Report Card

Student Name: Trisha Smith

Grade: 6
Teacher: Ms. Gorczyca
Marking Period: 3rd
Product Grade: Measures and reports academic proficiency on summative assessments, measuring
mastery of content standards of most recent evidence (Guskey, n.d.)
Product Grading Scale
4Exemplary
3Proficient

*Note: 3 is the target or goal for students. A 3 communicate

students have demonstrated proficiency of the standard. 4
is above and beyond, or exceeding expectations.

2Progressing
1Struggling
N/ANot assessed at this time
IIncomplete
Note: If 50% or more of the product grade
is composed of I the student will receive
an I overall for their product grade
throughout the semester, and if 50% or
more of the product grade is still
composed of Is at the end of the
semester, they will receive a failing grade
in the course and/or subject area.

(Guskey, 2011, p. 54; Marzano, 2006)

Process Grade: Measures and reports non-academic factors such as participation, timeliness, behavior,
etc. (Guskey, 2011)

Process Grading Scale

++
+
N/A

Consistently
Moderately
Rarely
Not Assessed at this time

(Guskey, 2011, p. 54)

For more information and research about my grading policies, practices, processes and scales (including
redo and retake policies) visit: http://msmollygorczyca.weebly.com/grading-beliefs--effective-gradingstatements.html

Product
Mathematics
Standard

CCSS.MATH.CONTENT.6.RP.A.3 Use ratio and rate reasoning to

solve real-world and mathematical problems, e.g., by reasoning about
tables of equivalent ratios, tape diagrams, double number line
diagrams, or equations.
CCSS.MATH.CONTENT.6.RP.A.1 Understand the concept of a
ratio and use ratio language to describe a ratio relationship between
two quantities. For example, "The ratio of wings to beaks in the bird
house at the zoo was 2:1, because for every 2 wings there was 1
beak." "For every vote candidate A received, candidate C received
nearly three votes."
CCSS.MATH.CONTENT.6.RP.A.2 Understand the concept of a unit
rate a/b associated with a ratio a:b with b 0, and use rate language
in the context of a ratio relationship. For example, "This recipe has a
ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour
for each cup of sugar." "We paid $75 for 15 hamburgers, which is a
rate of $5 per hamburger."1
CCSS.MATH.CONTENT.6.RP.A.3.D Use ratio reasoning to convert
measurement units; manipulate and transform units appropriately
when multiplying or dividing quantities.

Language Arts
Standard

CCSS.ELA-LITERACY.RI.6.1 Cite textual evidence to support

analysis of what the text says explicitly as well as inferences drawn
from the text.
CCSS.ELA-LITERACY.RI.6.2 Determine a central idea of a text and
how it is conveyed through particular details; provide a summary of
the text distinct from personal opinions or judgments.
CCSS.ELA-LITERACY.RI.6.3 Analyze in detail how a key
individual, event, or idea is introduced, illustrated, and elaborated in a
text (e.g., through examples or anecdotes).
CCSS.ELA-LITERACY.RI.6.4 Determine the meaning of words and
phrases as they are used in a text, including figurative, connotative,
and technical meanings.

Score
2

Score
2

Social Studies
Standard

6 G1.2.5 Use information from modern technology such as

Geographic Positioning System (GPS), Geographic Information
System (GIS), and satellite remote sensing to locate information and
process maps and data to analyze spatial patterns of the Western
Hemisphere to answer geographic questions.

Score
2

6 G1.2.1 Locate the major landforms, rivers (Amazon, Mississippi,

Missouri, Colorado), and climate regions of the Western Hemisphere.

6 G1.2.6 Apply the skills of geographic inquiry (asking geographic

questions, acquiring geographic information, organizing geographic
information, analyzing geographic information, and answering
geographic questions) to analyze a problem or issue of importance to
a region of the Western Hemisphere.

6 G2.1.1 Describe the landform features and the climate of the

region (within the Western or Eastern Hemispheres) under study.

Science
Standard

MS-ESS2-6 Develop and use a model to describe how unequal

heating and rotation of the Earth cause patterns of atmospheric and
oceanic circulation that determine regional climates.
MS-ESS1-1 Develop and use a model of the Earth-sun-moon
system to describe the cyclic patterns of lunar phases, eclipses of the
sun and moon, and seasons.
MS-PS1-1 Develop models to describe the atomic composition of
simple molecules and extended structures.
MS-PS1-2 Analyze and interpret data on the properties of substances
before and after the substances interact to determine if a chemical
reaction has occurred.

Score
1

1
1

Progress

Participation
Practice Work (Homework, Assignments, Quizzes) Completion
Practice Work (Homework, Assignments, Quizzes) Quality
Practice Work (Homework, Assignments, Quizzes) Timeliness
Positive Work Ethic
Positive Behavior/Cooperation

Score
I
+
+
+

(Guskey, n.d.)
Attendance
Number of Absences
Number of Tardies
(Fremont, n.d.)

