The document compares traditional grading systems to standards-based reporting. Traditional systems focus on grades, not learning, use subjective scales, and do not account for student growth. Standards-based reporting focuses on learning, separates academic skills from life skills, reports on student growth, and uses clear proficiency scales from 1 to 4 to provide specific feedback on skills.

1. Traditional Grading and Standards-Based Reporting

2. Problems with Traditional Grading Systems

3. Traditional Report Card B B B PE B C+ C Science A A A Math A B+ B History B A- A Reading T 3 T 2 T 1 Subject

7. Traditional Grading is Very Subjective

9. Standards-Based Reporting

15. What Does Standards-Based Reporting Look Like? With help, partial success at 2.0 content and 3.0 content. 1 Student can determine importance, but misses some important ideas. 2 Student can determine importance in a text using text features (bold words, headings, sub-headings, italics, etc.) 3

16. What Does Standards-Based Reporting Look Like? Traditional Standards-Based Reporting With help, partial success at 2.0 content and 3.0 content. Student can determine importance, but misses some important ideas. Student can determine importance in a text using text features (bold words, headings, sub-headings, italics, etc.) D 74.3% - 64.5% 1 B-C 92.4% - 74.5% 2 A 100%-92.5% 3

18. What Does Standards-Based Reporting Look Like? Student can determine importance in texts that do not use a proliferation of text features. 4 With help, partial success at 2.0 content and 3.0 content. 1 Student can determine importance, but misses some important ideas. 2 Student can determine importance in a text using text features (bold words, headings, sub-headings, italics, etc.) 3

19. What Does Standards-Based Reporting Look Like? ? Student can determine importance in texts that do not use a proliferation of text features. 4 Traditional Standards-Based Reporting With help, partial success at 2.0 content and 3.0 content. Student can determine importance, but misses some important ideas. Student can determine importance in a text using text features (bold words, headings, sub-headings, italics, etc.) D 74.3% - 64.5% 1 B-C 92.4% - 74.5% 2 A 100%-92.5% 3

20. Traditional Report Card B B B PE B C+ C Science A A A Math A B+ B History B A- A Reading T 3 T 2 T 1 Subject

21. Standards-Based Report Card 3 2.5 3 Reading Fluency 3 2 n/a Literary Analysis 3 2.5 2 Reading for Main Ideas T 3 T 2 T 1 Reading 1 3 3 Behavior 2 3 1 Work Completion 3 2.5 1 Participation T 3 T 2 T 1 Study Skills