Grading System

Our second grade team will be using rubrics to assess student progress throughout the school year.  Rubrics will enable us to categorize your child's learning on various aspects.  Below you will find the rubric we will be using on the report card and various assessments.  Some subjects (writing, math) will use a different rubric to grade student work.  When this occurs, the classroom teacher will send the rubric home.  Daily work, such as class work and homework, will be graded using a "check" system.  Since class work and homework are considered practice, a formal "grade" will not be given.  Most completed papers will have one of the following:

report card
A "check" indicates the student understands the current skill/concept being learned.  A "check minus" indicates the student needs help with the current skill/concept.  If your child earns a "check minus" please be assured that their classroom teacher will meet or has already met with them to further explain the concept.  We would also ask that you review the missed skill(s) with your child on every paper that has a "check minus."  Below you will also find the grading scale used in second grade when formal assessments are given. 


S (96-100%)- secure - student is successfully meeting the quarterly benchmark that leads to mastery of the standard.  Student can consistently apply the skill or concept correctly and independently.


D (80-95%)- developing - student is progressing towards the quarterly benchmark that leads to mastery of the standard.  Student shows some understanding of the skill/concept, however, errors or misunderstandings still occur.  Reminders, hints, and suggestions are needed to promote student understanding.


B (74-79%)- beginning - student is not yet meeting the quarterly benchmark that leads to mastery of the standard.  Student cannot complete the task independently.  Student shows little understanding of the concept/skill.


AC (0-73%)- area of concern - student is at risk for not yet meeting the quarterly benchmark that leads to mastery of the standard.  The teacher has an area of concern that the student is not progressing toward the standard.