FAQ's

SBIR FAQ's

Frequently Asked Questions

How are academic scores determined?

In a standards-based system, the score represents what has been learned - where the student is in relation to the expectation of the grade level standard.  It is intended to reflect the progress toward meeting the standard.  

With the shift to Standards Based Grading and Reporting, grades are based on the student's achievement of the grade-level expectations (standards). 

Can students still learn above-grade-level math content?

Yes, students can access above-grade-level math instruction. For example, a first-grader can learn second-grade math content. A comment will be included on a student’s report card indicating that they are learning those standards. 

Why are students no longer marked “above” in reading or language arts? 

The shift away from marking students "above grade level" in language arts is due to the change in standards-based grading and reporting. The focus is on determining whether students have met the expected Maryland College and Career Readiness Standards for their current grade level.  Students demonstrating advanced abilities can be challenged through enrichment activities, differentiated instruction, complex text, and/or coursework that goes beyond the grade-level standards.

How are learning behaviors reported?

Separating the non-academic elements (learning behaviors) from academic standards allows for clear and detailed reporting of a student’s growth in academic areas as well as growth in learning behavior skills. This separation allows the school and family to best support the student and target appropriate supports/extensions necessary for each individual student.

Does the performance mark on the report card reflect progress towards the quarterly expectation of a standard or the end-of-year expectation? 

The report card grade reflects the progress of a standard within the quarter. Though all standards have an end-of-year expectation, there are benchmarks each quarter that build towards the final expectation. Teachers are to report on student performance, based on what has been taught during that quarter. Refer to curriculum resources for determining quarterly and end-of-year expectations.

What do the shaded gray boxes on the report card communicate?   

Gray boxes on a report card indicate that standards related to the grayed measurement topic are not taught during that quarter. The prefilled gray boxes reflect the scope and sequence of the curriculum in each content area.

How do I explain the performance scale to my student?

Teachers will partner with families in explaining the performance scale to students.  As a result of practice and learning, students will likely progress from one performance category to the next over the course of the quarter and then ultimately the school year.

Will all students have comments on their report card?

Teachers will follow the below HCPSS guidelines for commenting on the report card:

• Each report card will have a comment highlighting a student strength.
• If a student is working on standards other than their grade level, there will be a comment to clarify which grade level standards the student is working on. There will be a comment for each content area in which this applies.
• If a student is marked “L” in a measurement topic (for PreK-2) OR marked "D" or "E" in a measurement topic (for Grades 3-5), there will be a comment to help clarify what the student should continue working on/receiving support. There will be a comment for each measurement topic in which this applies.
• If a student is marked “3” in a Learning Behavior, there will be a comment to clarify which skills the student should continue working/receiving support. There will be a comment for each learning behavior in which this applies.

Why is current performance highly valued in SBIR?

Standards-based grading focuses on reporting a student’s progress after enough instruction has occurred, in order to provide a clear snapshot of understanding at that time. This ensures students have time to learn and practice concepts/standards, then near the end of the learning cycle the student performance can be assessed to give an accurate account as to whether the student has met the expectation of the standard(s).