2+Significance


 * // Significance of the Problem //**

PPPPP Currently, students receive a letter grade for each academic area and the effort they put forth. These grades are determined by the teachers and are based on the students' performance in class and on tests and assignments. On the elementary school report cards, teachers also make comments on students' personal growth. These personal growth areas and some of the academic areas are not part of the Wisconsin State Standards. For example, teachers provide a letter grade for penmanship even though neatness and quality of penmanship are not state standards. Letter grades do not necessarily represent proficiency in the academics. Many teachers use zeros, averages, or weight assignments and tests, or consider students' effort, behavior, and attitude as they determine a final grade. This does not help show which skills are mastered or if students are performing at grade level.

PPPPP A standards-based report card would help parents know exactly what their children should be able to do at every grade level. It would distinguish between understanding concepts, to applying them, and taking them to the next level. This type of report card also provides more consistency for teacher instruction. Regardless of the classroom or teacher of a grade level, all students would be evaluated using the same criteria.

PPPPP The following is an example of what the subject of reading looks like on our current report card for a fifth grader:


 * **Reading Achievement** ||  ||
 * **Reading Effort** ||  ||
 * Applies word attack skills ||  ||
 * Shows growth in vocabulary development ||  ||
 * Reads with understanding ||  ||
 * Reads with expression ||  ||
 * Shows interest in independent reading ||  ||

PPPPP All students would receive a letter grade for achievement and effort. If a student has a check mark in any of the other areas, it means they need improvement. These other reading components are either vague or do not represent the state standards. For example, "shows interest in independent reading" is not a state standard; and fluency consists of more than "reads with expression." These components are not adjusted and specific to each grade level; they are stated nearly the same for all second, third, fourth, fifth, and sixth graders. Kindergarten and first grade reading components focus more on phonics and vocabulary.

PPPPP The following is an example of what the subject of reading could look like on a standards-based report card for a fifth grader:


 * Determines the meaning of words and phrases in context ||  ||
 * Uses effective reading strategies to understand literal meaning of text ||  ||
 * Analyzes both literary and informational text ||  ||
 * Reads aloud with appropriate fluency (rate, accuracy, expression, and attention to punctuation) ||  ||
 * Evaluates and extends text ||  ||
 * Self-selects appropriate reading materials in a variety of genres ||  ||

PPPPP These reading components reflect the expectations for a fifth grader based on the Wisconsin State Standards. Rather than an overall letter grade, students could receive a mark (letter or number) that represents advanced, proficient, basic, or below basic skill level for each component. Students and parents would have an accurate view of specific grade-level expectations. Parents would understand which skills their children have mastered and which need improvement. Students would be able to create goals for themselves based on this type of grading.