Dear Parents/Guardians, Grading Rubric
The report card you receive today is presented in a standards based reporting format. Teachers Descriptor What does it LOOK like in classroom?
and administrators, with support from a consultant, worked for more than three years to lay the
foundation for this reporting format. This work included curriculum revision, standard setting, Exceeds the expectations for this Consistently and independently performs beyond
rubric development and the creation of common assessment tools. 4
standard at this time. expectations
We believe this format provides you with detailed information about your child’s progress and a
better understanding of grade level expectations. This short guide is provided to assist your
review of the report card and discussions with your child and his/her teachers. Meets the expectations for this
3 Meets expectations consistently and independently
standard at this time.
K-5 Teachers and Administrative Team
Can meet expectations with teacher assistance/support
Making progress towards this
2 BUT often does not meet expectations when working
standard at this time
Standards Based Reporting independently
Standards based reporting is a format that provides information based on an agreed to set of
standards and benchmarks. The Grafton K-5 Standards are based on approved grade level Does not meet expectations for
curriculum objectives/benchmarks. The specific benchmarks for each trimester report have 1 Not yet meeting expectations
this standard at this time
been developed, with the assistance of a consultant, by grade level teams. Benchmarks for
each trimester reflect what a child should “Know and be able to do” at that time.
The above rubric is used to report a student’s progress toward a particular standard:
The format of the report card provides students and parents/guardians with a clear view of the A score of 3 indicates a student is consistently/independently demonstrating that he/she
path to learning for a particular grade level. The standards are designed to be specific and has met the grade level requirements for this standard. This is the goal for all students.
measurable. Each content area (English language arts and mathematics) has multiple Consistently refers to a student demonstrating expected performance over time.
standards for each trimester report. Some standards are more general and continue across all Independently refers to a student’s ability to meet the expectation without
trimesters. This indicates that the standard may remain the same but the expectations for support/assistance from the teacher.
students’ increases over time based on difficulty. Others are measured in one or two trimesters The score for a standard is based on a student’s performance for that particular standard
only. The time for reporting on these standards is determined by the trimester in which the and not on future standards.
content is addressed. Since standards are very specific some standards do not lend themselves to achieving a 4.
NA signifies that particular standard is not measured at this time.
October – Report Card Progress Reports for all students. Special Education IEP Progress In traditional reporting, students’ received a composite grade (S, NI, H/A, B, C, D). The
Reports composite grade was a reflection of the student’s overall performance based on many
December – Report Card for all students. Special Education IEP Progress Reports standards/skills. The detail/explanation of performance on specific skills was contained in the
March - Report Card for all students. Special Education IEP Progress Reports teacher’s narrative comment. A student who received an S or an A or B may still have needed
June - Report Card for all students. Special Education IEP Progress Reports more time to master a specific standard. In standards based reporting each standard is graded.
Thus for many students it is not uncommon to see a “mixed” set of number scores to indicate
Interim Report Card Progress Reports (between Dec.-March, March-June) will be sent home true strengths and needs.
If sufficient progress is not being made Standards Based Reporting – Special Education Students – IEPS
If a change in performance has been observed Students, who currently have and Individual Educational Plan will receive BOTH a Standards
Based Report Card and a Special Education Progress Report. The SBRC reflects the student’s
Teachers continue to be in close contact with parents/guardians as needed. You may request a progress towards grade level standards. The Special Education Progress Report reflects the
conference or phone call at any time by contacting your child’s teacher. student’s progress towards his/her agreed to individualized educational goals. When a student
receives academic instruction (ELA/Math) in a pull-out setting by a special education teacher,
Standards Based Grading that subject area will be graded by the special education teacher. Special education students
Standards based grading differs from traditional grading. Standards based grading looks at a will be provided all accommodations specified in their IEP as they work towards meeting grade
student’s performance for a particular skill over time. It is not an average. Data is gathered by a level standards.
teacher using both classroom assessment tools and common grade level assessment tools.
Common grade level assessment tools may be worksheets, assignments, quizzes, tests, In some instances a student, may require MCAS-ALT testing, may not be capable of working on
observation surveys or performance tasks, appropriate for the grade level, used by all teachers grade level in one or more academic areas. For these students additional reporting information
at that grade level. Using the data he/she has gathered a teacher looks for performance is provided for parents/guardians based on the actual standards being addressed in the special
patterns/trends for a particular student. A student may initially struggle with a skill but over the education classroom.
trimester improve and become consistent with that same skill
Parent/Guardian Guide FAQ
What is a Standard?
A standard is a specific and measurable student object in an academic area. The standard is
aligned with local and state curriculum framework and represents a benchmark for a grade level. GRAFTON PUBLIC SCHOOLS
Why are some standards graded in a certain Trimester?
Some standards are graded throughout the year. These standards are focused on throughout Fifth Grade
the year and the trimester expectation for students reflects the objective for that trimester. Other
standards are particular to grade level curriculum for a particular trimester and are, thus,
assessed at that time.
How can my child achieve a 4?
Since standards themselves are very specific some standards do not lend themselves to
achieving a 4. Moreover, a 4 indicates that the child consistently and independently performs Standards Based Report Card
It is important to note that students learn at various developmental rates. With this in mind, a
score of 3 is the goal of the student and represents that the student is working on grade level
and meeting the standard. A score of 2 is also common and represents that the student is
making progress, yet requires assistance. This score is developmentally appropriate and should
not be viewed negatively. Rather, it states that work still needs to be done in this area in order
for your child to meet the grade level standard. Additionally, while there is a four scale rubric, it
is not possible to achieve a 4 in all standards. There are standards in which a student can
achieve a 4 if he/she is exhibiting this highly exceptional work consistently and independently.
For example, students could achieve a 4 for the following fifth grade standards:
In English/Language Arts:
Identify and apply elements of non-fiction
Read grade level text fluently
Uses oral presentation skills
Comprehend grade level text inferentially
Synthesize gathered research information
Compute using decimals
Apply number theory concepts
Predict probability of outcomes & test predictions
Calculate area and perimeter
A Guide for Parents/Guardians
GRAFTON PUBLIC SCHOOLS
North Grafton Elementary 46 Waterville Street 508-839-5483
Principal: Mrs. Brenda L. Plainte
South Grafton Elementary 90 Main Street 508-839-5484
Principal: Mrs. Doreen J. Parker
Grafton Elementary School 105 Millbury Street 508-839-0757
Principal: Mrs. Joanne Stocklin
Assistant Principal: Mr. Ron Tomlin
Grafton Public Schools
To prepare all students to be lifelong learners and responsible citizens