Parent Update
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1. How are grades identified?
2. What are dispositions?
3. What information will be on the
report card?
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How are grades identified?
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Our belief
In the School District of New Berlin we believe that
grades should accurately reflect student knowledge,
skills, and performance.
As a result, students will have the opportunity to
practice new skills and concepts prior to their work
influencing the report card. After practicing,
student work will be used to inform the report card.
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Assignments, Tests, Projects…
All work given to students will receive a numerical
mark, feedback, or both. A mark is equated to a
proficiency level and will be a 1, 2, 3, or 4.
Work given to the students is deemed necessary for
their academic success and needs to be completed
and submitted to the teacher. Homework is not
optional and is important to student understanding.
Homework may be reflected in the report card
grade if the work is not practice for a new skill.
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Assignments, Tests, Projects…
Determining a Proficiency Level
Teachers determine the level of proficiency for
all assignments, tests, and projects based on the
descriptors in the chart below.
Below Basic
1
Basic
2
Proficient
3
Advanced
4
Has a limited
understanding as
demonstrated by
frequent errors or
inability to apply
knowledge and
skills successfully.
Inconsistent
demonstration of
understanding in
applying
knowledge and
skills successfully.
Consistent
demonstration of
understanding in
applying
knowledge and
skills successfully.
Demonstrates a
detailed, deep and
high level of
understanding in
applying
knowledge and
skills successfully
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There are three types of grades
used within the system.
 Proficiency levels given on student assignments are called
.
(1’s through 4’s)
Report cards will have two types of information.
 Each subject will have a cumulative letter
. (A’s through F)
 Subjects will be further defined using categories that will provide
additional information on student performance. Each category will
receive a
on the report card.(1’s through 4’s)
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The report card will have categories listed under each subject area to provide additional
information on student performance. This will occur in courses in which teachers have
begun standards-based grading. All courses will be involved in achievement-based grading
starting in 2016-2017.
Algebra 1
Proficiency levels of
1-4 listed in course
categories
Possible grades of
A through F
FUNCTIONS
ALGEBRA
NUMBERS AND QUANTITY
STATS AND PROBABILITY
QUARTER GRADE
SEMESTER GRADE
Categories will receive scores only in quarters or semesters in which they are taught.
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A New Area on the report card will
be called Dispositions.
Dispositions are those behaviors that are important
to student success, but are not academic in nature.
The dispositions will not influence the academic
grade but are key indicators of student success.
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DISPOSITIONS EXAMPLES
Bolded Categories appear on the report card.
Engagement (Category of graduate = Productive Self Concept)
o Works cooperatively within diverse groups
o Participates in a manner to contribute to group success
o Displays a constructive attitude
Social Behavior
o Takes responsibility for self, actions, and materials
o Respects others
o Observes class guidelines and expectations
Self-Management
o Attends to and follows directions
o Initiates and completes tasks on time
o Strives for accuracy and quality
o Works well independently
o Seeks help when needed
Perseverance, Creativity, and/or Innovation (Category of graduate = Growth Mindset)
o Demonstrates a willingness to try and persevere in problem solving
o Demonstrates a curiosity for learning
o Can access, organize, and/or create information for solving problems and constructing new
knowledge
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Proficiency Levels for Dispositions
1
2
3
4
Below Basic
Basic
Proficient
Advanced
Lack of or limited
demonstration of
the dispositions
identified in the
category
Inconsistent
demonstration of
the dispositions
identified in the
category
Consistent
demonstration of
the dispositions
identified in the
category
Consistent
demonstration of
the dispositions
identified in the
category
independent
application within
course/grade level
experiences
Dispositions will receive a 1 through 4 grade, but not a letter grade.
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Determining a Category Score for the
Report Card
The most prevalent combination of marks is identified and used to determine a category score.
For example, if the majority of marks a student earned is 3’s and 4’s, but mostly 4’s, they
would get a category score of 4.
Score Identification Chart
4
3
2
1
4’s and 3’s
3’s and 4’s
2’s and 3’s
1’s and 3’s
4’s and 2’s
2’s and 4’s
2’s and 1’s
1’s and 2’s
3’s and 2’s
3’s and 1’s
4’s and 1’s
1’s and 4’s
The first score indicates the one that appears most often.
This chart is used to identify the numerical grade for each report card category. The two
most prevalent modes (number that appears most often) associated with each assignment
are used.
The first number indicates the most prevalent mode, the second indicates the second most
prevalent mode. One pair of numbers is identified on the chart, and that category score is
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assigned.
Determining a Category Score
Additional
EXAMPLE
Procedure:
All scores within a subcategory are reviewed. The following marks were given
on summative assignments.
1, 3, 4, 4, 2, 3, 3, 3, 4, 4, 4, 2, 3, 3
The most prevalent mark is a 3, followed by a 4.
3-4 appears in the second column which is a category score of 3.
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Determining a Grade
In this system, scores are not averaged. Scores are reviewed using the
descriptors below, and a grade is assigned.
A = The student is able to consistently demonstrate a proficient and/or
higher understanding. Scores of 3 or 4 in all categories with evidence of 4’s
in summative work.
B = The student is able to demonstrate understanding on most standards with
limited inconsistency. Scores of 3’s and 4’s in categories with no more than
one category at the level of 2.
C = The student is able to demonstrate an understanding of the majority of
standards with inconsistency. Scores of 3’s or higher in most categories with
some categories at 2’s and/or 1’s.
D = The student is able to demonstrate a limited
understanding of standards. 1’s and 2’s in the majority of categories.
F = The student is able to demonstrate minimal or no understanding
of standards. 1’s in all categories.
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Similarities and Differences
2014-2015
2015-2016
Subjects have not included subheadings
called categories in the past.
Categories will be included in all
achievement-based grading classrooms.
Students received A’s through F’s most
often based on percentages.
Scores for categories span from 1-4,
subjects will continue to have A’s
through F’s.
Grades are calculated.
Grades are identified.
Behaviors are commented on but not
scored on the report card.
Dispositions are scored on the report card
and are the same K-12.
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Step #1: Students receive marks on their work. If the work is a
practice activity, it doesn’t count towards the report card
grade.
Step #2: Marks determine the
that will appear within
the report card categories.
Step #3: Category scores are used to identify the letter
.
Algebra 1
Proficiency levels of
1-4 listed in course
categories
Possible grades of
A through F
FUNCTIONS
ALGEBRA
NUMBERS AND QUANTITY
STATS AND PROBABILITY
QUARTER GRADE
SEMESTER GRADE
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