Report cards. Every parent wants to see them and teachers love to show growth and learning. It can be tricky to decipher a report card, though. Every teacher is different, and at the end of the day, you just want a better understanding of where your child is at and what they can work on.
While every year can be different (and each set of kids are different), I do try to keep a consistency with my approach to report cards. I like to think of it as a growth mindset approach because there are always opportunities to grow, learn, and improve.
So, with that said, I thought it would be helpful to share with you the different grading scale and language I use. I hope this helps you better understand your child’s report cards. I’d be happy to answer any specific questions you have as well!
3, consistent, or secure
I will grade a student here if they have mastered and perform consistently at an independent level. Skills and expectations are internalized and require little prompting or support from teachers. Students rely on social cues from peers and teachers as well as non-verbal reminders to meet or exceed habits & behaviors and complete their work. Students are encouraged and supported to control their independent ability to increase accordingly. This is the highest level of mastery in my class, and it’s not one I hand out unless it’s truly the case.
2, developing, or sometimes
I will grade a student at a 2/Inconsistent or Developing for things that student knows but still makes appropriate mistakes, errors, and/or requires reminders. Do not be alarmed if you child falls into this area! This is where most students reside; learning with explicit adult prompting, support, and monitoring. Skills and habits need consistent work and require practice and repeated attempts. Inconsistent application does not imply wrong choices, lack of understanding, or a missing effort. It simply denotes a student is still learning and acquiring the specific skill. Good learning practice takes time.
1, basic or minimal
Do not be concerned with this level! I will grade a student at a 1/Minimal or Beginning (BG) for things that student may know yet may need multiple prompts, reminders, or redirections (explicit adult prompting, support, or monitoring). This can include class rules, behavior expectations for shouting out, or time management. Again, basic application does not imply wrong choices, incorrect understanding, or a lack of effort. It simply denotes a student is beginning to acquire specific skills and requires more direct support at this time. All students start here. And it’s very common for this age group to be at this level.
Above all, it’s important to remember that grades are going to fluxuate; they improve and deteriorate as complexity increases, connections are made, or understanding deepens. I like to think of those unmastered skills as growth opportunities and the destinations for our next accomplishments.
Lastly, please know that I support and challenge all students at their individual academic level on their learning path to success. I increase expectations or complexity with fewer reminders and reflect on their success over time. I look forward to challenging your child and helping them learn and grow throughout the year.
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