The student performance level is determined
with quarterly objectives and assessment data. Work habits and conduct grades
are separate from the student's content proficiency.
|
Level
4 |
Extends
targeted grade level standards: represents the student exceeding grade level
expectations set by the state and that a student will be successful in the
next grade or quarter and whose curriculum may be enriched. |
|
Level
3* |
Demonstrates
proficiency of targeted grade level standards with evidence of application
over time (over the nine week grading period): represents the student meeting
the grade level expectations set by the state with evidence of application
and that a student has the necessary skills and concepts to be successful and
confident in the next grade or quarter. Example: If a third-grader clearly
understands the concept of multiplication, can recall the facts quickly, and
can use the multiplication to solve everyday problems. The teacher has
collected evidence of this mastery and recorded it on the student's math
profile. |
|
Level
3 |
Demonstrates
proficiency of targeted grade level standard: represents the student meeting
the grade level expectations set by the state and indicates that a student
has the necessary skills and concepts to be successful in the next grade or
quarter. |
|
Level
2 |
Inconsistent
and needs support to meet targeted grade level standards: indicates that the
student has not yet met grade level expectations set by the state and that a
student does not have the necessary skills and concepts to be successful in
the next grade or quarter. This should alert parents that close communication
is needed for further student support. |
|
Level
1 |
Insufficient
performance of targeted grade level standards with support: indicates that
the student has not yet met grade level expectations set by the state and
that a student does not have the necessary skills and concepts to be
successful in the next grade or quarter. This should alert parents that close
communication is needed for further student support. |
The comments section includes space to list a
student's specific strengths and areas that need improvement. It also provides
space for teachers to list the individual interventions such as a volunteer
tutor, mentoring program, or Accelerated Learning Program instruction in which
each student participates.
Grades are provided twice a year for weekly
special classes such as art and music, instead of quarterly. This provides
special teachers the time with students they need to assess each student's
work.
The new report card includes reports on the
student's conduct and work habits. In reporting on conduct, the teacher can
indicate whether the student meets expectations in cooperating with others,
respecting others, and observing rules and procedures. In reporting on work
habits, the teacher can indicate whether the student uses time wisely, listens
carefully, completes assignments, writes legibly, works independently or seeks
help when needed, and completes work.
The Rating Scale for Conduct and Work Habits
rates students with a 1 through 3, where students receive
|
3 |
Meets
expectations |
|
2 |
Inconsistently
meets expectations |
|
1 |
Does
not meet expectations |
The new report card increases a teacher's
ability to communicate with the student and parent about the student's success
in meeting the state standards for that grade, as well as reporting on the
student's classroom behavior.
For three years, twenty-six Wake County Public
school Systems' administrators, teachers and parents have worked together to
develop a new elementary school report card that provides consistency to the
grading process and better informs parents as to their child's progress toward
mastering the state's Standard Course of Study.
The new report card was developed to align
with new laws and policies such as the NC Student Accountability Standards and
the WCPSS Promotion/Intervention policy.
The purpose for the new report card is to
inform students and parents about a student's performance on the state grade
level standards. Information related to growth and overall strengths and needs
is captured in the teacher comment section.
The new report cards provide a consistent
grading scale; work habits and conduct are separate; and teacher comments are
specific. The new report card has helped administrators and teachers at schools
piloting it to improve assessment practices, guide instruction of the state
standards, and provide more deliberate development of enrichment activities.
The student performance levels of 1 to 4 indicate whether students have met the
expectations set by the state in the Standard Course of Study and indicate
whether the student has the necessary skills and concepts to be successful in
the next quarter or next grade.