Understanding Your Grades
C - Requirements met; competency demonstrated. I am asking you to adjust your thinking about this grade. We have become acculturated to the notion that a C is an unacceptable grade. In fact, a C is at the mid-point of the grading scale. So, if and when your child receives a C on an assignment or progress report, acknowledge that s/he is in the process of synthesizing a plethora of new information, ideas, and skills. And rest assured that your child will receive the opportunity for practice that will allow for deeper understanding.
B - Exceeds requirements in depth, understanding, OR effort
A - Exceeds requirements in depth, understanding, AND effort
Students who earn A's and B's on assignments and progress reports demonstrate that they have acquired a deeper understanding of the material presented and they are able to communicate that awareness clearly in writing and when engaged in discussion. Additionally, these students display evident commitment to the learning process by the level of effort and thought they apply to their academic work.
A - Exceeds requirements in depth, understanding, AND effort
Students who earn A's and B's on assignments and progress reports demonstrate that they have acquired a deeper understanding of the material presented and they are able to communicate that awareness clearly in writing and when engaged in discussion. Additionally, these students display evident commitment to the learning process by the level of effort and thought they apply to their academic work.
D - More practice or effort needed. A student who receives a D on an assignment should make an appointment with me to review expectations and discuss improvement strategies. To address areas of weakness, a student who receives a D on a progress report will be expected to participate in an improvement plan developed jointly at a student-parent-teacher conference.
F - Understanding not demonstrated, YET. A student who receives an F on an assignment or progress report has not supplied adequate evidence to demonstrate competence or growth.
A Bit More about the Report Cards…
Because our report cards are non-narrative, I thought it might be informative to elaborate on some of the comments given. Below is an attempt to define the thinking when choosing comments for each student. I hope it helps.
POSITIVE COMMENTS
Accepts feedback positively. The student is open to hearing constructive criticism. Further, he is able to learn from the feedback and use that as he moves forward.
Active classroom participant. During lessons her hand is consistently up to share her thoughts and feelings. Your child takes chances in classroom discussions and enhances discussions. At times in group work she might take initiative and be a motivational force.
Completes homework on time. Homework is consistently turned in without teacher reminders. He is responsible and has good work habits and organization.
Does thorough, thoughtful work. Student work shows an obvious care about what is written. It doesn’t have a dashed-off feel, especially on assignments of greater importance.
Improving academically. This usually means that there was a slow start in the beginning of the trimester on academic work or projects, and now there is a noticeable positive difference. It can also indicate an improvement from a previous term.
Improving behaviorally. This usually means that there was a slow start in the beginning of the trimester regarding focus and/or behavior, and now there is a noticeable positive difference. It can also indicate an improvement from a previous term.
Makes positive contributions to class. The student makes thoughtful and insightful comments in class and in general helps things move along well in variety of ways. He has positive intentions.
Often exceeds expectations. She consistently goes over and above the norms and expectations within the class and on class work. It’s a great indicator of tremendous work habits.
Pleasure to have in class. He brings a great attitude and approach to class nearly every day.
Seeks clarity/asks questions. When faced with uncertainly, she takes initiative to ask for clarification from peers and/or the teacher.
Self-motivated/responsible. He is on task and independent during work times in class, gets started independently, is prepared for class and understands his part in education, and takes proactive steps when absent to find out what was missed and makes up work as quickly as possible.
Shows leadership/works well w/others. The teacher can trust this student to work well in any group configuration. When working in a group, she helps lead others to accomplish the task at hand and stay focused.
Takes academic/creative risks. He is willing to try new things, venture answers about which he isn’t 100% sure,present in front of others, and try new approaches he’s never tried before.
Team player. Classes and groups run smoothly in part because the team player is willing to be flexible and/or compromise when needed, and she does the little things that help get things done.
Understands material quickly/easily. The quickness comes from some combination of already knowing material and having a notable talent or ability in this area.
CONSTRUCTIVE COMMENTS
Assignments consistently late. Many due dates are not adhered to. Teacher needs to give reminders in order to have work turned in. Late grades affect overall progress.
Assignments need more effort. Work may appear rushed. Assignments need more thoughtful reflection, support of thinking, and/or expanding of thoughts that are started. It may seem like the minimum is done on much of her work. Basic conventions for work (proper heading, layout, etc…) might be inconsistent.
