Standards Based Grading
Here is an overview of how standards based grading works.
Student performance levels
The student performance level is determined by a variety of assessment data for each objective that is addressed that grading period. 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/county 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 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. The student still needs teacher support to be successful with the concept or skill; the student is not yet independent. 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. 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.
Here is an overview of how standards based grading works.
Student performance levels
The student performance level is determined by a variety of assessment data for each objective that is addressed that grading period. 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/county 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 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. The student still needs teacher support to be successful with the concept or skill; the student is not yet independent. 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. 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.
standards_based_grading_rubric.pdf | |
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