My grades...

Step 1: List Grades

95-99
90-94
80-89
70-79
65-69
64 and below

Step 2: Description of levels
(Note – all examples pertain to 6th grade math students)

95-99
Students at this level are working at or above grade level material. These students not only meet state standards but also typically exceed them. These students learn to master the skills and build off prior knowledge.
Example: A student in math class has mastered all basic skills and can apply these skills to new material without having to re-learn.

90-94
Students at this level are working at or above grade level. Students consistently meet standards, however, may not always complete assignments or take their time on assessment tasks or homework. As a result, these students generally have the potential to make it to the next level, but they lack a significant factor such as but not limited to motivation.
Example: On a triple weighted “Recipe Project” that was recently completed in my classroom, many students who fell into this category did an excellent job and received anywhere from a 95-100% on the assignment. What separated students in this category from the one above, was that students had the opportunity to bring in their ‘final product’ or their chosen recipe. Students in this category typically do not go above or beyond what is asked of them.

80-89
Students at this level are working on grade level materials. This is commonly why students at this level may be labeled as average. Their work may be inconsistent at times but is satisfactory. Students generally stay focused in class and learn new material presented to them. These students; however, may struggle using prior knowledge to build on when learning new skills. In these cases, in math especially, the teacher may have to spend time going back and re-teaching skills that were not mastered.
Example: During a dependent probability lesson in math, students at this level may have ability to learn the new material and set up problem, but they have no prior knowledge to multiply the fractions and put their answers in lowest terms.

70-79
Students are working below grade level. These students may have the potential to reach above levels but they lack a significant factor such as but not limited to prior knowledge, basic skills, support at home (homework) or motivation. These factors will serve as a barrier to students who for example, may in fact have the knowledge, but refuse to participate in activities or hand in required assignments. Contrarily, students may also fall into this category that are working below grade level, but do participate in activities and hand in every assignment.
Example: A student may pay attention and participate in class, but has not handed in any work done outside of class since September. Because the student does not practice math skills outside of class, and although he understands new material presented during class (knowledge), he has no reinforcement that is necessary to master new skills.

65-69
Students at this level are working on below grade level materials. Students are not meeting current learning targets. These students are in need of improvement and may require remedial classes and/or extra help in specific areas.
Example: A student has not mastered basic skills in math (+, -, x, ÷) and cannot perform any other functions of math without reaching frustration on the first steps.

64 and below…
Students at this level are failing to meet any requirements of the class. These particular students are missing most if not all of the learning targets. Students do not seek out extra help or remediation; nor do they turn in missing assignments and late work. Students do not show in any way that they have met, or can meet requirements.
Example: A student has missed almost half of the school year in 5th grade but somehow got pushed onto 6th grade. This student has so many learning gaps and ‘holes’ that he cannot catch up to the other students in class. He is too far behind to ‘catch up’ and does not come to school on a regular basis. Upon returning after an absence, the student does not make up missed work, nor does he try to learn the material he missed.

Step 3: How my grades fulfill needs of…

Students
My grading system allows students to notice and understand what they have learned and what they may need to work on in the future. I give back assignments as quickly as possible and almost always highlight positive & negative aspects about each assignment upon return (what they did best & what needs work). I accept late assignments (with penalty – contrary to what the text advises), and students know that they may make up work if absolutely necessary. My students understand that my priority is to teach them, not to judge them.

Parents
Every 5 & 10 weeks parents receive a detailed report of EVERY assignment their child has completed (or not completed). Parents can see what the grade was, and if necessary, view comments about missing grades, zeros, or failing marks. Parents know that students are held accountable and there are penalties for reoccurring incomplete assignments (ex. ineligible list).

Administrators
My administrators are very involved in my grading system. My grades and students’ progress are documented every 5 weeks and administrators are notified if there are any students who are not meeting requirements. Also, administrators are provided with a chart of students who have earned lower than 65% averages, as well as students who are borderline failing. The chart shows what the students have earned in every class, for each quarter of the school year. This helps teachers, administrators, parents and students work together to achieve passing scores. By looking at this chart it is clear to see what students may need in a particular class or even on a final to pass the school year.