Elementary Grading Handbook for Teachers

This document is intended to help align reporting and grading practices across the Christina School District. Assessment options for teachers are provided along with a grading scale to ensure consistent and fair grading practices.

Christina School District

Office of Teaching and Learning

Curriculum and Instruction

2011-2012

Revised July 2012

Standards Based Approach to Grading

The elementary progress report is a standards-based report card. This means students will be evaluated on progress towards meeting the Christina School District established grade level benchmarks and National Common Core State Standards. Standards based reporting is a holistic approach to determine a student’s level of performance as it relates to the standards. Evidence is collected throughout the trimester, as outlined within this document, and correlated with the report card categories (for example: Writing – Development, Organization, etc.…). Individual student performance trends with a focus on end of trimester performance are analyzed and reviewed to determine the proficiency level for each category. Standards based reporting DOES NOT use averages or single point in time grades. Teachers must triangulate multiple data sources (i.e. unit tests, weekly tests, teacher made assessment)in order to determine the student’s end of trimester level of proficiency using multiple measures (i.e. rubric grades, percentage grades).

Examples:

3rd Grade Writing

Student Name / Writing
Reading/Research / Development / Organization / Language/Conventions / Holistic
Descriptive Paragraph / Friendly Letter / Personal Narrative / Compare/Contrast / Summary / Persuasive Essay / Descriptive Paragraph / Friendly Letter / Personal Narrative / Compare/Contrast / Summary / Persuasive Essay / Descriptive Paragraph / Friendly Letter / Personal Narrative / Compare/Contrast / Summary / Persuasive Essay / Descriptive Paragraph / Friendly Letter / Personal Narrative / Compare/Contrast / Summary / Persuasive Essay / Descriptive Paragraph / Friendly Letter / Personal Narrative / Compare/Contrast / Summary / Persuasive Essay
Buddy / 2 / 2 / 2 / 3 / 3 / 3 / 2 / 2 / 3 / 3 / 2 / 3 / 3 / 3 / 4 / 4 / 2 / 4 / 3 / 4 / 4 / 4 / 2 / 4 / 2 / 3 / 3 / 3 / 2 / 3
REPORT CARD GRADE / 3 / 3 / 4 / 4 / MP

1st Grade Reading

Demonstrates Comprehension of Grade Level Texts
9/10 – Leveled practice G & G) p. 21 / 9/28 – Weekly Test 3 / 10/4 –Leveled practice G & G) p. 33 / 10/6 – Text Based Writing Prompt / 11/8 SG Leveled Reader Activity Graphic Organizer / 11/10Projectables 12.6 / 11/15 Weekly Test 8
Buddy / 70% / 60% / 3 / 2 / 70% / 3 / 70%
REPORT CARD GRADE / NP

5th Grade Math

Student Name / Math
Problem Solving / Communicates / Content Knowledge
Prob. Solving in Science p. 41 / Writing in math p. 38 / Chapter 1 Project / Writing and math p. 55 / Skills Practice 1-8 / H.O.T. problem p. 23 / Extended response p. 57 / Writing in math p.41 / Chapter 1 Project / Writing in math p. 55 / H.O.T. problems p. 30 / Extended Response #9 / Quiz / Mid-Chapter Test / Check What you Know / Skills Practice page / free response 2C/2D / Chapter 1 Test
Buddy / 2 / 2 / 3 / 3 / 83% / 3 / 2 / 2 / 2 / 3 / 3 / 3 / 89% / 76% / 82% / 79% / 87% / 93%
REPORT CARD GRADE / MP / MP / MP

Elementary ELA Grading and Reporting

MENU for Grading---These are a menu of options for acquiring student grades based on the needs of students.

It is NOT necessary to use of all these assessments for all children. This is a menu of options!

