Overview

Prior to the 2010-2011 academic year, the Lower School revised our grading policy and report cards for Seventh, Eighth, Ninth, and Tenth Ages.  In the subsequent pages, you will see:

• New verbiage used to provide a clearer explanation of what each number and letter means.
• Changes to the report card which will affect all students in Seventh through Tenth Ages
• The new grading scale which affects all students in Seventh through Tenth Ages
• Reading and Math Levels which will be shared on all report cards, every marking period for students in Seventh through Tenth Ages

Verbiage

In our efforts to better clarify what each number and letter grade means, we thought it would benefit students and adults if there was a more clear language ascribed to each.

This language will help parents interpret student performance. (Examples of student work will be represented in monthly folder papers, other assessments, and via communications from the instructors.)

Academic

1 - Excellent 

The student’s daily performance is outstanding, showing mastery of concepts addressed. First drafts of student work and student assessments are usually free of any significant errors.  The student generally requires few or no corrections to assignments.  In-class assessments and assignments are free of many errors and have consistently exceeded expectations.  All student work is exemplary and serves as a model for Calvert’s high standards and expectations.

2 - Good 

The student’s daily performance is consistently strong and periodically exemplary. The student has a solid grasp of the concepts but has inconsistently reached mastery.  First drafts of student work generally have a few, minor errors. The student generally has few corrections to assignments.  In-class assessments and assignments meet expectations and periodically exceed them.  Work is strong; additional attention to detail and further growth can make the overall student work exemplary. 

3 - Passing 

The student’s daily performance is inconsistent. Sometimes there are few errors; other times there are many.  Overall, the student is required to make many corrections to assignments; this often warrants additional in-school and out of school time to complete.  In-class assessments and assignments are also inconsistent.  Overall, student work is marginal.  Additional attention to detail, a more concerted effort, and further growth can raise the overall performance to a level more consistent with our grade level standards.

4 – Failing 

Student daily performance is below expectations. Student work frequently has numerous errors, consistently requiring additional in class and out of class time to complete corrections.  Performance on in-class assessments and assignments are consistently below expectations.  Overall, student work is weak.  Additional attention to detail, a more concerted effort, additional out of school support, and further growth are required in order to raise student performance to a level acceptable at Calvert School.  

Effort

A - Excellent 

The student is a consistent volunteer in class discussions and activities, enthusiastically exhibiting intellectual curiosity.  The student is responsible, ensuring that all homework and class work assignments are completed thoroughly and appropriately.  The student consistently brings required materials to class, adhering to class policies and procedures.  The student is determined to accomplish academic tasks, takes initiative for learning, and does not give up.  

 B - Good 

The student participates in class discussions and activities but sometimes requires prodding.  Periodically intellectual curiosity is heightened, but this is not the norm.  Homework and class work assignments are completed but periodically require extra time and attention to detail.  The student usually brings required materials to class, adhering to class policies and procedures.  

C - Fair 

The student does not consistently volunteer to participate in class discussions and activities.  Homework and class work assignments are not consistently completed in a thorough manner nor are they consistently submitted on time.  The student is frequently reminded to bring required materials to class.  The student requires further growth in the areas of responsibility and taking ownership.

D – Poor 

The student rarely volunteers to participate in class discussions and activities and does not exhibit much initiative.  After repeated reminders, the student still has homework and class work assignments outstanding.  When assignments are submitted, they appear rushed, illegible, and less than the best.  The student is constantly reminded to bring required materials to class.  The student requires more concerted efforts between home and school to establish benchmarks that will facilitate growth in the areas of responsibility and taking ownership.

Conduct

A - Excellent 

The student consistently abides by Calvert School’s commitment to strong moral character.  The student is self-disciplined, is consistently on-task, is respectful of adults and classmates, and is respectful of personal and school property.  This student is a model citizen, leads by setting positive examples to peers, and follows all class rules and procedures without incident or reminders.  

