Children and parents think it is impossible to earn a Level 4? Is it possible to achieve a
Level 4?

Yes it is. However, a level four indicates performance that is consistently above and beyond
the standard. Level 4 work shows application, connection, and extension of the targeted goals.
Sometimes, when teachers communicate that a Level 4 is difficult to achieve, children understand
it to mean that it is an impossibility. We will work to dispel this myth. Please help us by
encouraging your children to aim for their best performance.


If a struggling student who tries his best earns a Level 2, isn’t it discouraging to his
motivation to learn?

Both verbal and written comments, and other motivational tools, will continue to be used daily,
to encourage students in the classroom setting. Target areas needing improvement to reach the
standards for Level 3, are indicated on the report cards for reaching those goals.


Do teachers have access to the next grade’s standards?

WakeCounty Standards are available on the intranet and internet.


There seems to be inconsistencies on what is a Level 4. What is the school and school district
doing to standardize Level 4 work and designation?

There will always be a degree of subjectivity in all grading systems. Teams of teachers are
working diligently to standardize grading across the grade levels and the school.


Do interims still have to be given? They are not useful to some parents.

Interims are part of WakeCounty’s grading policy. We hope they are helpful to parents whose
student may not be meeting the standard and need extra support, and reassure those parents whose
children are meeting standards. (Some parents wonder if they missed something in a book bag if
no interim comes home.)


It is my understanding that this move was to more align report cards with EOG results. Should I
expect the grades on the report card to be a predictor of the score that the child will receive
on the EOG?

Standards Based Grading and the EOG’s are both measures of the N.C. Standard Course of Study and
both have rating systems of 1,2,3,4. However, since the EOG measures approximately one third of
the standards, and the report card measures 100% over the course of the year, they may or may
not be similar.


If a child is being taught above grade level in any subject, by definition, is that child
required to get a 4 on his report card?

By definition, Level 4 work shows application, connection, and extension of the targeted goals.
While being instructed above grade level is not required for achieving a level 4, children who
are taught above grade level have consistently shown mastery and application of the subject at
his/her current grade. It would be likely that this child would receive a 4. Achieving a 4
does not preclude a teacher from suggesting areas for improvement in the comment section of the
report card.


What are WCPSS expectation/metrics for each school (e.g.., average)?

We have been given no expectations, except that we implement the new grading program.


What policies are in place to ensure consistency across schools?

Individual students’ skills scores are recorded on WCPSS system wide expressive and receptive
literacy cards and math profile cards. Those scores are then recorded on report cards. There
has been system wide training to inform teachers of how to use these cards to arrive at
standards based grades. To a certain degree, grades have always been and will always be somewhat
subjective.


What policies are in place to insure consistency within teachers?

Teachers plan together and are designing rubrics for major projects and works. All teachers
have received in house training and there is constant dialogue within and between grade level
teachers. We meet as grade level chairs each month and discuss the philosophy and policies of
Standards Based grading.


What mechanisms/algorithms will be used to convert grades throughout the grading period into an
overall grade?

Teacher use what is called a “best fit line” from the scores on the profile cards to determine
the appropriate level for the report card.


What is the mitigation plan for dealing with students who are high achieving, low achieving and
average?

The new grading policy will not change the way children are designated as gifted, or
exceptional. Our current programs remain in place for the students who qualify. Students
qualify for the different programs based mainly on nationally-normed or state-normed tests.


If a child receives 2’s all year does that mean that the child will be retained?

The decision to retain a child is never an easy one. A small number of children are retained
each year. If a child receives 2’s, it means his/her work is not as yet meeting the grade level
standard. If a child’s reading/writing and sometimes math levels are not meeting the standard
for the entire school year, that child would be considered for retention.


What have we heard from Tier 1 and Tier 2 schools who have experience implementing standards
based grading?

Staff members say: During the first quarter, they find teachers are more conservative in their
grading. The use of the 3* should designated growth over time, longer than 9 weeks they would
not like go back to the old grading system if it were posed as an option.


How does a parent know what the highest score attainable on each paper?

The general rule is:

If there is only a right or wrong answer for a problem or item, without the option for extension
or application, the highest score is usually a 3.


When is a 3* used and who can use it?

A 3* will not be used on papers, and is used on report cards in academic areas only (not by arts
or “special area teachers”).


