Ok. Let me corroborate (and I will try to make my first post more readable).
Yes, she got all 100% on her science assignments/tests/projects but I was surprised by the effort grade in her science class that was given as “Satisfactory” not “Exceptional”. This is not due to the fact that I want my kid to get all E’s but just purely because I was wondering based on what this effort grade was given.
Based on my logic if kid gets 100% on all assignments and goes above and beyond when works on science projects (and gets praise from the teacher on that) giving this kids “S” as an effort grade is a little surprising. So I thought that teacher will corroborate on it and instead got the response I got that showed me that this report card has nothing useful for me and only shows that teacher reduced her effort grade to mark it up in the future to show “progress”. This is frustrating.
On top of that her reading level fallen from 32 to 28 within 9 weeks. Not a big deal for sure but combined with vague response “she will get to 44+ level in no time…” makes me wonder the same as I described with regards to her effort grade.
To further explain my frustration. These “2’s” that are given are pretty much what teacher thinks how child mastered particular standards outlined in common core requirements. Example: Standard to master – Count within 1000, skip count by 5, 10, 100. Possible codes (grades) 1 – Not yet, 2 – Developing proficiency, 3 – Meets with Proficiency. So basically they telling me that my kid, who can do this since she was 4 years old, still “Developing proficiency”. And the reason for that plain “we have to show progress at the end of the year”. I've heared it so many times: we cannot give your child 3's because... see above.
I guess this report card was the “straw that broke camel’s back”. I don’t understand why kids like my daughter cannot be fairly accessed on what they can do instead of giving them “appropriate” grades/marks based on teacher’s needs…