Word Work:

Phonics and Decoding (Grades 1-3)

  • Assessment of High Frequency Words (for appropriate grade level)
  • Use Fry List
  • Grab and Go Kit---Black Line Masters
  • Grab and Go Kit---Leveled Practice
  • Weekly Tests
  • Benchmark Tests
  • Ready Made Work Station Activities
  • Student demonstration of word family use and mastery
  • Grab and Go Kit---Leveled Practice
  • Projectables
  • Weekly Tests
  • Benchmark Tests
  • Ready Made Work Station Activities
  • Decoding Skills
  • Running records that accompany Vocabulary Readers
  • Running Records that accompany ELL readers
  • Running Records that accompany SOAR to Success Kits
  • Weekly Tests
  • Benchmark Tests
  • Ready Made Work Station Activities

Vocabulary/Word Analysis (Grades 1-5)

  • Weekly tests
  • Benchmark tests
  • Projectables
  • Activities in Vocabulary Readers
  • Frayer models
  • Activities on back of vocabulary cards

Comprehension of Grade Level Text:

Effective Strategy Use (Grades 1-5)

  • Anecdotal notes gathered during small flexible groups, intervention groups, and whole group
  • Grab and Go Kit---Black Line Masters
  • Grab and Go Kit---Leveled Practice
  • Weekly Tests
  • Benchmark Tests
  • Projectables
  • Retell anthology story and assess using retelling rubric in TE or use retelling cards
  • Leveled Reader Activities
  • Ready Made Work Station Activities

Written Comprehension (Grades 1-5)

  • CSD Text Based Response Common Assessments (connects directly to reading/research trait from DE State CCSS Rubric)
  • Grab and Go Kit---Black Line Masters
  • Grab and Go Kit---Leveled Practice
  • Weekly Tests
  • Benchmark Tests
  • Projectables
  • Ready Made Work Station Activities
  • Graphic Organizers in TE, Grab and Go, Projectables
  • Thinking about the Text Activities in Vocabulary Readers
  • Activities at the end of the leveled readers
  • Writing in Response to reading---Stop and think questions; Essential Questions
  • Journal writing
  • Activities embedded in the student book
  • Your turn activities
  • Reading Power Assessments (Grab and Go) at the end of each Unit

If a student scores…. / Then…
96-100% (EP) - 4*
Using above grade level materials / Continue Core Instructional Program
Above Level Leveled Readers
Above Level Leveled Practice Activities
Above Grade Level Novel and/or Chapter Books
Achieving the top rubric score on assignments with no flaws**
80-100% (MP) – 3 or 4
Using on grade level grade materials / Continue Core Instructional Program
60-79% (NP) - 2 / Follow suggested small group plan for struggling readers
Use Write In Readers
Use Re-teaching lessons found in TE and progress monitor student success
Integrate student weakness areas into small group lessons
Use Lessons from Language Support Cards for added reinforcement
Below 60% (BP) - 1 / Follow suggested small group plan for struggling readers
Use Re-teaching lessons found in TE and progress monitor student success
Integrate student weakness areas into small group lessons
Use Lessons from Language Support Cards for added reinforcement
Use Lessons from Reading or Literacy Toolkits
Continue to use research based intervention resources during intervention block

*Students should consistently be working above grade level with above grade level materials AND scoring in the 96-100% range in order to earn the EP score.

**This would include the State of DE writing rubric and all rubrics used by the teacher within the Journeys program.

Writing (Grades 1-5)

  • CSD Text Based Response Common Assessments
  • Benchmark tests (use is optional)
  • Ready Made Work Station Activities
  • Activities embedded in the student book
  • Projectables
  • Write Smart Activities on Think Central (Grades 2-5)
  • Teacher selected writing prompts

Writing Proficiency Level (Based on DE State CCSS Text Based Rubrics) Scale—EP, MP, NP, BP

Reading/ResearchScale 1, 2, 3, 4 (Begins 2nd MP for 1st Grade)

DevelopmentScale 1, 2, 3, 4

OrganizationScale 1, 2, 3, 4 (Begins 2nd MP for 1st Grade)

Language/ConventionsScale 1, 2, 3, 4

The Delaware State CCSS Writing Rubrics can be found at

**In order to use the rubrics to score a stand-alone prompt, simply remove the reading/research trait and only score based on the other 3 traits (development, organization, language/conventions).