Assignments not completed. Grade has been brought down by work that has not been completed or turned in.
Class work not completed. Too little was accomplished during allotted class time. This can result in an increase in what needed to get done at home.
Disorganized. This usually means the his binder is in disarray and work or materials cannot easily be found.
Disruptive behavior. She needs to make better choices about how her actions affect her learning and that of those around her. Excessive talking, loud actions, shouting out and calling attention away from the lesson may be an issue.
Does not use class time wisely. He has a hard time getting started on assignments or is distractable and needs teacher intervention to put effort into effectively using work time in class. He may end up having an excessive amount of homework because of this.
Does work but struggles with understanding. She is most likely following instructions and staying on top of their work. However, she is not fully grasping concepts being taught.
Doesn't make up work when absent. It is a student’s responsibility to check in with their teachers to gather missed work after an absence. He either does not gather work after an absence, or gathers it but does not complete and turn in the work.
Excessive socialization. Talking with others and being unfocused on academics affected work.
Homework consistently late. Many due dates are not adhered to. Teacher needs to give reminders in order to have work turned in. Late grades affect overall progress.
Homework not completed. Either the work was done, or it was done and not turned in at class. In both cases this results in a score of zero for that assignment.
Needs reminders to stay on task. Most students need a reminder once in a great while. This comment is for those who need regular and sometimes daily reminders to stay focused.
Needs to take learning risks. She works within a comfort zone and does not attempt to try new things, take personal risks, or push herself academically or personally.
Often inattentive in class. Distractions get in the way of focus on the importance of what is being learned in class.
Often unprepared for class. There are many times when papers, and/or pencils and pens, notebooks, binders, or general necessary supplies are not in class. He might need to leave the room to track down materials, or his binder is in disarray. Often this impedes his learning and that of those around him, and it can slow down the whole class.
Passive about learning. She often remains quiet and doesn’t participate during discussions in class. She lets peers take charge in group work and prefers to follow rather than lead. She may not ask for help or ask questions when confused or stuck. Taking more risks and getting involved in the learning process more will enrich her learning.
Performing below potential. In the teacher’s opinion, your child is capable of notably higher achievement in this class. Potential reasons for the discrepancy are wide and varied.
Resistant to feedback. When suggestions are made for improvements in assignment contents or habits, or the need for improved behavior, he might be negative about it and/or ignore the suggestions.
Student should seek additional help from teacher. This note is specifically designed to get parental involvement in helping to make sure that the child seek help from teachers outside of regular class time. This might be before school, during lunch, o rafter school. The general message is that the teacher would like to provide more help than what she can during class hours.
Study habits need improvement. Organization for long-term projects and studying for tests and quizzes has been an issue this trimester. She may have studied to memorize or become familiar with material, but didn’t master the concepts.
Tardies/absences affect work. Getting to class late or not being present has been detrimental to learning/producing work. If absent, he may not checked in with the teacher, and/or completed and turned in missing work.
Test/quizzes need improvement. Low test scores negatively affected grade. She may have studied to memorize or become familiar with material, but didn’t master the concepts.
POSITIVE COMMENTS
Accepts feedback positively. The student is open to hearing constructive criticism. Further, he is able to learn from the feedback and use that as he moves forward.
Active classroom participant. During lessons her hand is consistently up to share her thoughts and feelings. Your child takes chances in classroom discussions and enhances discussions. At times in group work she might take initiative and be a motivational force.
Completes homework on time. Homework is consistently turned in without teacher reminders. He is responsible and has good work habits and organization.
Does thorough, thoughtful work. Student work shows an obvious care about what is written. It doesn’t have a dashed-off feel, especially on assignments of greater importance.
Improving academically. This usually means that there was a slow start in the beginning of the trimester on academic work or projects, and now there is a noticeable positive difference. It can also indicate an improvement from a previous term.
Improving behaviorally. This usually means that there was a slow start in the beginning of the trimester regarding focus and/or behavior, and now there is a noticeable positive difference. It can also indicate an improvement from a previous term.
Makes positive contributions to class. The student makes thoughtful and insightful comments in class and in general helps things move along well in variety of ways. He has positive intentions.
Often exceeds expectations. She consistently goes over and above the norms and expectations within the class and on class work. It’s a great indicator of tremendous work habits.
Pleasure to have in class. He brings a great attitude and approach to class nearly every day.
