Student Performance Levels
The student performance level is determined by a variety of assessment data for each standard 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 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. Close communication is needed with parents 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. Close communication is needed with parents for further student support.
Grades are provided twice a year for weekly special classes such as art and music, instead of quarterly.
What does a Level 4 look like? “Since I get it, I can figure out new things.”
What does a Level 3 look like? “I get it.”
What does a Level 2 look like? “I almost get it but I need help.”
What does a Level 1 look like? “I don’t get it yet. I need help.”
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