Standards Based Report Cards
First Marking Period
Grades 1-5
Standards Based Grading Reflects a Progression of Learning
The standards/skills on the report card are year long goals. Therefore, it is not likely that students will be secure until they are presented with the standard/skill multiple times to demonstrate independence. Students are "Secure" not only when they are independent with the standard/skill, but when they can also consistently transfer it to new tasks or new learning with independence.
Standards / Behaviors Not Assessed
Some academic standards were not introduced or explored during the first marking period and will not be rated, therefore the cells are shaded gray. Based upon teacher feedback, this year additional standards will not be rated.
Fully remote students are excused/exempted from identified behavioral standards and can not be rated; therefore, teachers will record "EX" (Exempt) for those standards.
Grades 1-2:
- Works and plays with others cooperatively
- Independently carries out tasks related to daily routines
- Completes tasks with assistance
- Completes tasks independently
Grades 3-5:
- Uses time wisely
- Works cooperatively with others
- Applies decision-making skills to balance daily academic and social situations
Are Fully Remote Students Exempt from Speaking & Listening Standards?
Moving Forward
- Share fluency and accuracy goals with students, and ask students to record themselves reading aloud on a regular basis. In the primary grades, this might include virtual leveled texts and/or IDR books. In grades 3-5, you might alternate between Wit + Wisdom fluency passages, and sections from students' self-selected IDR books. You should plan to collect several samples throughout the marking period to support students' growth in reading accuracy and fluency.
- In addition to whole group class meetings, consider meeting with fully remote students in virtual small groups to support speaking and listening goals. This can be addressed across multiple curricular areas, and might include collaborative conversations about science/social studies topics, Wit + Wisdom responses, book clubs, small group IDR conferences, and/or small group discussions about problem solving in math. These conversations will give students a chance to build their speaking and listening skills, and will give you the opportunity to provide feedback and support as needed.
How do I evaluate students that are not completing their assignments?
Students who are not submitting any work may be given a Beginning. Beginning scores should be accompanied with a comment. Therefore, if remote work is not being completed, you are encouraged to comment on how the regular submission of completed work provides data to measure student growth within a standard.
Students who are not submitting any work for Specials or Spanish should be given a score of Rarely.
Reading Level Guidelines
Grades 1-2
- Reads accurately & fluently at grade level to support comprehension
- Reads With sufficient accuracy and fluency to support comprehension
- Reads grade level texts with accuracy, fluency, and comprehension