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[quote=Anonymous][quote=Anonymous][quote=Anonymous]Yes. It's called the Common Core State Standards. DCPS report cards are standards based therefore each term is graded according to the end of the year standard.

[quote=Anonymous][quote=Anonymous][quote=Anonymous]4 Exceeds grade level expectations
3 Meets grade level expectations
2 Approaches grade level expectations
1 Significantly below grade level

[b]You also need to know that these refer to END of grade level expectations, so don't expect 4s at the beginning of the year[/b]. [/quote] THIS!!!! Unless a student is performing a year or two ahead of grade level don't expect all 4s before the 4th term. [/quote]

Is it written anywhere from DCPS that the marks are against full year goal and not just term goal? I'm hearing conflicting information. I have a new Kindergartner. Thanks![/quote][/quote]

As I've been doing more research tonight, I get it more. From what I'm finding (from other Common Core school systems) is that the ratings don't seem to be against knowing the end of year material but that you're on track for end of year. I agree with other comments that having a 4 be common vs rare makes sense as there's always more to learn. Growing up if you had all As, then I think you're not being challenged. However, I think my spouse sees 2s and 3s on the report card and is equating it to "Bs and Cs" which is not an accurate comparison. From a California Common Core school system, I found this below which was helpful. One unanswered question to me is, how do you tell if your kid is a top, middle, or lower tier academic in the new paradigm?

[quote]A mark of “4”, Exceeds Achievement of the Standard, indicates the “next level” of student learning. A student’s progress exceeds standards because s/he has demonstrated mastery in terms of knowledge, but also applies that knowledge in ways that go beyond expectations. Typically, very few children would be at this level.
 
A mark of “3”, Consistent Achievement of the Standard, indicates that a student’s progress with skills and information meets expectations because success is independent and requires little or no adult support to demonstrate proficiency. A student at the top of his/her class, successfully mastering skills and content, may find themselves at level “3” all year, which indicates strong or excellent work, expected at grade level.
 
A mark of “2”, Moderate Achievement of the Standard, indicates a student’s progression with skills and information is in the expected range, but requires the support and assistance of others to show success at this time.
 
A mark of “1”, Limited Achievement of the Standard, indicates that a student’s progress with skills and information is below expectation.  His/her instructional level is characterized by maximum teacher support.
 
Levels of proficiency are assigned to a student each trimester for their progress towards meeting the academic expectations of the particular trimester rather than their achievement of the final end of year expectation.  In this way, a student may receive a 3 or a 4 for the meeting or exceeding standard expectations for the first trimester even though a student has not yet met the end of the year expectations outlined by the standard.   [/quote][/quote]

I'm not sure when it starts, but the teachers also start doing assessment reviews - things like a child's measurement on reading scales and math skills - at our school, the teachers have gone over these during the conferences.  Things like where the kid is on Dibels (reading assessment) and how they did on specific math assessments etc - which is where you can get the differentiation.  Go back & meet with the teacher more and ask them to explain it (in the spirit of being curious vs. confrontational with teacher).  
For social studies and science - it is not 'required' which is different than it is not 'done' at those ages.[/quote]

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