ACADEMIC GRADING KEY
Transitional Kindergarten and Kindergarten
M = Mastery T = Needs More Time to Develop X = Emerging Skills
Grades 1 through 3
4 – Proficient (The student significantly and consistently demonstrates knowledge, application, and extension of the grade level standard.)
3 – Meets (The student consistently demonstrates independent knowledge of the grade level standard.)
2 – Approaching (The student demonstrates partial knowledge of the grade level standard.) 1 – Minimal (The student demonstrates minimal or limited knowledge of the grade level standard at this time.)
X - The standard has not been addressed at this time.
Work habits and behavior:
O = Outstanding S = Satisfactory/Good U = Unsatisfactory
G = Very Good NI = Needs Improvement
Skills: + = Area of Strength √ = Area for Improvement
Grades 4 through 8
Subjects:
A = 93 – 100% C+ = 80 – 84% D+= 67 – 69%
B+ = 90 – 92% C = 75 – 79% D = 63 – 66%
B = 87 – 89% C- = 70 – 74% D- = 62% or below
B- = 85 – 86%
Work Habits/Behavior:
O = Outstanding S = Satisfactory U = Unsatisfactory
G = Very Good NI = Needs Improvement
Skills: + = Area of Strength √ = Area for Improvement
The Grade Ranking is described as follows:
A/O = Consistently exceeds content-area standards and expectations. Student demonstrates mastery of skills and knowledge through a variety of assessments. Student's work is indicative of consistently superior performance.
B/G = Frequently meets content-area standards and expectations and sometimes exceeds content-area standards and expectations. Student demonstrates proficiency in skills and knowledge on most assessments. Student's work is indicative of solid academic performance.
C/S = Mostly meets content-area standards and expectations and sometimes approaches content-area standards and expectations. Student demonstrates a partial mastery of prerequisite skills and knowledge required for proficiency in the content-area. Student is able to demonstrate partial mastery on most assessments. Student's work is indicative of a basic understanding and application of skills and knowledge in this content-area.
D/NI = Sometimes meets content-area standards and expectations. On most assessments, student demonstrates the need for support to achieve partial mastery and proficiency.
Student's work is indicative of minimal preparation and practice in the attainment of basic skills and knowledge that will allow the student to progress to proficiency.
RUBRICS
A rubric is a scoring tool that lists the criteria for a piece of work, or “what counts” (for example, purpose, organization, details, voice, and mechanics are often what count in a piece of writing); it also articulates gradations of quality for each criterion, from excellent to poor. When a teacher uses a rubric for student work/projects, it is shared with the student/parent.
