This number equals row 2 minus the total of rows 3a through 3e. The number and percent of students eligible for priority enrollment in reading camp. The denominator for calculating the required percentages for rows 4 and 6 are all students in membership at grade 3 for the first day of spring testing. Students who demonstrated reading proficiency appropriate for third-grade students through a reading portfolio. Students who have been previously retained more than once in kindergarten, first, second, or third grades.Į. Students with disabilities whose current Individualized Education Program (IEP) indicates the use of the NCEXTEND1 alternative assessment, have at least a two school-year delay in educational performance, or have received intensive reading interventions for at least two school years.ĭ. English Learner students with less than two school years of instruction in an English as a Second Language program.Ĭ. Students who took and passed an alternative assessment approved by the SBE (i.e., State-approved formative and diagnostic assessment system (Amplify DIBELS 8), Read to Achieve Test, or locally determined SBE-approved alternative assessment).ī. Denominator for each category in row 3 is row 2.Ī. Students may be counted in only one of these categories. ![]() The number and percentage of students exempt from mandatory retention in third grade by category of good cause. ![]() The denominator for this school is 19.ĭemonstrated reading proficiency on the Beginning-of-Grade 3 (BOG3) Reading Test, the End-of-Grade (EOG) Reading Test, or the EOG Reading Retest (i.e., scored Level 3 or higher).ĭid not demonstrate reading proficiency on the BOG3 Reading Test, the EOG Reading Test, or the EOG Reading Retest The denominator for calculating the required percentages for rows 1 and 2 is all students in membership at grade 3 for the first day of spring testing. ![]() §115C-83.10 requires “each local board of education to publish annually on a website maintained by that local school administrative unit and report in writing to the State Board of Education (SBE) by September 1 of each year the following information on the prior school year:” Please contact your school with any questions.Read to Achieve Grade 3 End-of-Year (EOY) Results You will receive information on your student's report card if this occurs. Note: Due to the implementation of a new statewide electronic grading system for 2013-14, grades for specials may be delayed. Additional specials and/or magnet electives will be reported on a report card addendum. Your student will also receive a report of progress in specials (Healthful Living, Music, Visual Arts and World Language) at the end of each semester. In reporting on work habits, the teacher can indicate whether the student uses time wisely, listens carefully, completes assignments, writes legibly, works independently or seeks help when needed, and completes work. In reporting on conduct, the teacher can indicate whether the student meets expectations in cooperating with others, respecting others, and observing rules and procedures. Students will receive grades (1, 2, or 3), separate from the content area, for conduct and work habits. Student does not yet demonstrate an understanding of the standards, concepts, and skills taught during this reporting period. Student is approaching an understanding of the standards, concepts, and skills taught during this reporting period. ![]() Student consistently demonstrates an understanding of the standard, concepts, and skills taught during this reporting period. Student consistently demonstrates an in-depth understanding of the standards, concepts, and skills taught during this reporting period. The descriptors for each level have been aligned to the expectations of the new Standard Course of Study (Common Core State Standards and NC Essential Standards) for all content areas. Student performance is shown with levels of 1 to 4 to indicate whether the student has met the expectations set by the state in the Standard Course of Study and to indicate whether the student has the necessary skills and concepts to be successful in the next quarter or next grade. Teachers use a variety of assessments which include observations and evidence collected throughout the grading period to determine the student’s level of proficiency.
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