B - Good 

The student abides by Calvert School’s commitment to strong moral character.  The student is generally self-disciplined, on-task, is respectful of adults and classmates, and is respectful of personal and school property.  This student exhibits positive behaviors, follows all class rules and procedures but periodically requires redirections and reminders of class standards and expectations.  

C - Fair 

The student inconsistently meets Calvert School’s commitment to strong moral character.  The student is periodically disruptive to the class and classmates and must be reminded of appropriate classroom standards and expectations.  The student continues to develop the self-discipline required to consistently remain on-task, be respectful of adults and classmates, and/or be respectful of personal and school property.  The student’s inconsistency following class rules and procedures requires more frequent redirection. The student has been removed from class at least once to regroup.  

D – Poor 

The student struggles to meet Calvert School’s commitment to strong moral character.  The student is disruptive to the class and classmates and must be reminded of appropriate classroom standards and expectations.  The student continues to develop the self-discipline required to consistently remain on-task, be respectful of adults and classmates, and be respectful of personal and school property.  The student exhibits an equal number of pro-social and anti-social behaviors.  Even after repeated reminders, the student does not consistently follow class rules and procedures. The student has been removed from class at least three times to regroup and will require support from home, administration, and the school support staff to assist in developing more appropriate school behaviors.  

GENERAL REPORT CARD CHANGES:

1. Grades will be given in Reading & Arithmetic every marking period beginning in the 2nd marking period.
2. Most other content areas will provide grades every OTHER marking period
3. Conduct grades given in Reading & Arithmetic
4. Conduct grade reflects feedback from Special Subjects teachers in Seventh & Eighth Ages
5. Homeroom Conduct grade reflects all courses instructed by the Homeroom teacher in Ninth & Tenth Ages
6. Effort & Conduct grade given by Special Subjects teachers in Ninth & Tenth Ages
7. Reading/Arithmetic Group level will appear on the report card each marking period

Grading Scale

Seventh, Eighth, & Ninth Age

• Helps to focus on learning and developmental appropriateness, not grades.
• Whole Number grades (no plusses or minuses)
• No plusses or minuses for Effort or Conduct either.

Tenth Age

• Suitable transition to the Middle School model but with fewer grades.

Developmental Reading & Math Levels

In order for us to provide effective instruction for all Calvert students, we complete assessments at the beginning of the year. These assessments, used for internal purposes, help us determine where the students are at this point in the academic year.  This information, along with previous teacher feedback (if applicable), current teacher observations, student learning style, teaching styles of the instructors, group size, and class make-up, are many factors which play a role in determining which reading and math group is most developmentally appropriate for each child.

Please know that at Calvert we do have a range of where students fall along the developmental spectrum.  For example, some students identify letter sounds earlier than others, which is to be expected.  As such, families should not be alarmed in regards to where their children may fall developmentally.   Regular communication with teachers and recommendations regarding parents’ support role outside of school will be shared continuously, regardless of the group/level.   It is also important to note that these groups are flexible; a child may begin the year in one place and end the year somewhere else.  Movement from one group to another does occur.  Since the in-house assessments are administered at the beginning of each year, a student’s placement in the previous year is not a determinant of where he/she will be placed in subsequent years.  That information helps us clarify what may be the most appropriate instructional level to begin the year.

In general, there are three instructional levels at each grade – Developing, Instructional, and Enriched.  The overwhelming majority of our students are at Calvert’s instructional level.  There are, however, students who are growing towards the instructional level and some students who are at the enriched level.  For students in Seventh, Eighth, Ninth, and Tenth Ages, these instructional levels will be reflected on each monthly report card for both reading and math.  This information may be helpful in your interpretation of your child’s performance and progress.  Regardless of which group a child is in, he/she will fit at one of these levels.  The number of groups at each level, however, will vary by age/grade contingent upon the make-up and performance of those students.

