Throughout your student’s ELA career, they will cover many of the same concepts from year to year. However, with each grade level comes a new layer of depth and complexity.

A standards-based rubric system is used to evaluate student progress. This system, supported by research, more accurately reflects each student’s abilities in the areas of reading and writing and demonstrates the development of skills over time.

The philosophy

It takes time and practice to get really good at a skill. Think about when you learned to ride a bike, or bake a cake, or drive a car. Chances are that you were not “proficient” on your first try. More than likely you had to practice, study, and ask for help. Over time you got better and better.

Literacy is no different. Students need time and practice to achieve proficiency on their reading and writing skills. We are all different, and we learn differently. Some skills come more easily than others. Some skills require a lot of practice. Either way, becoming proficient can take time.

How does it work?

Students will be assessed on the most critical attributes of the ELA curriculum. These skills are represented on a rubric (scores 1-4), with detailed explanations of what achievement looks like at each level.

Gradebook Categories 

Language Arts Skills – 99% 

Each marking period students will be assessed on 4-5 skills. These skills will vary by marking period. Scores reported reflect the student’s current level of mastery. For instance, if a student practices a skill three times and earns rubric scores of 2, 2.5 and 3, the grade will not average; it will be a 3 (90%). 

Evidence of Learning – 1%

All attempts at Language Arts Skills grades will be recorded here. 

What about report cards?

Throughout the 6-weeks, students will be offered multiple opportunities to demonstrate mastery of skills through a variety of assessment types. The final score in each skill area will be based on the individual student’s level of mastery.

The gradebook takes into account that most students are not at mastery level at the start of the marking period. We believe student growth should be honored, and as such, the 90% category will reflect the student’s current level of mastery.

At the end of the marking period, report card grades are an average of the assessed skills.

Summary

• Scores are reported by skill rather than by individual assignment – one assignment might have several scores if different skills are being assessed.

• Students are evaluated using the rubric for that skill (rubrics can be found attached to the skill in the gradebook and in google classroom). 

• The final score in each skill area will be based on the highest, most recent and most consistent score that your child achieved in that skill.

• Report card grades are an average of each skill area.