I = Fail at end of year report card?

[Anonymous]

Yes, really. Did you not see any of your child's graded assessments this past year?

Maybe you see a lot more "assessments" than I see.

This is what I saw in 3rd grade:

A lot of homework graded with a checkmark (or checkmark plus) for completed.

A small handful (no more than 5 in a quarter) pieces of "classwork" with an "I", "P" or "ES" grade on them. I never saw anything labeled as a "test" or "quiz."

Reading and science projects were much more clearly "assessed." There were clear instructions for the project and a rubric provided stating how they would be graded.

[Anonymous]

Anonymous wrote:

Yes, really. Did you not see any of your child's graded assessments this past year?

Maybe you see a lot more "assessments" than I see.

This is what I saw in 3rd grade:

A lot of homework graded with a checkmark (or checkmark plus) for completed.

A small handful (no more than 5 in a quarter) pieces of "classwork" with an "I", "P" or "ES" grade on them. I never saw anything labeled as a "test" or "quiz."

Reading and science projects were much more clearly "assessed." There were clear instructions for the project and a rubric provided stating how they would be graded.

I saw sheets clearly marked "Marking Period 2, Task 1 assessment", etc. At least ten per marking period.

[Anonymous]

I saw sheets clearly marked "Marking Period 2, Task 1 assessment", etc. At least ten per marking period.

Wow. You had assessments marked for the items on the Report Card?

Not only did I never see anything called an "assessment" (or "test" or "quiz"), I certainly did not see anything mapped to the line items on the report card. Completely different experience.

[Anonymous]

Anonymous wrote:

I saw sheets clearly marked "Marking Period 2, Task 1 assessment", etc. At least ten per marking period.

Wow. You had assessments marked for the items on the Report Card?

Not only did I never see anything called an "assessment" (or "test" or "quiz"), I certainly did not see anything mapped to the line items on the report card. Completely different experience.

It didn't specify what the task was (eg, writing, opinion or algebraic thinking), it just said Task 1, Task 2. But I suppose I could go to the report card, and match up what Task 1, Task 2, etc were.

[Anonymous]

Anonymous wrote:Agreed. Grades are not given for ability, they are given for demonstrated performance in school. Sure, she can comprehend what she reads, but if she doesn't complete the work that demonstrates that comprehension, she won't get a P.
and in your example about her getting an I in geometry, but P for the year, would you understand better if she had gotten As for three marking periods, a B for teh fourth marking period, but got an A average for the year? I really don't see what is so hard to understand about that.

PP here. Actually there is a different grade for work completion. I swear to you I sat in an IEP decision meeting trying to understand how DC could not complete work, be distracted and talking, never get a demonstrating in work completion and still be "on grade level". Even in the more obvious area of writing where I know DC is not elaborating in answers and I did actually see consistent "I's", I was assured DC was on grade level. I felt like there must be two sets of books, one that's brought out when you request extra resources and another is the daily work. So maybe DC knows how to do it,not sure how that is proved (maybe the MAP-R and MAP- P and a rubric on one piece of writing where DC was kept on point and had extra time to complete), but doesn't do it consistently so it's enough to get overall P's for most things and get the bad mark for work completion and still be on grade level.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I means in progress towards the grade level. N means not making progress towards the grade level. The definitions are right there on the report card. No, I is not like a D or F. I means you got a couple of questions wrong on a 20 question math quiz. I means you didn't put enough detail in your story. N is more like D or F.

So let me get this straight:

100% on a math quiz = P
90% on a math quiz = P
80% on a math quiz = I?

Really?

Yes, really. Did you not see any of your child's graded assessments this past year?

Didn't the explanations of the standards based grading day it wasn't equivalent to those percentages? So for example if we introduced a new topic week 7 and it's week 8 most kids would be in-progress and it could mean you got 50%-90% on the assessment. If you were still at 50% and it is week 10 that would be 'N' and most kids would be expected to be at 'P'

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I means in progress towards the grade level. N means not making progress towards the grade level. The definitions are right there on the report card. No, I is not like a D or F. I means you got a couple of questions wrong on a 20 question math quiz. I means you didn't put enough detail in your story. N is more like D or F.

