REPORT CARDS

WLES Parent Questions Regarding Standards Based Grading and the

1. How are the different subjects figured into the report card for promotion? (ex: Math 2, Reading 3, Writing 3, etc.) If there are any 2’s on the report card, is the child able to be promoted to the next grade?

Student promotion is decided on many factors. The decision is based on whether the student has the skills necessary to be successful at the next grade level. It is essential that the child meet the minimum based expectations on our quarterly pacing guides. Level 3 indicates that the child is able to complete the task independently. If a child has a level 2 on a subject matter in his/her report card a decision will be made whether a child can be promoted with support or interventions and still be successful at the next grade level. If it is believed that even with support and interventions the child would not be successful at the next grade level, then a decision to retain will be considered.

2. Currently in Track 3 we get report cards 6 weeks after the end of the 9-week grading period. With this new reporting system, will we get the report cards sooner?

Yes. Due to parents’ request the school’s Leadership Team reviewed the report card release dates. We have changed the release dates for tracks 2 and 3 so report cards don’t go home after track out but only a few days to a week after the nine-week period finishes.

3. Theory based? Educational Theory/Philosophy?

Yes, Standards based grading is research based. I encourage you to read How to Grade For Learning by Ken O’Connor. In his bibliography he lists pages of resources that would be helpful as well. I would also be glad to copy those references for any parent who is interested.

4. How do you account for self-confidence level of individual children?

Self-confidence, as well as the many personal characteristics that help children approach learning, new situations, and life in general are key factors to helping a child succeed. As our mission states we are always searching for ways to “inspire children to greater heights”. Our teachers make sure that our students know that we are always on the journey of learning, traveling the path of facing skills that are new, practicing with the support of the teacher and others, until eventually the child is able to complete the task on his or her own. We cherish and protect the child’s self image and continue to provide the needed support and time as we help children learn new skills.

5. Specials?

Yes, they are graded twice a year. The children receive two grades from the specialists, one for content and another one for participation.

6. Are level 4 activities readily available to children?

Absolutely. Remember that not all objectives can go up to a level four. For those objectives that children can demonstrate mastery at a level 4, teachers will integrate level 4 into their daily instruction.

7. Is goal 3 for all to work toward 4 for all?

Our primary goal is to make sure that the children work independently and master the minimum WCPSS objectives for each grade level (level 3).

In addition, level 4 opportunities will be made available to all children. The support will be provided for all children to meet their potential and to progress academically past level 3 mastery when the child is capable.

8. How is homework handled? Children have learned about deadlines & the impact of final grades.

Homework is an essential component of the learning process. Once a skill has been presented, modeled, reviewed, and practiced at school, it is crucial for the child to practice it at home. The teachers expect that children will complete their homework and projects according to their deadlines. Not turning in homework will be reflected in their work habits grade.

9. Subjective issues: Understanding (depth) (level of higher thinking) vs. Neatness (quality) (sometimes gets higher grade due to appearance). This can happen despite having a rubric.

I am assuming that this is in reference to projects and homework. Teachers can include in their analytical rubric points for neatness as well as organization and sequence. These are important skills for children to learn. However, demonstration that the skill has been learned is of primary concern to teachers.

10. Is the only assessment we, as parents, will see given at the end of the quarter? If so, how do we know before it’s too late that a child is behind?

No, teachers assess student learning daily. Assessment is a key component of the teaching and learning cycle. There is a variety of ways to assess students. Only a few assessments are done via formal tests and quizzes. Formal assessments that can be recorded on paper can be sent home. Teachers will select which completed assessments to send home via Monday Folders.

11. Would it be possible to get reports at 4 weeks and 8 weeks rather than an interim report? This way we can adjust to the new system.

Our schools system decides the timeline to send reports home.

12. What happens if a child starts at level 1 – moves to 2 or 3 – and at the end of the quarter gets stumped and brings home a 2? What is the final grade?

The report card grade will reflect the highest level of mastery. Once a child is able to perform a task independently, he or she will get credit for it. The grade will NOT reflect an average of his or her performance over the past nine weeks.

13. The children need to be educated on how before…a 10 out of 10 was great, but now…6 out of 10 is just as great.

The teachers have done a wonderful job of explaining to children the grading process. They explain clearly the expectations and they always stress the importance of the learning, not the grade.

14. What are the children being told about the level 4 assessment? Obviously they are being told that the level 3 (I can do it by myself) is awesome and that it is the expectation that they are trying to meet. I’m sure that they will be encouraged to reach beyond that when appropriate, but how will this be done? I want to try to use similar language at home to encourage doing more than the base expectation.

Thanks for your support. Please explain to your child that once they can do things on their own, they can keep working with that concept so that they can learn how to use the new concept along with others things they have already learned. Likewise, explain to them that knowing things at a level 4 means they can probably teach others how to learn that concept. Finally share that when they were originally introduced to a new concept they were “learners of the concept”, after working and practicing it for a time they have become “teachers of the concept”.

15. Why wasn’t a 5 level system developed when it was determined that there was a level between level 3 and level 4 (3*)?

I am not sure.

16. How will “A” or “A/B” honor roll be determined?

West Lake Elementary has never had an honor roll, so that is not an issue for us.

17. Will there be any ongoing parent sessions (besides Open House) to help ease transition/educate parents on the new system?

Parents are encouraged to speak with their teachers as they are learning the new grading process. However, feel free to schedule a time to speak with me if you wish. 662-2300

18. With the new system, will the number of parent/teacher conferences increase or will there be information sent home during each of the units to let us know where our child stands with regard to the specific requirements?

We will continue to share information through the 2 yearly parent conferences, the interim reports, and the quarterly report cards. Please keep in mind that kindergarteners only receive report cards for the 2^nd and 4^th quarters. First grade does not receive a 1^st quarter report card.

19. Will we receive copies of the “proof” that the children can do things independently? I know in the past, there have been tests administered for evaluation that don’t come home. They go in the child’s permanent folder and we are not given copies.

Teachers will send progress information home throughout the quarter. Not all assessments will go home.

20. This new evaluation method is going to make for some VERY busy teachers. Will the class sizes remain this large next year or has the re-districting reduced the class sizes enough to provide them with the additional time they need to so closely monitor and assess each child?

The grading process is making different demands on how we teach. The goal is to improve the learning of all students by reporting more objectively on how the child is performing as compared to the North Carolina Standard Course of Study. Teachers are learning how to adjust to the new requirements as well as having to let go of old practices that were aligned with the old grading system. Our teachers are doing a wonderful job. I commend them for their hard work!

21. Both of my children face the potential next year of having a teacher who is new to WLE. What is the process that will be used to make sure that these new teachers are qualified to evaluate using this new method?

Training has been and will continue to be provided to help new teachers learn the new process.

Please feel free to contact your teacher or me if you have additional questions or need clarification. Our school has done a wonderful job of integrating and adapting to the new grading process. It is already evident that it is impacting the quality of teaching and the depth of learning!!! The teachers and the children have transitioned extremely well! I am very proud of them. Thanks for your help and patience as we continue to refine the entire process!

Virginia L. Cárdenas

Principal