I have been told to consider a rating of 3 as an “A”. In “No Child Left Behind" the grading
expectation is to have 95% of children at or above grade level standards wouldn’t they all
receive 3’s? Doesn’t this dilute the significance of a 3? And make it more difficult for
an “above grade level” student to distinguish themselves?

Under the old grading system, a child who met grade level standards could have received an “A”.
A child working above grade level standards could have also received an “A”. Even a child who
was working below level, if they were meeting the expectations set forth (below grade level
standards) could have also received an “A”. That is one reason why it was felt that the old
system did not accurately portray students’ achievement.

The 95% goal is a WakeCounty self-imposed goal and does not have a connection to the “No Child
Legislation”. The 95% goal refers to students’ scores on the EOG and EOC tests, not report card
grades.

A score of 3 on the report card means a child is meeting the grade level state standards. Level
4 work shows application, connection, and extension of the targeted goals.


Is this grading system used in middle schools and high schools?

At this time, the grading standards have not changed in middle schools or high schools.


Will teachers be publishing rubrics of exactly what constitutes a 3, 3* and 4 for the grading
period?

In major academic areas (reading, writing and math) teachers refer to students’ profile cards
and establish the “best fit” line to “grade” (see question 13.)

In Science, Social Studies and other areas, teachers establish rubrics for individual projects
and assignments. Some of those are shared with parents and some are not. Should you have a
question about how your child’s grade was assigned, please contact your child’s teacher.


How do the grades transfer once children reach middle school?

All Wake County Elementary Schools are now on the same grading system. This should make it
easier for middle schools to interpret report cards. Middle School counselors and
administrators have been given information on the new standardized system. Elementary grades are
one determining factor for readiness for middle school, and can be used in placement decisions
for middle school classes.

It appears that the new grading system lacks the subtleties of the old. There is less
opportunity to discern progress. Is this an attempt for the county to mask overall system
scoring deficiencies?

The comment section of the report card will offer more specific information regarding a child’s
progress, than ever before. The standards-based method of grading is actually an effort to more
accurately inform parents on the achievement levels of their children. This system allows
teachers to report where students are, based on the standards for their grade levels.


What is the difference between a 3 and a 3*?

The definition of a level 3 is “demonstrates proficiency of targeted grade level standards”. The
definition of a 3* is demonstrates proficiency of targeted grade level standards with evidence
of application (over time). Please see the answer to question 15.

Please give an example of what a 5th grade student would have to do to get a 4 on any given
subject.

If the “best fit” line on the measured objectives, in any given quarter is a four, the child
would receive a four on their report card. For example if on the math profile card the child
has scored a four on a majority of the summative assessments, that child would receive a four on
their report card.


How does the language “meets expectations and adequately met” describe my child’s performance,
without sounding detached aloof and totally impersonal? I am unsatisfied with this new grading
system. I would like to know what the teachers think about it.

Since this is a standards based grading system, rather that growth model for grading, the
language represents how close the child comes to meeting the expectations of the Standard Course
of Study. That may sound less personal to some.

The new grading system is policy. We understand from schools who have piloted it, that staffs
would not go back to the old system, if given the choice. (See question #18.)


How should I look at my child’s grades after the system of A-U has been changed to 4-1? What
should be an A, in the new grading system? Since 4’s are supposed to be A’s then why are
students not getting fours any more?

You cannot compare the two grading systems. As they say it is like comparing “apples to
oranges”.

A-D and U and the other indicators (above, below and on grade level), were part of a “growth
model”, used on the report cards reflecting your child’s progress from beginning of the quarter
to the end of the quarter.

“Standards based grading”, the new philosophy defines a standard, and asks whether or not your
child is meeting the standard. A score of 3 is defined as meeting grade level standards or that
your child has the necessary skills for the next grade or quarter.

Again, a 4 is not an A, please refer to the description of a 4.


Does Grade 1 have Standards Based Grading?

Yes. The new grading system is K-5. As you probably know, we do not send report cards home the
first quarter of first grade.

I’m very concerned that this grading system does not reward a child from one grading period to
the next in making improvements (ex. Child could work harder and still get a 3 whereas he can
see an improvement from an 85% to 90%% or A to B).

Since in elementary schools we do not use percentage or numerical grades, any mark (A,B,C,D or
Level 1,2,3,4) will have a range. With either grading system it is possible that a students
will make progress but still be in the same range. Within Standards Based Grading, a student
may move from Level 1 to 2 to 3 to 3* to 4, depending on their level of achievement.

Teacher comments may indicate new skills mastered.