The purpose of any system of reporting is to strengthen the home-school partnership, and to inform parents/guardians of the progress their child is making toward grade-level benchmarks. Benchmarks increase over the course of the year (what a student is expected to know and do in November is different from what a student is expected to know and do in June); therefore, it is possible for a student to meet a benchmark in November, but not meet the same benchmark in March. Maintaining the same grade from one marketing period to the next means the child demonstrated growth in the indicator or skill.
Our report cards are given out three times per year: November, March and June. They are designed to inform you of your child’s progress in relation to the grade level standards as well as their social-emotional growth at the time that the report cards are released. Final grades are based on June grades, not an average of the trimesters. Homework can be considered as part of the effort grades, but is not used to grade academic achievement as the function of homework is to provide practice in skill areas in elementary school.
Report cards are reported on a 4 point (1-4) performance level scale at the time report cards are released. Level 1 indicates that a student is performing well below standards. Level 2 indicates that a student is approaching standards. Level 3 indicates that a student has met standards and level 4 indicates that a student excels in or exceeds standards. Specials classes use a pass/fail grading system.
These grades are based on the observable behaviors of your chidl and they are designed to be informative. The comments section of the report card offers attainable goals for your child. Together, the two portions fo the report card should give you a picture of where your child is and the direction in which he/she should be going.
We encourage you to discuss your child’s report card with your child and your child’s teacher. Active involvement and ongoing communication will ensure success to help your child meet rigourous standards. All inquiries about grades should be discussed at parent teacher conferences.
Reading grades will be determined using a combination of the TC Running Record Assessment, mid and end of unit reading assessments, teacher conferences and classroom discussions during book clubs, read alouds, and /or partner conversations.
Writing grades will be determined by on-demand assessments for each unit and independent classwork. We utilized Teachers College Writing Pathways in alignment with the TC Reading units, as well as student work adn discussions while conferring with the teacher and working in small groups.
Social Studies grades will be determined using a combination and independent and group classwork and classroom discussion.
Students are assessed on their conceptual understanding, their precision and accuracy and the ability to solve problems in multiple ways and explain solutions. Math grades will be determined by using a combination of assessments and independent and group classwork, including contributions to class discussions and math talk.
Science grades will be determined using a combination of independent and group classwork and classroom discussion.
Visual art will be assessed based on develoment of craft, active engagement and persistence, expression, and the ability to question, explain, and evaluate.
Music grades are based on each student’s level of participation and understanding of arts content and concepts.
Physical fitness grades are based on each student’s level of participation in physical activity and demonstration of ability in age-appropriate movement, control, and fitness skills.
Academic and Personal Behaviors
Students are expected to exhibit appropriate behavior during all classes to facilitate their own learning as well as the learning of classmates.