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Standards Grading - FAQ


Frequently Asked Questions
Standards Based Grading


Q: How will the standards appear on the report card that I get at home?
A: Over the course of the 3 trimesters the report card will grow showing standards that have been taught and assessed currently and those from the past trimesters. Only those standards that have been taught and assessed so far during the year will show up.



Q: If a learning standard is one that is taught and assessed just one time during the school year such as, events leading to the Civil War, and my child did not meet the standard when it was initially assessed what happens?
A: Demonstrating to the teacher that the standard is met at a later date requires a combined effort of the student, teacher and parent. The work required to learn and demonstrate learning will need to happen during RTI, after school or at home. It might look like any of the following; re-teaching after school or during RTI, re-testing after school or during RTI, student independently conducts research and reading, student re-does project at home or during RTI.



Q: Are the learning standards listed on the report card taught just one time or throughout the school year?
A: Both. Learning Standards that are more process related such as; research skills, scientific inquiry or reading a variety of genres; may occur throughout the year and student will receive an up to date score indicating their present level of performance. Learning standards that are more knowledge based such as, events leading up to the Civil War, will likely occur just once during the grading period and the student will receive a score indicating how well they met the standard when assessed.


Q: How are the scores given at the middle school different than those given at the elementary level?
A: A student's score on the THMS report card indicates the students present level of performance based upon the expectation of meeting that standard at a given time. At THMS the learning standard is what a student should know and be able to do at this point in time when assessed; rather than the elementary model of progression where the learning standard indicates what a student will know at the end of a particular grade.


Q: What is the difference between the SEBR (Student Effort and Behavior Report) and the report card?
A: The SEBR is used as a means for teachers to report to parents and students the current level of performance related to the students effort and behavior during that class separate from performance on academic standard achievement. Years ago a students effort and behavior would be included in their overall “achievement” grade which would create confusion regarding just how well they had learned something. This would sometimes skew a student's grade indicating a higher or lower level of of learning than what really exists. For example, a student may not have learned all of the instructional targets but because they have high marks for their behavior and effort the average of everyone together would make the report card grade look as if they were on track to meet all standards. The reverse example would be a student who has learned all of the instructional targets but demonstrates poor behavior and work habits thus making their report card grade look as if they were not on track to meet the learning standards. By separating the two elements essential to being a successful learner we can more clearly communicate areas of strength to celebrate and areas of concern to improve upon. The SEBR report comes home mid-way through a grading period and the report card comes home at the end of the grading period.


Q: Which document, SEBR or Report Card, is used to determine eligibility for co-curricular participation?
A: The SEBR document. All students are encouraged to participate in at least one co-curricular activity during the year regardless of their learning abilities. Students who struggle to meet learning standards as result of a disability or the need for more time or instruction are not penalized with this policy. The expectation is that students have 2s and 3s on the SEBR. We find that students performing well on the SEBR are also great teammates and leaders on the field and stage.


Q: What happens if a student has not met the majority of the grade level standards at the end of the school year?
A: This situation would warrant meetings with teachers, the student, parents and administrators mid way through the school year to discuss concerns and develop a plan to address them. If the student continues to struggle to meet standards despite interventions then additional conversations will occur with all involved to discuss the need for retention.