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Standards Based Grading
Report measures student mastery of state standards
Background Information:
For two years, five Wake County Public School Systems’ administrators,
teachers and parents have worked together to develop a new elementary school
report card that provides consistency to the grading process and better
informs parents as to their child’s progress toward mastering the state’s
Standard Course of Study.
The new report card was developed to align with new laws and policies such
as the NC Student Accountability Standards and the WCPSS Promotion policy.
The purpose for the new report card is to inform students and parents about
a student’s performance on the grade level standards. The new report card
measures progress against a uniform standard, rather than other subjective
assessments. Information related to growth and overall strengths and needs
is captured in the teacher comment section.
The new report cards provide a consistent grading scale; work habits and
conduct are separate; and teacher comments are specific. The new report
card has helped administrators and teachers at schools piloting it to
improve assessment practices, guide instruction of the state standards, and
provide more deliberate development of enrichment activities.
The student performance levels of 1 to 4 indicate whether students have met
the expectations set by the state in the Standard Course of Study and
indicate whether the student has the necessary skills and concepts to be to
be successful in the next quarter or next grade.
Student Performance Levels
The student performance level is determined with quarterly objectives and
assessment data. Work habits and conduct grades are separate from the
student’s content proficiency.
Level 4 – Extends targeted grade level standards: represents the student
exceeding grade level expectations set by the state and that a student will
be successful in the next grade or quarter and whose curriculum may be
enriched.
Level 3* - Demonstrates proficiency of targeted grade level standards with
evidence of application: represents the student meeting the grade level
expectations set by the state with evidence of application and that a
student has the necessary skills and concepts to be successful and confident
in the next grade or quarter. Example: If a third-grader clearly
understands the concept of multiplication, can recall the facts quickly, and
can use the multiplication to solve everyday problems. The teacher has
collected evidence of this mastery and recorded it on the student’s math
profile. The student’s assessment may indicate Level 3* work.
Level 3 – Demonstrates proficiency of targeted grade level standard:
represents the student meeting the grade level expectations set by the state
and indicates that a student has the necessary skills and concepts to be
successful in the next grade or quarter.
Level 2 – Inconsistent and needs support to meet targeted grade level
standards: indicates that the student has not yet met grade level
expectations set by the state and that a student does not have the necessary
skills and concepts to be successful in the next grade or quarter. This
should alert parents that close communication is needed for further student
support. If the student seldom turns in math homework and does not
cooperate in-group problem solving in math, this student’s work habits and
conduct grade may indicate Level 2.
Level 1 – Insufficient performance of targeted grade level standards with
support: indicates that the student has not yet met grade level
expectations set by the state and that a student does not have the necessary
skills and concepts to be successful in the next grade or quarter. This
should alert parents that close communication is needed for further student
support.
Grades are provided twice a year for weekly special classes such as art and
music, instead of quarterly. This provides special teachers the time with
students they need to assess each student’s work.
The new report card provides space for teachers to list the individual
interventions such as a volunteer tutor, mentoring program, or Accelerated
Learning Program instruction in which each student participates.
Reporting on Classroom Behavior
The new report card includes reports on the student’s conduct and work
habits. In reporting on conduct, the teacher can indicate whether the
student meets expectations in cooperating with others, respecting others,
and observing rules and procedures. In reporting on work habits, the
teacher can indicate whether the student uses time wisely, listens
carefully, completes assignments, writes legibly, works independently or
seeks help when needed, and completes work.
The Rating Scale for Conduct and Work Habits rates students with a 1 through
3, where students receive
3 – meets expectations
2 – inconsistently meets expectations
1 – does not meet expectations
The new report card increases a teacher’s ability to communicate with the
student and parent about the student’s success in meeting the state
standards for that grade, as well as reporting on the student’s classroom
behavior.
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