5
4

Comments:
Trisha has 50% or more I in math and social studies, therefore, according to my policy, she has failed
math and social students for this marking period, in regards to her product grade.
Trisha also earned an I in practice work completion because 50% or more of her work was not
complete.
Trisha has made progress on standard 6 G1.2.5 by raising her grade from a 1 to a 2. She retook the
summative assessment item for this standard and earned a higher score.
I would like to meet with Trisha to discuss some intervention strategies for next semester, so we can
create a plan that avoids Is.
The homework assignments that Trisha does turn in though show that she does give her best effort and
skill when completing them. She is also cooperative with my instructions in class.

Ms. Gorczycas Grading System and Policies

If you have any questions regarding it, please contact me. You may also visit my website for a
more in-depth look at my system and policies and the research that supports it:
http://msmollygorczyca.weebly.com/purposes-and-principles-of-effective-grading.html

I will be dividing grades into product, process, and progress.

*Product: composed of most recent summative assessments, ex: tests, projects,
presentations, etc., reported as standards-based grading
*Process: composed of participation, positive work ethic, positive
behavior/cooperation, practice work completion, practice work quality, and practice
work timeliness in the process grade, ex: homework completion, number of late
assignments, number of times student participated in class discussion
Progress: composed of comparison data between pre and post-assessments, comparing
beginning student work and ending student work, this information is available to you
upon request, or I may occasionally include it in the comments section of progress
reports or report cards, no formal scale will be used for the progress grade
Students will occasionally be involved in self-assessment or tracking their progress, and
will take student self-given grades/assessment into consideration when grading myself.

*Grades that will appear on progress reports and report cards.

Please note that fair is not always equal (Wormeli, 2006). Grading can be subjective;
grades are a means of communicating how the teacher perceives the students levels of
proficiency; they do not define a student. Calculating grades is not the most accurate
representation of student learning and mastery of standards. All students are different,
and so we differentiate our instruction. Thus, it only makes sense to recognize these
differences in assessments as well. There is more information on this idea in the purposes
and principles of effective grading portion of my website if you would like more reasoning
or research on the idea.

Redos and Retakes: Not all students are created the same and learn how I expect them to
like little machines all the same time. Thus, I will allow students to redo assignments under
these conditions:
o Students may retake/redo assignments up to 2 weeks before the end of the
semester that do not including new content learned in the last two weeks of the
semester. This is due to time constraints on my end of the grading and scoring. If
you are unsure if an assignment can be redone at a certain time, please ask me.

o Write 3 paragraphs indicating

Why you felt it necessary to redo/retake the assignment
Indicate what differs between the two assignments
What you learned from this process
o Turn in both the old assignment/assessment and the new
assignment/assessment
o After 2/3 redos on the same assignment/assessment we will pause the process
and have a conference about why you the student is struggling and determine
what steps need to be taken next. Most often, in this case, we will pause the
process for a while and come back to it at a later time. If the frequency is
occurring so frequently in a way that the policy is being abused, just to earn
100, and the student has already shown mastery, I have the right to not allow
any more redos/retakes for this assessment.
o The students previous grade/score will be replaced with the new grade/score.
o The student may redo/retake only a portion of the assessment or assignment
only if they first talk to me about it, since my assessments are designed so each
item corresponds with a specific learning target.
(Wormeli, 2011)

Incompletes: The consequence for missing work will be to complete the work. You will
earn an I in the gradebook for that assignment, and you are expected to do the work to
change the I to a score. If 50% or more of your product grade is composed of I you will
receive an I overall for your product grade throughout the semester, and if 50% or more
of your product grade is still composed of Is at the end of the semester, you will receive a
failing grade in the course and/or subject area. See the redos/retakes policy above for
more details of how to do so. Note: Most redos/retakes are not permitted during the last 2
weeks of the semester, due to time restraints of the teacher.
If you have any incompletes for practice work, you will receive an I under practice work
completion under your process grade.

No Extra Credit: There will be no opportunities for extra credit. This is because I report
standards-based grading and extra credit inflates a grade in a way that does not accurately
represent the learning that has taken place on the given standards. I have designed items
on assessments in a certain way to demonstrate standard mastery. Extra credit does not
provide an accurate representation of student learning.

I will personally grade assessments and assignments to ensure confidentiality of your

grades. There will be times where we will peer-assess or give peer-feedback, however

feedback for peers is not the grade that will go into the grade book. Peer
evaluations/grades/feedback will be solely for your own self-reflective benefits.

Some formative product (such as homework) feedback will be in the form of Marzanos
four-point scale. This four-point scale-score will not be integrated into the students
progress grade, as mentioned above. The score received is solely for the benefit of the
student and teacher, to know where students are at in working toward reaching the
learning target; it will not translate into the product grade. The student will also, as
frequently as possible, receive written feedback on formative assessments as well.
However, if the student is not proficient on the Marzano scale, but it still appears they
were giving their best effort, they will receive ++ on the process scale under practice work
quality; students will not be penalized for trying and working toward learning goals.
Quality is assessed to prevent students for quickly writing somethings down for
completion points, because I strongly value practice work, because it leads to success on
summative assessments and mastery of standards.

Below are the scales I will be using for product and process grades.

(Guskey, 2011, p. 54)

(Guskey, 2011, p. 54; Marzano, 2006)