We're 2nd grade 2.0 curriculum and still have O, S, N report cards. I used the report card S to ask the teacher: What are you focused on with my child in this area. What do you feel they need to work on.

So, OP, that's how I recommend you approach your questions with the teacher. I have two, 2-yr ahead children. I've found different teachers grade them differently. Some have graded based on how they are performing compared to grade level expectations. Some have graded based on the grade level they are being given. (For math, however, it's always been consistent; it's the reading grades that have not been)

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teacher here. I rarely give "I" for independent the first quarter unless it is completely earned. There would be nothing to work for if they are independent in every skill.

Unfortunately, I think too many teachers do this. As a parent, I think you should be consistent throughout the year. Either they deserve and "I" or not. If the kid has "nothing to work for" then maybe you need to give the kid harder work or accelerate the child to the next grade level.

Also, for ES kids, I think the grades should be for the parents, not the kids. My kids don't care whether the card has an "I " or an "L", so the grades don't motivate them. What matters is that I take the report card and craft a response, either for the teacher/school to provide more challenge or for the child to work on certain competencies. The report card is also making a record of a child's progress across many years, so accurate readings are important for future educators. In short, I think the report card should communicate the child's educational status and not be used as a motivational tool.

I'm a teacher and a parent. I would prefer to see middle of the road grades early on. (Our system uses P - progressing and M - mastery.) Too often parents think their children are often advanced, which isn't necessarily the case. There is always something to learn, to perfect.

Furthermore, if a child is placed in advanced math, for example, perhaps s/he still deserves a mediocre grade. Being pushed to the next level doesn't automatically translate into mastery.

Sadly, when I read about parents complaining about grades, I recognize that these grades are MORE for the parent than for the student. You had your chance in the spotlight. Now back away and let litttle Lulu do her best.

I guess we disagree on many levels. I do think that the grades in first grade are for the parent. As the kids get older, I want them to gradually take ownership of their own education, but not in early education when parents need to be on the lookout for problem areas where the child cannot self-correct and could quickly fall behind. In fact, I go so far as to not show my younger kids their report card (and some teachers have agreed with this approach). To me, the card is a communication tool between the teacher and the parents in these early grades. I also don't lobby or argue against teachers to change their grade. I assume they made their choice honestly and objectively without any kind of bias (hence my comment above). The grade does open up a conversation, though. Like the OP, one of my kids has an advanced score in a standardized test (well above grade-level), yet the teacher listed DC as an 'S' and needing more work. I am not saying the teacher is wrong, but I do need to understand how to interpret a high test score and an average class evaluation. As for whether I overestimate the abilities of my gifted kid, I am aware that many teachers think this. That is why I strictly discuss progress in terms of standardized test scores and the lack of errors in any take home work that I see for this one child. I ask for more challenging work until I start seeing wrong answers. Seems fair to me.

I also disagree that parents should just leave the schools alone to educate their kids. Study after study shows the positive impact of parent involvement. Perhaps some parents go overboard, but to use those extreme cases of parenting to argue your point does not convince me.

A small group of schools (called OARS or grading and reporting schools) use a standards-based report card, which is what is being discussed here. The majority of schools still use the OSN report card.

I'm the parents of a 1st grader and got a O,S, N report card. Is MCPS not using the same report card in all schools?

OP, you should ask the teacher specific questions about the expectations related to one grade vs. the other. She/he should be able to show a breakdown of skills in that subject and tell you why your DC earned a P and not ES. I agree with another PP though reading above 2 grade levels, does not automatically translate to a ES grade in reading, since students are evaluated for skill mastery at the level they are instructed (in your case in 3rd grade level of reading instead of 1st grade level).

However, I do not agree with the teachers who say giving ES or I grade demonstrates that there is no room for improvement. Students should be evaluated for mastery of certain skills in a subject for that quarter. If they can demonstrate complete understanding through their class work and tests, they must earn the ES or M grade. If they do not have the mastery yet, the teachers owe an explanation to the students (and to the parents) what they missed so that the students can improve. The same goes for learning skills.

In fact, I would expect the teachers to devote a class or two in the beginning of the quarter to explain the skills, grades and expectations so that the students understand upfront what they have to do to earn certain grade. What good it is to learn at the end of the quarter what you missed without knowing what you are shooting for? Have not seen this yet, but is that too much to ask!
However, I do not agree with the teachers who says giving ES or I demonstartes that there is no room for improvement. Students should be evalauted for mastery of certain skills in academics and if they show complete undertsanding

Anonymous wrote:

Anonymous wrote:Teacher here. I rarely give "I" for independent the first quarter unless it is completely earned. There would be nothing to work for if they are independent in every skill.

