In order to provide assistance and consistency in district grading practices, documents which define benchmarks and standards for the new district report card are currently being developed. 

          As new documents are created, they will be sent to teachers and posted on the district website. These documents will be reviewed and amended as needed.  Please note the revision date at the bottom of the document to ensure you have the most current version. 

Below you will find specific guidelines on how to use these documents, including answers to some anticipated questions. 
 

1. The document is organized in three columns:

·         Report Card Expectations: These expectations are taken directly from the report card.

·         Mid-Year Benchmark:  These are expectations to “look for” when determining a student’s score for the first semester report card.  These benchmarks are based on mid-year expectations. 

·         End-of-Year Standard:  These are expectations to “look for” when determining a student’s score for the second semester report card in June.  These standards are based on the Grade Level Expectations set forth by the state.

2. Determining student scores: 

·         A student who shows evidence/performance consistent with these expectations, or “look fors,” is considered to be in the “3” or “Meeting Grade Level Expectations” range. 

·         A score of “4” or “Exceeding Grade Level Expectations” should be awarded to students who show consistent evidence/performance significantly above the benchmark/standard for a given expectation.

·         A score of “2” or “Working Toward Grade Level Expectations” should be given to students whose performance shows that they have not yet met the benchmark for a given expectation.  They are beginning to show evidence of the benchmark/standard, but at a basic, foundational level.

·         A score of “1” or “Below Grade Level Expectations” should be given to students whose performance demonstrates they are significantly below the benchmark/standard. 

3. Frequently Asked Questions: 

·         Why are some Mid-Year Benchmarks the same as the End-of-Year Standards?  First, some expectations naturally are met earlier in the year and should be assessed at both semesters (For example, the second grade standard of “developing a list of specific topics for writing” is an expectation that students should be able to achieve by January and should still be able to accomplish in June). In addition, some expectations continue in and between grade levels (For example, the fourth grade standard of “proofreading final draft for errors” continues throughout fourth and fifth grades as a skill students should achieve and maintain.).

·         What does “with guidance” mean?  When students have been introduced to the standard, it is common that they are not expected to perform at a mastery or independent level.  In this case, students may meet standards with support.  This support could be in the form of a scaffold, model, whole/small group step-by-step process or other forms of assistance.

·         What does “beginning” mean?  When students are beginning to perform a standard, they are using the skill correctly in an inconsistent manner.  (For example, the first grade standard “beginning to capitalize the first word in a sentence” means that the students are capitalizing correctly, but inconsistently in their writing.).

·         What does “attempting” mean?  When students are attempting to perform a standard,, they make an effort to use a new skill, but their performance is inadequate  (For example, the first grade standard “attempting to use end marks” means that the students are making an effort to use ending punctuation, but they application is insufficient.).

·         Why are some of the conventions left off at certain grade levels (For example, capitalizing the first word in a sentence is not part of the fourth grade benchmark/standard.)? With conventions, it is expected that the students retain the skills from all previous years.  The benchmarks and standards include grade specific conventions that should be taught and mastered by the end of the year.