report card to give you a clearer picture?

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7. When you see a "3" or "Proficient" on a report card, do you feel you know exactly what that means for your child's progress?

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8. Do you feel the current report card clearly distinguishes between a student's academic ability and their work habits (e.g., participation, effort, behavior, etc.)?

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9. Is there anything else you think we should know about the above questions?

For 9-12 Parents (Traditional Reporting). If you only have K-8 Students, please skip this portion.

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10. On a scale of 1-5, how useful is a traditional letter grade (A-F) in helping you understand the specific skills your student has mastered? (with 1= Not Useful and 5 = Very Useful)

1 5
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i We adjusted the number you entered based on the slider’s scale.

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11. Do you feel the current report card clearly distinguishes between a student's academic ability and their work habits (e.g., participation, effort, behavior, etc.)?

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12. Would you appreciate "work habit and behavior" feedback that is separate from their grade?

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13. Is there anything else you think we should know about the above questions?

Section 3: Daily Progress & Assignment Tracking
This section contains questions for student(s) in grades 5-12. If you do not have student(s) in these grades, please skip this section.

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14. How easy is it for you to identify if your student has a missing or late assignment using our current systems?

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15. How satisfied are you with the timeliness of updates regarding your child's grades on specific assignments?

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16. When you see an assignment is "missing" or "late," is it clear what the next steps are for your student to make it up?

Section 4: Open Feedback

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17. What is one thing the district could do to make student progress reporting more meaningful or easier to understand for you?

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18. Is there any specific information about your child's learning that you feel is currently missing from our reports?

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19. If you had a child in Belgrade Schools last year, how prepared do you feel your child is for the next grade level?

Not prepared. Ready and able.
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i We adjusted the number you entered based on the slider’s scale.

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