Elementary Report Card: (KG-5th)

(Adopted August, 2007-2008)
Al-Iman School adopted Standards-based grading to be compatible with Wake County Policy. It is the basis for all grading in the elementary school. The purpose of the adoption was to improve consistency in the grading process from grade to grade and school to school based on the state standards listed in the NC Standard Course of Study for each grade. Additionally, the report card was revised to align with new laws and policies such as the NC Student Accountability Standards and the WCPSS Promotion policy.

The report card informs students and parents about a student’s performance on the grade level standards. Grades are a summary of assessments and evidence that is collected throughout the grading period. Information related to growth, overall strengths, and needs are captured in the teacher comment section. Samples of student work representing Levels 1, 2, 3, and 4 should be posted in the classroom so students have a clear idea of how to perform better than is expected.

The report card has helped administrators and teachers at schools to improve assessment practices, guide instruction of the state standards, and provide more deliberate development of enrichment activities.

The student performance levels of 1, 2, 3, or 4 indicate the degree to which students have met the expectations set by the state in the Standard Course of Study and whether the student has the necessary skills and concepts to be successful in the next quarter or next grade. Examples of work at each performance level are readily available through student work samples and system-wide rubrics so learners know the expectations for each level. Rigorous opportunities for students to demonstrate understanding and skills beyond the state’s expectations are offered regularly in the general education setting. This provides chances for all children to show their talents and to stretch their learning.

Student performance levels
The student performance level is determined by a variety of assessment data for each object 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 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: 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: 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. 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 instead of quarterly. This provides special teachers the time with students they need to assess each student’s work.

Reporting on classroom behavior
Reports on the student’s conduct and work habits are also included. 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.
Students are rated with a 1, 2, or 3 scale for Conduct and Work Habits.
3 - meets expectations
2 - inconsistently meets expectations
1 - does not meet expectations

Comments
The comments section enables the report card to take the place of a separate Personal Education Plan that is necessary for students performing at Levels 1 or 2. The report card provides space for teachers to list the individual interventions such as a volunteer tutor, mentoring program, or Accelerated Learning Program instruction in which some students participate. The comments should be specific enough for a tutor or student helper to know the focus of the intervention. Interventions should not address goals in an IEP nor should they report on enrichment or AG services. These are separate reports that can be sent with the report card. A reader should be able to predict the report card grade based on the comments.

The elementary report card provides one way for the teacher to communicate with the student and parent about the student’s success in meeting the state standards for that grade and reporting on the student’s classroom behavior and work habits.

More detailed information can be found at

http://www2.wcpss.net/departments/c-and-i/elementary/reportcards/index.htm.

Click on “Guide to Reporting Student Progress”

MIDDLE SCHOOL Grades represent the percentage of goals and objectives for each class that were successfully met by the student.
Grading Scales:

LETTER GRADE Grades 6th – 7th – 8th
A - Outstanding 100-93%
B - Above average 92-85%
C - Satisfactory 84-77%
D - Less than Satisfactory 76-70%
F or U - Unsatisfactory 69% - 
I – Incomplete

A syllabus will be provided to each student explaining the percentage of grading for work completed by their individual subject teacher.
 

CHARACTER AND WORK/STUDY HABIT GRADES
Conduct: Al-Iman Students are expected to excel both academically and in developing good character and successful habits. The homeroom teacher of the student reports such behavior in consultation with all of the student’s teachers as follows:

For Middle School, conduct is either Above Average, Average or Below Average.

For additional information visit:

http://www.wcpss.net