The four traits are now weighted to let teachers, students and parents know the importance of each one:

•Reading/Research: ___ × 2 =

•Development: ___ × 3 =

•Organization: ___ × 2 =

•Language/Conventions: ___ × 1 =

However, when scoring a writing piece you continue to give each trait a rubric grade and then determine an overall holistic score. You do not have to multiply the rubric scores to determine a weighted score.

KindergartenGrading and Reporting

  • Phonological Awareness
  • Kindergarten Assessment
  • Grab and Go Kit---Black Line Masters
  • Grab and Go Kit---Leveled Practice
  • Weekly Tests
  • Benchmark Tests
  • Ready Made Work Station Activities
  • Alphabet Recognition Uppercase
  • Kindergarten Assessment
  • Grab and Go Kit---Black Line Masters
  • Grab and Go Kit---Leveled Practice
  • Weekly Tests
  • Benchmark Tests
  • Ready Made Work Station Activities
  • Alphabet Recognition Lowercase
  • Kindergarten Assessment
  • Grab and Go Kit---Black Line Masters
  • Grab and Go Kit---Leveled Practice
  • Weekly Tests
  • Benchmark Tests
  • Ready Made Work Station Activities
  • Phonics
  • Kindergarten Assessment
  • Grab and Go Kit---Black Line Masters
  • Grab and Go Kit---Leveled Practice
  • Weekly Tests
  • Benchmark Tests
  • Ready Made Work Station Activities
  • Word Recognition
  • Kindergarten Assessment
  • Grab and Go Kit---Black Line Masters
  • Grab and Go Kit---Leveled Practice
  • Weekly Tests
  • Benchmark Tests
  • Ready Made Work Station Activities
  • Use Fry List
  • Concepts of Print
  • Kindergarten Assessment
  • Ready Made Work Station Activities
  • Activities embedded in Journeys
  • Comprehension of Grade Level Text
  • Anecdotal notes gathered during small flexible groups, intervention groups, and whole group
  • Grab and Go Kit---Black Line Masters
  • Grab and Go Kit---Leveled Practice
  • Weekly Tests
  • Benchmark Tests
  • Projectables
  • Retell anthology story and assess using retelling rubric in TE or use retelling cards
  • Leveled Reader Activities
  • Ready Made Work Station Activities

Writing

  • CSD Text Based Response Common Assessments
  • Benchmark tests (use is optional)
  • Ready Made Work Station Activities
  • Activities embedded in Journeys
  • Projectables
  • Teacher selected writing prompts

Writing Continuum

Teachers will indicate which stage the student is currently in – the information explaining each stage will be placed in the parent and teacher handbooks with clipart samples.

  • Pictorial Stage ____
  • Pre-Communicative Stage _____
  • Semi-Phonetic Stage _____
  • Phonetic Stage _____
  • Transitional Stage ____

Writing Proficiency Level (Based on DE State CCSS Text Based Rubrics) Scale—EP, MP, NP, BP

Reading/ResearchScale 1, 2, 3, 4 (Begins 2nd MP for Kindergarten)

DevelopmentScale 1, 2, 3, 4

OrganizationScale 1, 2, 3, 4 (Begins 2nd MP for Kindergarten)

Language/ConventionsScale 1, 2, 3, 4

The Delaware State CCSS Writing Rubrics can be found at

**In order to use the rubrics to score a stand-alone prompt, simply remove the reading/research trait and only score based on the other 3 traits (development, organization, language/conventions).

The four traits are now weighted to let teachers, students and parents know the importance of each one:

•Reading/Research: ___ × 2 =

•Development: ___ × 3 =

•Organization: ___ × 2 =

•Language/Conventions: ___ × 1 =

However, when scoring a writing piece you continue to give each trait a rubric grade and then determine an overall holistic score. You do not have to multiply the rubric scores to determine a weighted score.

Kindergarten Exceeding Expectations

In order for a student to “exceed expectations,” a student must:

  • Score 3’s in all areas of the K Assessment for that marking period
  • Be instructed using above level materials such as:
  • Above Level Leveled Readers (Journeys)
  • Above Level Practice Pages (Journeys)

Students must be completing these activities successfully and independently. If a percentage can be applied to these activities, students need to score 96-100% to be considered successful.

