Elementary Curriculum (K-5)
Today more than ever, educators must address both the “what” and the “how” of teaching and learning. We are concerned about both what is taught and how instruction is delivered. A team of elementary teachers and principals developed the Standards Based Report (SBR) cards for grades 3-5. Teachers in grades K-2 are already utilizing the SBR card/grading. Please see the grade level academic standards listed on the report cards.
What is Standards - Based Grading?
Standards-Based Grading is a refined way of communicating what students know and how they demonstrate their learning of the state’s academic standards.
What is the Purpose of Standards-Based Grading?
- To provide parents, teachers and students with detailed accurate information about the students’ progress towards proficiency in meeting the academic standards for English Language Arts, Math, Science and Social Studies.
- To increase alignment between standards, assessments and grading.
- To provide effective feedback for academic growth and improve communication regarding students’ progress.
How does Standards-Based Grading differ from Traditional letter grading?
How will students’ progress be measured?
Progress will be measured by proficiency levels.
Level 4: Mastery/Proficient (90-100%)
- Consistently meets grade level expectations
- Applies and transfers concepts of skills
- Performs independently
Level 3: Developing (75-89%)
- Steady progress towards grade level expectations
- Understands concepts of skills
- Requires some guidance
Level 2: Emerging (60-74%)
- Beginning to work towards grade level expectations
- Demonstrates beginning understanding
- Requires frequent assistance
AC: Area of Concern (59% and below)
- Works below grade level expectations
- Does not appear ready
- Has difficulty even with considerable assistance
Blank: A blank means the standard is not evaluated at this time.
- Yes—indicates that a “modified curriculum” has been used
- No—indicates that a modified curriculum has not been used
Specials Grading: (Physical Education, Music and World Languages/Cultures)
- N=Needs Improvement
Guskey, Thomas, (2006), The Challenge of Standards-Based Grading; Education Leadership
Marzano, Robert, (et, al), 2001 Classroom that Work, ASCD
Marzano, Robert, (2006) Classroom Assessments and Grading that Works; ASCD
O’Connor, Ken, A Repair Kit for Grading; 15 Fixes for Broken Grades; Educational Testing Service
Popham, J.W., (2008), Instruction that Measures up Successful Teaching in the age of Accountability; Leadership Compass
“The big switch with Standards-Based Grading is we work by levels, not percentages.” Ken O’Connor, A Repair Kit for Grading: Fifteen Fixes for Broken Grades.