INSTRUCTIONAL LEVELS (Seventh through Tenth Ages):

• Developing (D) - student developmental level is near Calvert’s instructional standard for that age/grade

• Instructional (I) – student developmental level is at Calvert’s instructional standard for that age/grade

• Enriched (E) – student developmental level is above Calvert’s instructional standard for that age/grade

INSTRUCTIONAL LEVELS (Pilots & Sixth Age):

• Emerging (E) – student’s skill in particular areas is emerging; it has not yet reached the progressing level; in most cases students require regular teacher support

• Progressing (P) – student’s skill in particular areas is exactly where it should be for this stage in development; in some cases they perform independently but in many cases they require additional teacher support

• Independent (E) – student’s skill in particular areas is somewhat advanced; they are able to perform certain tasks and skill independently without additional support from their teachers

Mastery & Rigor at Calvert

It is important to note that Calvert has a very rigorous academic program, and we are aware that this is among many reasons why you chose us from many other fine alternatives.  Our grade level expectations/standards are accelerated and require students to perform above grade level when comparing national norms.  In essence all Calvert students meet grade level standards on national norms; however, Calvert uses independent school norms (which are a more rigorous measure) to evaluate student performance.  For example, our advanced curriculum in Eighth Age requires students to perform at/near a third grade level not the traditional second grade level in order to meet the instructional demands of our curriculum.

All Calvert Math students use the same text, materials, etc.  There is a misperception that students at the enriched level do more advanced work.  Those students, after showing mastery of concepts that are instructed to all students in that grade, have increased opportunities for enrichment and further exploration of the concepts and skills.  

In reading class, especially in the lower grades, the reading level dictates which reading materials/literature is used based upon the developmental maturity of the students.  As students matriculate, especially in the upper elementary grades, the reading materials and literature are exactly the same.  The instructional pace and depth may vary.

It is our goal to provide greater clarity and transparency regarding grades and groups.  We had a sense that this may not have been as clear in the past as we had hoped.  By informing parents of the instructional reading and math levels, this information will assist parents in more specifically supporting the growth and development of their children.

• The number of groups and the make-up (boys and girls) at each of these levels will vary depending upon the results from in-house assessments administered at the beginning of the year, recommendations/observations from the students’ previous reading and math teachers, as applicable, and other factors.
• In the past, there were consistently two groups at each level.  It is possible that this model will continue.  It is also possible that there will be one “Enriched” group, four “Instructional” groups, and one “Developing” group at each grade level.

• Please note:

• In general, groups are developmentally based and reflect where a child is at this point in the school year.  The curriculum and instruction is designed to help each child continue to grow and learn at a pace commensurate with his/her developmental maturity.
• Students are assessed formally and informally by their instructors and may move up or down a group, if necessary.
• Where students were placed last year may or may not reflect their placement this year.
• Some teaching assignments have also changed since last year. So, your child may remain at the same instructional level they were in the past but have a different instructor.

Report Cards

• Each Lower School student, beginning in our Pilot class, will have two formal parent conferences (November and March) to discuss and review student performance, progress, and areas for continued growth.  Additional conferences and communications will be on-going.
• Students in Seventh, Eighth, Ninth, and Tenth Ages will continue to receive EIGHT report cards each year.  These report cards will accompany the monthly folder papers and will be reviewed by a teacher and an administrator.
• Students will NOT receive grades in each content area every marking period.

Seventh Age Report Cards

• Conduct grade reflects performance in Homeroom subjects and Special Subjects

Eighth Age Report Cards

• Conduct grade reflects performance in Homeroom subjects and Special Subjects

Ninth Age Report Cards

• Homeroom Conduct: reflects all courses instructed in the Homeroom by the Homeroom teacher (Spelling, Composition, History, & Geography)

Tenth Age Report Cards

• Homeroom Conduct: reflects all courses instructed in the Homeroom by the Homeroom teacher (Spelling, Composition, History, Grammar, & Geography)

In Closing

• We feel confident that this revised policy will provide a more uniform approach to our Lower School grading system, provide greater clarity about what each grade means, and allow more transparency for families regarding grades earned and the Reading & Arithmetic level.
• As I shared at Parents Night, we also want parents to know that earning a 2 at Calvert is NOT failing (see verbiage for a 2).  Frank Deford, Calvert alum, earned a 2 in Composition while a student here. J  (True story)