Standards Based Grading - McHarg Elementary

Standards Based Grading

McHarg Elementary School is seeking a way to better inform families about their child’s academic and social-emotional progress each quarter for kindergarten through second grade students. McHarg has created a standards-based grading report card to accomplish a couple of things. First, and foremost, a standards-based report will better communicate the progress a student is making regarding the state standards of learning. These standards represent what many Virginia teachers, school administrators, parents, and business and community leaders believe schools should teach and students should learn during their PreK-12 school experience. The revised report card will also align with the school’s literacy plan which is based on Science of Reading research and best practice.

Moving to a standards-based grading/report card is an intentional way for:

• teachers to track student academic progress

• parents/families to understand their child(ren)’s progress and achievements

• both teachers and parents/families to identify areas of skill deficiency so that together, they will have a deeper understanding of what interventions to assign and implement in an effort to promote student learning

Some highlights of the work and input from the team up to this point:

• Research supporting Standards Based Grading

• Discussion at grade level teams to review current likes/dislikes about the existing report card.

• Discussion with grade level team to determine overall input about standards based grading

• Review other examples of standards-based report cards from other divisions

• Input from teachers about what to include on McHarg’s report cards

• Literacy coach worked to assemble drafts based on input and feedback.

• Drafts for admin, grade level teams, reading teachers, PBIS team, and specialty teachers to review and make changes.

• Drafts for parents to review with many positive responses

Next Steps:

• Final copy to submit for board presentation and review

• Provided to school community through social media and hard copies, if requested

• Final approval from board

• Final report posted to social media and hard copies, if requested

Question and Answers

Why does RCPS want to use standards-based grading report cards at the primary level?

The division would like to implement a standards-based report card in the 2022-2023 school year to allow parents/legal guardians to receive more detailed information about their child's academic strengths and challenges and to better ensure consistent grading practices in primary grades.

Has this approach been tested?

Standards-based grading is an emerging national trend that progressive school divisions across the country are embracing. RCPS would pilot standards-based grading for the 2022-2023 school year. The standards-based report card was developed with input from administrators, teachers, literacy coach, reading specialists, and parents to better inform parents of students’ academic progress.

How will my child be graded?

All students will receive only a proficiency score indicating how well he or she understands the concept or skill taught during that marking period. These proficiency scores are:

• 4- Above Standard- Above expectations for the grade-level standard. The student consistently demonstrates the skill and/or understands concepts at a level exceeding expectations. A “4” indicates the student has advanced understanding of the academic skills. The student engages in further inquiry and extends learning. A “4” is difficult to obtain.

• 3- Meets Standard Meets expectations for the reporting period with minimal teacher support. The student demonstrates the skill and/or understands concepts at the level that meets expectations for the reporting period. A “3” indicates the student has proficient understanding. We want all of our students to reach a level “3.” A student receiving a “3” is right on track with our high academic expectations. A “3” is something to be celebrated.

• 2- Approaching Standard Meets some expectations for the reporting period. The student sometimes demonstrates the skill and/or understands concepts and meets some expectations for this reporting period. A “2” indicates that the student has some understanding and is partially proficient. A “2” indicates that the student’s performance varies in consistency with regards to accuracy, quality, and level of support.

• 1- Below Standard - Does not meet expectations for the reporting period. The student seldom demonstrates the skill and/or understands concepts for this reporting period. A “1” indicates the student has minimal understanding and that performance is inconsistent even with guidance and support.

How does the standard-based report card format show a student's academic performance?

The proficiency score assigned to each standard shows a parent how well his/her child is progressing in a specific skill of a subject area.

What is a "standard" and where are they located on each of the report cards?

Report cards for each grade level include a variety of subject areas such as math, reading, science, social studies, music, art and health/physical education. Under each subject area is a breakdown of the "standards" or expectations for student learning and achievement tied to those subject areas. These standards are written in a parent-friendly format. Your student receives proficiency scores for each standard to indicate his/her progress in a subject area. For example, instead of receiving an overall score/grade for the subject area of math, a second grade student has proficiency scores that detail progress in addition, subtraction, multiplication, units of measure, plane and solid geometric shapes and the concepts of probability.

Is each standard given a proficiency score during every grading period?

Students only receive proficiency scores for the standards taught and/or assessed during a grading period.

If there is a blank shaded box following a standard on the report card, what does this mean?

If a box is blank and shaded following a standard on the report card, it means the standard was not taught and/or assessed during the marking period.

Will standards-based grading change how a student is identified for gifted services?

No. The identification of students for gifted program services will continue to be made by the Identification and Placement Committee based on specific criteria.

If I have a question about the new report card, whom should I contact?

Parents should contact their child’s teacher or school principal to discuss questions about their child’s report card. Also, during the first year of this implementation, an informational sheet explaining the new format will be included each quarter.