Seeks clarity/asks questions. When faced with uncertainly, she takes initiative to ask for clarification from peers and/or the teacher.
Self-motivated/responsible. He is on task and independent during work times in class, gets started independently, is prepared for class and understands his part in education, and takes proactive steps when absent to find out what was missed and makes up work as quickly as possible.
Shows leadership/works well w/others. The teacher can trust this student to work well in any group configuration. When working in a group, she helps lead others to accomplish the task at hand and stay focused.
Takes academic/creative risks. He is willing to try new things, venture answers about which he isn’t 100% sure,present in front of others, and try new approaches he’s never tried before.
Team player. Classes and groups run smoothly in part because the team player is willing to be flexible and/or compromise when needed, and she does the little things that help get things done.
Understands material quickly/easily. The quickness comes from some combination of already knowing material and having a notable talent or ability in this area.
CONSTRUCTIVE COMMENTS
Assignments consistently late. Many due dates are not adhered to. Teacher needs to give reminders in order to have work turned in. Late grades affect overall progress.
Assignments need more effort. Work may appear rushed. Assignments need more thoughtful reflection, support of thinking, and/or expanding of thoughts that are started. It may seem like the minimum is done on much of her work. Basic conventions for work (proper heading, layout, etc…) might be inconsistent.
Assignments not completed. Grade has been brought down by work that has not been completed or turned in.
Class work not completed. Too little was accomplished during allotted class time. This can result in an increase in what needed to get done at home.
Disorganized. This usually means the his binder is in disarray and work or materials cannot easily be found.
Disruptive behavior. She needs to make better choices about how her actions affect her learning and that of those around her. Excessive talking, loud actions, shouting out and calling attention away from the lesson may be an issue.
Does not use class time wisely. He has a hard time getting started on assignments or is distractable and needs teacher intervention to put effort into effectively using work time in class. He may end up having an excessive amount of homework because of this.
Does work but struggles with understanding. She is most likely following instructions and staying on top of their work. However, she is not fully grasping concepts being taught.
Doesn't make up work when absent. It is a student’s responsibility to check in with their teachers to gather missed work after an absence. He either does not gather work after an absence, or gathers it but does not complete and turn in the work.
Excessive socialization. Talking with others and being unfocused on academics affected work.
Homework consistently late. Many due dates are not adhered to. Teacher needs to give reminders in order to have work turned in. Late grades affect overall progress.
Homework not completed. Either the work was done, or it was done and not turned in at class. In both cases this results in a score of zero for that assignment.
Needs reminders to stay on task. Most students need a reminder once in a great while. This comment is for those who need regular and sometimes daily reminders to stay focused.
Needs to take learning risks. She works within a comfort zone and does not attempt to try new things, take personal risks, or push herself academically or personally.
Often inattentive in class. Distractions get in the way of focus on the importance of what is being learned in class.
Often unprepared for class. There are many times when papers, and/or pencils and pens, notebooks, binders, or general necessary supplies are not in class. He might need to leave the room to track down materials, or his binder is in disarray. Often this impedes his learning and that of those around him, and it can slow down the whole class.
Passive about learning. She often remains quiet and doesn’t participate during discussions in class. She lets peers take charge in group work and prefers to follow rather than lead. She may not ask for help or ask questions when confused or stuck. Taking more risks and getting involved in the learning process more will enrich her learning.
Performing below potential. In the teacher’s opinion, your child is capable of notably higher achievement in this class. Potential reasons for the discrepancy are wide and varied.
Resistant to feedback. When suggestions are made for improvements in assignment contents or habits, or the need for improved behavior, he might be negative about it and/or ignore the suggestions.
Student should seek additional help from teacher. This note is specifically designed to get parental involvement in helping to make sure that the child seek help from teachers outside of regular class time. This might be before school, during lunch, o rafter school. The general message is that the teacher would like to provide more help than what she can during class hours.
Study habits need improvement. Organization for long-term projects and studying for tests and quizzes has been an issue this trimester. She may have studied to memorize or become familiar with material, but didn’t master the concepts.
Tardies/absences affect work. Getting to class late or not being present has been detrimental to learning/producing work. If absent, he may not checked in with the teacher, and/or completed and turned in missing work.
Test/quizzes need improvement. Low test scores negatively affected grade. She may have studied to memorize or become familiar with material, but didn’t master the concepts.