Unfortunately, I think too many teachers do this. As a parent, I think you should be consistent throughout the year. Either they deserve and "I" or not. If the kid has "nothing to work for" then maybe you need to give the kid harder work or accelerate the child to the next grade level.

Also, for ES kids, I think the grades should be for the parents, not the kids. My kids don't care whether the card has an "I " or an "L", so the grades don't motivate them. What matters is that I take the report card and craft a response, either for the teacher/school to provide more challenge or for the child to work on certain competencies. The report card is also making a record of a child's progress across many years, so accurate readings are important for future educators. In short, I think the report card should communicate the child's educational status and not be used as a motivational tool.

I'm a teacher and a parent. I would prefer to see middle of the road grades early on. (Our system uses P - progressing and M - mastery.) Too often parents think their children are often advanced, which isn't necessarily the case. There is always something to learn, to perfect.

Furthermore, if a child is placed in advanced math, for example, perhaps s/he still deserves a mediocre grade. Being pushed to the next level doesn't automatically translate into mastery.

Sadly, when I read about parents complaining about grades, I recognize that these grades are MORE for the parent than for the student. You had your chance in the spotlight. Now back away and let litttle Lulu do her best.

ES=exceeds standard. I=independent, and only applied to learning skills (not academics). The reason why your child would be receiving P's but reading on a third grade level is because the P is based upon your child's performance reading at his or her instructional level (3rd grade in this case). That is why there is a separate place where your child is marked as reading above grade level. I hope that makes sense.

So, does ES on the new report cards = I on the old ones?

I never wrote that I used it as a "motivational tool." Most children in my class do not always demonstrate independence in any one skill all the time at the beginning of the year. Therefore, they are not given an "I" for independent in that skill. They are being held up to a standard and if I don't have evidence of them being independent in that standard, they are not given an "I." Grades are given to children and discussed with parents as a means of progress through the year. Most parents at my school know generally where their kids are. If there is any concern, I don't wait until the Nov. conferences to let them know. BTW- Most teachers in ES rarely look at the report card from the year before unless they have a concern. We do look at DIEBELS scores in the primary grades however. Letter grades don't start until 3rd grade. The fact is that most kids do not demonstrate independence in the areas on their report card in the first quarter. The few that do are usually girls or kids who have been redshirted.

Anonymous wrote:Teacher here. I rarely give "I" for independent the first quarter unless it is completely earned. There would be nothing to work for if they are independent in every skill.

Unfortunately, I think too many teachers do this. As a parent, I think you should be consistent throughout the year. Either they deserve and "I" or not. If the kid has "nothing to work for" then maybe you need to give the kid harder work or accelerate the child to the next grade level.

Also, for ES kids, I think the grades should be for the parents, not the kids. My kids don't care whether the card has an "I " or an "L", so the grades don't motivate them. What matters is that I take the report card and craft a response, either for the teacher/school to provide more challenge or for the child to work on certain competencies. The report card is also making a record of a child's progress across many years, so accurate readings are important for future educators. In short, I think the report card should communicate the child's educational status and not be used as a motivational tool.

I have the same question! DS is in 1st also, reading at 3rd grade level, doing accelerated math but getting P's. I didn't want to seem pushy so I didn't ask the teacher, but have run this question by certain family/friends all of whom tell me I am being petty and not to fight the battle b/c it doesn't matter in the long run...

On the other hand, DS got an "N" in music class due to "daydreaming," which I am supposed to be super worked up about.

Teacher here. I rarely give "I" for independent the first quarter unless it is completely earned. There would be nothing to work for if they are independent in every skill.

OP here. Yes, this is the new report card being rolled out for Curriculum 2.0. If anyone knows how to interpret, I'd appreciate it!

Hmm. Our first grader's report card has Os and I think one S. Not the letters you are talking about and no graphs. Sounds totally different.

Kind of surprised to see our first grader, who seems advanced academically, come home with all P's and only one ES. For example, the reading level "graph" shows DC solidly in the third grade level, but reading grade was a P. If one is reading two levels above grade level, why wouldn't that be an ES? Just confused by the nomenclature. Any MD teachers out there?