Grades for the first trimester closed on Friday, 11/13.  I had to turn in my report cards, completed, today for review by my principal. 

When my report cards were returned to me, they included a memo that outlined how my report card graded did not reflect the online assessment tool that our district has been using in the last couple of years to drive instruciton and intervention.  It had the data for things like "fluency" scores (in order to meet standards, fifth graders must read over 139 words per minute) that were set by a publisher and do not necessarily reflect the state standards. 

In addition to the data and pointing out the differences between the grades I assigned and the test scores, there were some questions directed to me about what measures I am using to grade writing and how I am meeting the students' needs that are not meeting standards. 

After I calmed down, this was my reply: 

I am confused a bit about your memo regarding the report cards.  The classroom grades are cumulative of the various student work we do in the class.  It was my understanding that the unit assessments are not used for report cards, as they are to drive instruction.    Report card grades are created from standards-based multiple measures including class work, curriculum and teacher created assessments, student participation and observations.   It is not unusual, especially at this time of the year, for the grades and the OARS report to reflect different achievement levels.   We have given one assessment based on instruction and one benchmark assessment, that assesses year-end goals, and this is all OARS will contain.   The assessments in OARS are all provided by one publisher and don’t reflect the various ways that students learn or report their learning. 

            I assume this data is for my information.  If there is something that you would like me to be doing or some reporting I am required to do, I need more information.    Am I required to document interventions based on one Reading Lions  unit assessment? Is this in addition to ELD instruction and any other differentiation I am doing in the classroom?

            I am aware of these discrepancies.  If my report cards are supposed to reflect the OARS/Reading Lions assessments,  I am at a loss as what multiple measures I am to be using.  There are also some reporting in the OARS that do not reflect grade-level standards, such as the fluency.  Oral reading fluency to an arbitrary number is not a California state standard.  The standard reads  “Read aloud narrative and expository text fluently and accurately and with appropriate

pacing,  intonation, and expression.” Which I would argue could easily be done at less than 139 words per minute, which Reading Lions has determined is the standard. 

            Attached you will find a copy of all the assignments that were used for the report card grades for Trimester 1.  You will see, there are many assignments and factors which go in to each grade and sub-section. With each report card, I send home a copy of each student’s individual performance on these assignments.  I have a copy for each student, if you want to see it. If you would like clarification on the writing grades specifically, I can go over that with you.  If you would like to see writing samples for each student, I can provide those as well.   

            Student achievement is at the center of what I do each day.  I spend a great deal of time working with the standards and the adopted curriculum to make sure I am both meeting student needs and ensuring access for all students to the required standards.   It was my understanding that report card grades are to be reflective of overall student achievement.  If I have been laboring under a misconception, please let me know.