Elementary Grading at P.K. Yonge

What is Standards-Based Assessment in Elementary ?

At PK Yonge, we utilize Standard-Based Grading K-12. A Standards-Based grading system organizes evidence of student progress and mastery according to standards associated within a specific subject area. 

In elementary, students will not receive traditional letter grades (A, B, C, D, F) on their report card.  In secondary, students will receive letter grades on their report cards.    

Throughout the school year, elementary teachers will show families evidence of student work and progress through SeeSaw, an online interactive learning platform.  At the end of each 9 weeks, student progress will be reported with grade marks in our standards-based online Skyward Gradebook. 

There are four quarters (9 weeks) in a school year.  Student progress is assessed each quarter.  The final quarter grades are what go on an elementary student’s transcript.   

In a more traditional grading system, at each quarter, students start over with their grades.  In a standards based grading system, progress is cumulative and assessment is continuous throughout the school year.   

Quarters 1, 2, and 3 Report Cards

The grade marks for Quarters 1-3 will not be included on student transcripts. The grades that you will see on your student’s report card will be categorized as: 

  • Meeting Benchmarks
  • On Track
  • Below Benchmark 
  • Not Meeting
  • Not Assessed

These grade marks will be used during quarter 1, 2, and 3 to indicate student progress towards the standards.  These grade marks will not be included on a student’s transcript.   

Formative (forming/working towards goals) (Quarters 1 – 3)

Report Card  Categories Meeting Benchmark On Track Below Benchmark Not Meeting Benchmark Not Assessed
Category Definitions  The student is showing evidence of meeting the end-of-school year standard.   The student is on track with showing evidence of meeting the end-of-school year standard. The student is showing some evidence of meeting the end-of-school year standard.   The student is not showing evidence of meeting the expectations of the end-of-school year standard. The standard is not yet assessed.
Goal Progress Above On Track Below Significantly Below N/A
Support Needed No additional support needed No additional support needed Intervention  Intensive Intervention N/A

Quarter 4 Report Cards

The grade marks for Quarters 4 will be included on student transcripts. The grades that you will see on your student’s report card and transcript will be categorized as: 

    • Meeting
    • Approaching
    • Beginning
    • Not Meeting

These grade marks will be used during quarter 4 to indicate student final performance in relationship towards the standards.  These grade marks will be included on a student’s transcript.   

Summative (summary/final assessment of goals)  (Quarter 4)

Report Card  Categories

Meeting 

Approaching

Beginning

 Not Meeting 
Category Definitions  The student is showing evidence of meeting the end-of-school year standard. 

On Grade Level 

 The student is showing some evidence of meeting the end-of-school year standard. 

Approaching Grade Level

 The student is beginning to show evidence of meeting the end-of-school year standard.

Not on grade level  

 The student is not showing evidence of meeting the expectations of the end-of-school year standard.

Not on grade level
Goal Progress Likely to excel in the next grade/course May need additional support for the next grade/course Likely to need substantial support for the next grade/course Highly likely to need substantial support for the next grade/course
Correlating Traditional Grade A/B B/C D F

What Does This Mean? 

If a student completes the school year and is not meeting, beginning, approaching standards, this means that the student is performing below grade level.  At this time, the school may:

  • Recommend summer school
  • Recommend tutoring 
  • Suggest repeating the grade level
  • Get consent from family to complete a full psychoeducational evaluation through the school  
  • Ask family for consent to share with outside providers 
  • Start the next school year in the highest level of intervention support 
  • Other

If a student completes the school year and is meeting standards, this means that the student is performing at or above grade level.  At this time, the school may:

  • Recommend enrichment opportunities
  • Start the next school year in a more challenging small group for a specific subject 
  • Other

Why is P.K. Yonge Using Standards-Based Grading System

P.K. Yonge uses a Standards-Based Grading system to provide students, families, and teachers with more specific information about student progress toward mastery of content and skill standards.

The Standards-Based Grading system helps target instruction, reinforcement, and enrichment opportunities for all students. It also provides students and families a clearer picture of what students should know and be able to do by the end of each grade level.

Standards-based grading helps clearly communicate progress a student is making toward meeting content and skill standards by providing indicators of progress on specific content or skills rather than on types of activities (quizzes, homework, assignments). The system is tightly focused on tracking progress. In a standard-based system, assessment is also viewed differently. Assessment is not seen as an ‘endgame,’ but rather a tool for students, teachers, and families to use to determine what a student needs to do in order to master course standards. 

How Can I Use the System to Help My Student Succeed?

Standards-Based Grading provides more detail about how a student is progressing towards each standard/benchmark. These details will assist families in identifying content/skill areas for additional support as well as enrichment and challenge. Using these clearly defined goals, teachers and families can work together to facilitate students’ academic achievement.

During parent/guardian-teacher conferences and throughout units of study, ask to see samples of your child’s work. Talk to your child’s teacher regarding the quality of work in these samples, whether learning goals have been reached and if not, request some strategies for improvement. Ask how you can help your child improve or excel in various subjects and what resources are available to encourage their progress.

If you have questions or concerns, please contact your child’s teacher or Learning Community Leader.