Grading & Report Cards

Lumberg follows the district guidelines for report cards and each teacher uses their own gradebook to collect grades tied to each report card indicator.

Gradebooks are the teacher's way of keeping track of student grades/scores over the course of a school year.   They are used to track student work, keep records of grades over time, support make-up work/absences and should be where report cards grades come from.

Gradebooks should align to the standards and district report cards and be aligned to the record keeping practices of your teammates so that kids are being assessed and evaluated consistently among your grade level standards.

There will be three reporting periods during the year. Since parents have these dates on the school calendar, it is advisable to send reports home on or before the identified date. Completed report cards will be reviewed by administration, giving at least 48 hours prior to report cards being printed, to support consistency among grade level teachers in their grading, be a second set of eyes on the report card to ensure completeness and be a thought partner for students whose grades may be questioned due to absenteeism.

It is the classroom teacher's responsibility to norm grades with colleagues prior to the grading window opening.  This work can be done with instructional coaches and is to ensure that all teachers of that grade are grading the same indicators and with the same scale.

Report cards need to follow the following guidelines:

1. If a 1 is given, the teacher needs to write a comment for that section as to why the student is significantly below grade level.
2. If a 4 is given, the teacher needs to write a comment for that section as to why the student is above grade level.
3. AMP will give grades by a number scale to be consistent with classroom teachers.
4. Need to mark if attendance is impacting grades.
5. Need to mark if a fall / spring conference was held.
6. An NA can be given for an indicator not yet taught OR if a student has not been at the school long enough to know their level of understanding for the indicator.
7. An IC is given if a student has missed a significant amount of days and was not at school to demonstrate the learning.

Jeffco elementary schools report progress three times each academic year, or roughly every 12 weeks: mid-November, early March and at the end of the school year. The elementary report card is a standards-referenced reporting tool. It is designed to provide:

• Information to parents about how a child is progressing toward meeting the Colorado Academic Standards (not comparing student to student). Standards specify what all students should know, understand and be able to do.

• A summary of how a child is developing life and workforce readiness skills.

To understand what students should be learning by grade level, please review the curriculum guides. This course of study is based on Colorado Academic Standards, developed by the Colorado Department of Education (CDE). CDE has created parent guides to the Colorado Academic Standards for kindergarten through fifth grade.

Definitions of performance levels

Academic performance levels:

• “Exceeding standard” indicates that the student consistently exceeds grade-level academic standards and expectations.
• “Meeting standards indicates that the student consistently demonstrates grade-level academic standards and expectations.
• “Progressing toward standard indicates that the student is working toward the grade-level academic standards and expectations, but has not been able to consistently demonstrate the learning.
• “Lacking adequate progress” toward standard indicates that the student consistently does not demonstrate grade-level academic standards and expectations.
• “Incomplete/insufficient work” indicates that the student has not completed sufficient work to demonstrate grade-level academic standards and expectations.

Student learning attribute performance levels:

• ED – Student effectively demonstrates attribute
• MP – Student is making progress toward demonstration of attribute
• ND – Student does not demonstrate attribute

Report card samples

Before making a determination regarding a student's proficiency and marking it on the report card, teachers analyze a student's progress from multiple measures over the course of the reporting period. It is important to note that teachers have been reviewing the results of assessments and student work throughout the reporting period to determine next steps for instruction. The analysis for student proficiency noted on the report card is based on key pieces of evidence gleaned from:

• Collecting key samples of student work in a body of evidence.
• Analyzing the entire body of evidence in comparison to grade-level proficiency as identified by the CDE and Jeffco Curriculum Alignment Project.

Grade	Sample Report Cards
Kindergarten	Report Card (English), Report Card (Spanish), Report Card (Russian), Report Card (Chinese),  Report Card (Vietnamese)
First Grade	Report Card (English), Report Card (Spanish), Report Card (Russian), Report Card (Chinese),  Report Card (Vietnamese)
Second Grade	Report Card (English), Report Card (Spanish), Report Card (Russian), Report Card (Chinese),  Report Card (Vietnamese)
Third Grade	Report Card (English), Report Card (Spanish), Report Card (Russian), Report Card (Chinese),  Report Card (Vietnamese)
Fourth Grade	Report Card (English), Report Card (Spanish), Report Card (Russian), Report Card (Chinese),  Report Card (Vietnamese)
Fifth Grade	Report Card (English), Report Card (Spanish), Report Card (Russian), Report Card (Chinese),  Report Card (Vietnamese)

For most Jeffco middle and high schools, progress reports are issued at the end of each six-week grading period with a report card issued at the end of each trimester or semester. A student's middle and high school grades can be reviewed on the district's online parent portal.

Parents of high school students may wish to view the Board policy on high school grading for details on weighted classes, class rank and grade point average.