If students are meeting these criteria, check the box “Exceeding kindergarten grade level expectations” on the K report card.

Signs of a Competent Reader:

Self-corrects errors(1-2)

Self-corrects errors that detract from meaning (3-5)

Self-correct intonation (1-2)

Self-correct intonation when it does not reflect the meaning (3-5)

Slows down to search for information or to think about ideas (1-2)

Re-reads to solve words and resumes normal rate of reading (3-5)

Demonstrates different ways of reading fiction and non-fiction text (1-5)

Reads dialogue with phrasing and expression that reflects understanding (1-5)

Demonstrates phrased and fluent oral reading (3-5)

Re-reads to solve words (1-2)

Automatically solves most words in the text to read fluently (3-5)

Demonstrates awareness of the function of a full range of punctuation (1-5)

Demonstrations appropriate stress on words, pausing and phrasing, intonation and use of punctuation (1-5)

Reads orally at an appropriate rate (1-5)

Elementary Mathematics Grading and Reporting

MENU for Grading---These are a menu of options for acquiring student grades based on the needs of students.

It is NOT necessary to use of all these assessments for all children. This is a menu of options!

Applies Problem Solving Skills & Strategies (Grades 1-5)

  • Post Chapter Assessments (Shared Drive)
  • Problem-Solving Practice (Chapter Resources Masters)
  • Oral Assessment (Chapter Resource Masters)
  • Talk About It (Teacher Edition)
  • Writing in Math (Student Edition)
  • Learning Stations: Cross-Curricular Links (Teacher Edition)
  • Enrich (Teacher Resource Masters, Above-Level)
  • End-of-Year Assessment
  • Checks & Quick Checks (Student Text)
  • IMPACT Math
  • Chapter Review & Test Practice (Student Text)
  • Skills Practice Masters
  • Mid-Chapter Checks
  • Cumulative Tests
  • Lesson Quizzes

Computes Accurately Using Multiple Strategies (Grades 1-5)

  • End of Marking Period Computation Assessments (Shared Drive)
  • Post Chapter Assessments (Varies from grade level to grade level and by chapter to chapter)
  • Learning Stations: Cross-Curricular Links (Teacher Edition)
  • End-of-Year Assessment
  • Chapter Review & Test Practice (Student Text)
  • Skills Practice Masters

Overall Content Knowledge-Number Sense, Operations & Properties; Measurement, Data & Probability; Geometry; and Algebra & Functions (Grades 1-5)

  • Post Chapter Assessments (Shared Drive)
  • Test Practice (Student Text)
  • Foldables
  • Pre-Assessments (Chapter Resource Masters & Shared Drive)
  • Oral Assessment (Chapter Resource Masters)
  • Listening Assessment (Chapter Resource Masters)
  • Vocabulary Test (Chapter Resource Masters)
  • Quizzes (Chapter Resource Masters)
  • Cumulative Tests – On level, multiple-choice and free-response (Chapter Resource Masters)
  • Skills Practice

Kindergarten Grading and Reporting

Overall Content Knowledge-Geometry; Number Recognition; Counting and Cardinality; Measurement; Number Sense; Data; Problem Solving

  • Post Chapter Assessments (Shared Drive)
  • Test Practice (Student Text)
  • Foldables
  • Oral Assessment (Chapter Resource Masters)
  • Listening Assessment (Chapter Resource Masters)
  • Vocabulary Test (Chapter Resource Masters)
  • Quizzes (Chapter Resource Masters)
  • Cumulative Tests – On level, multiple-choice and free-response (Chapter Resource Masters)
  • Skills Practice