So let me get this straight:

100% on a math quiz = P
90% on a math quiz = P
80% on a math quiz = I?

Really?

Yes, really. Did you not see any of your child's graded assessments this past year?

Didn't the explanations of the standards based grading day it wasn't equivalent to those percentages? So for example if we introduced a new topic week 7 and it's week 8 most kids would be in-progress and it could mean you got 50%-90% on the assessment. If you were still at 50% and it is week 10 that would be 'N' and most kids would be expected to be at 'P'

I don't think I really understand what you are asking here. I don't think DD ever was given an assessment when she was first learning a topic. She was assessed after the topic was covered. But maybe I am wrong, and she just picked stuff up quickly. She never got more than one or two things wrong (when she received an I), and usually got everything right (at least on math assessments), so she got all Ps. My answer "yes, really" was based on the fact that if DD got 2 answers wrong on something like a 10 question test, she got an I. I don't think teachers would give assessments until there is a reasonable expectation of kids being able to demonstrate proficiency. They wouldn't give assessments while they are still in the process of, but have not fully completed teaching the concept.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Agreed. Grades are not given for ability, they are given for demonstrated performance in school. Sure, she can comprehend what she reads, but if she doesn't complete the work that demonstrates that comprehension, she won't get a P.
and in your example about her getting an I in geometry, but P for the year, would you understand better if she had gotten As for three marking periods, a B for teh fourth marking period, but got an A average for the year? I really don't see what is so hard to understand about that.

PP here. Actually there is a different grade for work completion. I swear to you I sat in an IEP decision meeting trying to understand how DC could not complete work, be distracted and talking, never get a demonstrating in work completion and still be "on grade level". Even in the more obvious area of writing where I know DC is not elaborating in answers and I did actually see consistent "I's", I was assured DC was on grade level. I felt like there must be two sets of books, one that's brought out when you request extra resources and another is the daily work. So maybe DC knows how to do it,not sure how that is proved (maybe the MAP-R and MAP- P and a rubric on one piece of writing where DC was kept on point and had extra time to complete), but doesn't do it consistently so it's enough to get overall P's for most things and get the bad mark for work completion and still be on grade level.

I think you are mixing up concepts. Maybe it is easier to understand the separate concepts with math. For example, let's say that three digit subtraction with regrouping is the on grade level expectation. Double digit subtraction without regrouping is below grade level. If your child has demonstrated the ability to do triple digit subtraction with regrouping, he is working at grade level. However, the teacher may give him a worksheet with ten problems on it, but he only gets 6 of them done in class due to distraction, talking, etc. He may get all six of the ones he completes correct. On an assessment, maybe he gets 7 or 8 correct, but makes careless errors on the remaining problems, or doesn't finish at all. He is demonstrating an ability to work at grade level, but he is not completing his work, and he is making errors or leaving things blank on assessments, so he is getting Is.

[Anonymous]

Anonymous wrote: They wouldn't give assessments while they are still in the process of, but have not fully completed teaching the concept.

I'm just going by what was said during back to school night. Things like it's not unusual to get an "I" while the topic is being introduced and the goal is "P" by the end of the year. Now, they didn't specifically say the kids would be assessed before it was reasonably expected that most kids wold get a "P" so I may have made that part up since I assumed something had to be the basis for the potential "I"'s the first quarter and the don't be alarmed if its not a P till the end of the year.

Anyway, I really don't care what grading scale is used I just wish there was a consistent definition of when it is appropriate to ask for extra help at school and when you don't meet the threshold for extra help at school and need to seek outside tutoring (I.e. the difference between an old school C and D). As the OP asked, does I = Fail at the end of the year?

[Anonymous]

Anonymous wrote:As the OP asked, does I = Fail at the end of the year?

No, I = I. I don't mean to be glib, but it's true.

Now, should you worry as much about an I in the end of year report card as you would worry about an F? Perhaps, depending on your child, your expectations, and what the I was in.