Anonymous wrote:In theory I at least like the effort and achievement grades being separate. If they get top marks with little effort doesn't that say to the parent and the teacher that the child needs to be challenged more? Couldn't the parent then sit down with the teacher then and work up a more challenging curriculum for them?

A "4" only means the child mastered the standard. It doesn't mean they went beyond.

In theory I at least like the effort and achievement grades being separate. If they get top marks with little effort doesn't that say to the parent and the teacher that the child needs to be challenged more? Couldn't the parent then sit down with the teacher then and work up a more challenging curriculum for them?

Well, we tried to keep an open mind and go with the flow. After a year, I have to say I hate the numbers. There's no real way to figure out where our kid stands or what we should focus on. He got all 4's on the academics with 2's on effort. What do we do based on that?

He got 3's on music, health, and PE. The teacher said all students got 3's on those subjects because they don't have time to evaluate each student individually.

To rub salt in the wound the school sent home a flyer from a local bowling alley offering a free game for kids with "A"s or "B"s on their report card.....

The new report cards are more specific because they address individual standards, not just an overall subject. For example, instead of receiving a grade for "math", the students receives a "grade" from 1-4 for individual math standards. There are also marks which show the standard was not taught that quarter. The grade will not be an average of the quarter, but instead will reflect what the child has accomplished to that point. Homework will not be graded and will not be figured into the progress report grade for that standard.

It is possible that some students will receive a number grade for a standard during a quarter while others will not. If a child receives a 1 or 2, then that standard will continue to be taught until it is mastered. That child will continue to received number grades while a student who already mastered the standard will not.

Anonymous wrote:Oh I hate effort and achievement. We have a child who gets high marks in achievement, and low marks on effort in some subjects. I never can decide if I am supposed to talk to her about that. If she gets a top mark in math, for instance, with a low in effort, what more can she do?

My son is the same way. He gets O's in practically every subject but always a lower mark for effort. I think they do this because he's a super active little kid and doesn't always pay attention (we're in the process of evaluating him for ADHD). But I don't think those things means he doesn't put forth effort. He's obviously doing his best on his work which requires effort. Doesn't make much sense to me.

Oh I hate effort and achievement. We have a child who gets high marks in achievement, and low marks on effort in some subjects. I never can decide if I am supposed to talk to her about that. If she gets a top mark in math, for instance, with a low in effort, what more can she do?

I attended a meeting about this last month. I was put-off at first but after looking over it a bit it seems like it would be a good way to "grade" the child's progress and ability. On the copy that I saw, there is still a space for an effort grade and there is still a section for teacher comments.

http://www.fcps.edu/is/elemprogreport/index.shtml

Anonymous wrote:The way I look at it is the kids are getting the letter grades....Just think that O=A, G=B, S=C, N=F

There are numbers on the new report card; no letters.

The way I look at it is the kids are getting the letter grades....Just think that O=A, G=B, S=C, N=F

Sorry, I guess I don't really understand. Why wouldn't you want a letter grade, an "effort" grade, and detailed comments explaining strengths, weaknesses, areas for improvements, etc.?

I was an earlier poster on this thread and not in favor of losing letter grades, BUT, I have read the article about the new grading and after some thought, I actually think this might be good. True, I like to see the good 'ole A, B, C grades, but the new version really should be more informative on what areas need more work. So, I'm changing my stance and giving the new reports a shot.

Anonymous wrote:Was there any discussion about having some type of notation for effort verses ability level?

No. This was a presentation versus an opportunity to critique the approach.

Was there any discussion about having some type of notation for effort verses ability level?

Anonymous wrote:Our GS starts this grading next year. The thing I really dislike about it is personal -- DD will be in 6th grade - so she will have gotten used to letter grades, have to switch to the new system, and then switch back again to letter grades one year later in Middle School.

DS is in 3rd this year, so he'll have 1 year of letter grade, 2 of this system and then back to letter grades.

I realize many kids will be caught in in this flux while they switch over, but that doesn't make me feel any better...

I'm a bit nervous about this ratings system. I feel like this is very similar to the grading system in the lower grades (O, G, S, etc.). I feel like there is a little more pressure on kids to try harder with letter grades and prepare them for middle school and beyond. But I hope I'm wrong and my kids will try just as hard.

Last night we went to a presentation at our school on the new report cards. There were only a few parents attending from the upper grades (5th and 6th) but many parents from lower grades (particularly K and 3rd).

The new report card is a newly formatted version of the existing report card that is used in K, 1 and 2. The wording is exactly the same as they have just moved the boxes around on the page. There is a checkbox by subject area if your student is receiving above grade level instruction.

A parent of an upper grade student commented that this makes things harder for students in 6th grade as they ready for the transition to middle school. There was no response to his comment.