If a student scores…. / Then…
96-100% (EP)* - 4
Using above grade level materials / Continue Core Instructional Program
Use Above Level (AL) Connects materials
Use Above Level (AL) Enrich Connects Materials
Higher Order Thinking activities in TE
Use cross curricular activities in TE
80-100% (MP) – 3 or 4Using on grade level materials / Continue Core Instructional Program
Use On Level (OL)materials in TE including Skills Practice
60-79% (NP)- 2 / Follow suggested re-teaching lessons found in TE manual
Use Re-teaching worksheets for additional practice
Use Strategic Guide
Use ELL Guide
Use small group options in TE
Use both On Level and Below Level materials as indicated
Personal Tutor
Below 60% (BP) - 1 / Follow suggested re-teaching lessons found in TE manual
Use Re-teaching worksheets for additional practice
Use Strategic Guide
Use ELL Guide
Use Below Level (BL) Connects materials
Implement Math Triumphs lessons for Intensive intervention
Personal Tutor

*Students should consistently be working above grade level with above grade level materials AND scoring in the 96-100% range in order to earn the EP score.

Kindergarten Exceeding Expectations

In order for a student to “exceed expectations,” a student must:

  • Score 3’s in all areas of the K Assessment for that marking period
  • Be instructed using above level materials such as:
  • Above Level Pages (Connects)
  • Enrich activities (Connects)

Students must be completing these activities successfully and independently. If a percentage can be applied to these activities, students need to score 96-100% to be considered successful.

If students are meeting these criteria, check the box “Exceeding kindergarten grade level expectations” on the K report card.

Suggestions for determining a student's math Proficiency Level:

  • Completes End of Chapter Testsat the end of every chapter (use attached rubrics for scoring extended response questions)
  • Completes Problem-Solving Practice and lessons for problem solving(may use the attached rubric for scoring)
  • Teacher selects 4 additional pieces from each chapter, as evidence of proficiency(vocabulary tests, cross curricular projects, quizzes,oral assessments, chapter projects, chapter foldables, cumulative practice, Check What You Know, Writing In Math, etc.)

Signs of a Competent Math Student:

Understands numbers, ways to represent numbers and relationships among numbers

Understands meanings of operations

Computes fluently and accurately

Understands patterns

Identify shapes and their identifying characteristics

Understands measurable attributes (length, width, volume, etc.)

Understands how to measure using non-standard and standard forms of measurement

Collects data and is able to interpret its meaning

Understands the basic concepts of probability

Efficiently and accurately solves problems

Post-Chapter Assessment Extended Response Rubrics

3 point Rubric

3 / Correct answer and correctly labeled; clear and complete strategy shown; clearly explains process used telling what was done and why; shows all work
2 / Minor math (calculation) errors; clear strategy (mostly complete); clearly explains process used telling what was done and begins to tell why
1 / Answer shows limited understanding or major math errors; unclear or unrelated strategy; minimal or unclear explanation
0 / Answer shows limited understanding; no answer attempted or answer is illegible

4 point Rubric

4 / Correct answer and correctly labeled; clear and complete strategy shown; clearly explains process used telling what was done and why; shows all work
3 / Minor math (calculation) errors; clear strategy (mostly complete); clearly explains process used telling what was done and begins to tell why
2 / Some understanding but major math errors; clear strategy, but not necessarily effective or appropriate; some explanation of the process used telling how or why but not both or uses inappropriate whys
1 / Answer shows limited understanding or major math errors; unclear or unrelated strategy; minimal or unclear explanation
0 / Answer shows limited understanding; no answer attempted or answer is illegible

5 point Rubric

5 / Correct answer and correctly labeled; clear and complete strategy shown; clearly explains process used telling what was done and why; shows all work
4 / Correct answer and correctly labeled; clear and complete strategy shown; clearly explains process used telling what was done and why
3 / Minor math (calculation) errors; clear strategy (mostly complete); clearly explains process used telling what was done and begins to tell why
2 / Some understanding but major math errors; clear strategy, but not necessarily effective or appropriate; some explanation of the process used telling how or why but not both or uses inappropriate whys
1 / Answer shows limited understanding or major math errors; unclear or unrelated strategy; minimal or unclear explanation
0 / Answer shows limited understanding; no answer attempted or answer illegible

Macmillan Math Scoring Rubric for Project Based Tasks