Standards-based
Grading and Reporting
Information for Parents
Our discussion will address—
• standards-based grading and reporting
• the rationale for implementing standards-based
grading and reporting in MCPS
• the alignment between Curriculum 2.0 and
standards-based grading and reporting
• components of the Curriculum 2.0 report card
What is Standards-based
Grading and Reporting and
Why are We Implementing It?
What is standards-based grading and
reporting?
It is a comprehensive system that:
• aligns instruction and assessment to
standards
• aligns grades to standards
Why are we implementing standardsbased grading and reporting?
Standards-based teaching and learning:
• links instruction and grading to standards
• provides an accurate reflection of what
students know and are able to do
• increases student achievement
How are Curriculum 2.0 and
Standards-based Grading and
Reporting Aligned?
Curriculum 2.0 Instructional Cycle
Identifying Learning Goals
Curriculum 2.0 Organization
Measurement Topics
• Related learning goals are organized
into Measurement Topics.
• Each content in Curriculum 2.0
contains two or more Measurement
Topics.
Measurement Topics
Measurement Topics in:
Math
Reading
Writing
align with
Common Core
State
Standards
Measurement Topics in:
Science
Social Studies
align with
Art
Music
Physical Education
Measurement Topics in:
ESOL
align with
Maryland
State
Curriculum
World-Class
Instructional
Design and
Assessment
Curriculum
2.0
Measurement Topics
Earth and Space Science
Science
Engineering and Technology
Life Science
Physical Science
Parent’s Guide to Curriculum
2013–2014
Plan Instruction
Proficiency Statements
• Every Measurement Topic has a
corresponding proficiency statement.
• A proficiency statement provides clarity on
what students should know or be able to do
by the end of the year within a
Measurement Topic.
Proficiency Statement
Science, Grade 5
Engineering and Technology
Students demonstrate proficiency of Grade 5 standards for
this measurement topic by:
• Understanding Explanations- Explaining relationships among
technology, humans, and the natural world. Understanding the
engineering design process and its application to real-world situations.
• Generating Evidence- Deciding what evidence is needed to investigate
a scientific question or address a technological problem. Applying the
engineering design process to address a technological problem.
• Reflecting on Knowledge- Using and interpreting scientific and
technological knowledge to revise thinking based on new evidence or
ideas about products or systems.
• Participating Productively- Representing information and ideas
clearly and convincingly based on scientific evidence and
technological concepts or designs.
Instruct, Assess, and
Provide Feedback
REPORT student
achievement
Grading Student Understanding
Levels of Performance
Instruction begins at the grade-level standard.
How the student performs at the grade-level
standard determines level of proficiency.
Exceptional (ES)
Exceptional at the grade-level
standard.
Instruction on
the
Measurement
Topic
Meets the grade-level standard by
demonstrating proficiency
of the content or processes for
the measurement topic.
In progress (I)
In progress toward meeting the
grade-level standard.
Not yet or minimal (N)
Not yet making progress or making minimal
progress toward meeting the grade-level
standard.
How the student responds
Proficient (P)
Reporting Student Achievement
REPORT student
achievement
IDENTIFY
learning goals
PLAN for
instruction
based on
student need
GRADE based
on evidence of
learning
INSTRUCT,
ASSESS, PROVIDE
FEEDBACK to
student
What are the Components of
the Curriculum 2.0 Report
Card?
Standards-based Report Card
Subject
Standards-Based Report Card
Science (Grade 5)
P
ES
I
P
P
P
P
P
Reporting the Reading Level
Kindergarten, Grade 1, and Grade 2
Reporting the Reading Level
Grade 3, Grade 4, and Grade 5
Math Enrichment/Acceleration
Learning Skills
Kindergarten
Personal and Social
Development
• Follows classroom
rules and routines
• Rules and
Procedures
• Interacts easily
with peers
• Task
Completion
• Shows initiative
and self-direction
• Uses classroom
materials
appropriately
Kindergarten – Grade 5
Thinking and Academic
Success Skills
Grades 1 – 5
Work Habits
•
•
•
•
•
•
•
•
•
•
•
Analysis
Collaboration
Effort/Motivation/Persistence
Elaboration
Evaluation
Flexibility
Fluency
Intellectual Risk Taking
Metacognition
Originality
Synthesis
Learning Skills: Codes
Code
Description
DEM
Demonstrating
PRG
Progressing
N
Not yet evident
Questions?
Additional Information
• Your child’s teachers
• School principal
• A Parent’s Guide to Curriculum 2013-2014
http://www.montgomeryschoolsmd.org/curriculum/elementary/guides.aspx
• Curriculum 2.0 website:
http://www.montgomeryschoolsmd.org/curriculum/2.0/