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Slide 27 of 34
| MATH GR-4 (ME4RNA) | C | D | F |
|---|---|---|---|
| Uses a variety of strategies to solve problems; communicates math ideas | 1 | 1 | 2 |
| Uses place value to read, write, represent, compare numbers | 1 | 1 | 2 |
| Identifies and generates equivalent forms of fractions and decimals | NA | NA | 1 |
| Models operation properties and relationships; uses models and words to c relationships in computation |
1 | 1 | 2 |
| Demonstrates fluency in basic facts, counting and changing money | 1 | 1 | 2 |
| Estimates/measures length, wt., volume, temp., time, money, area, perimete | 1 | 1 | 2 |
| Describes, classifies, compares, and models triangles and 2D and 3D shap | NA | 1 | 2 |
| Identifies and models points, lines, planes, ordered pairs, transformations | 1 | 1 | 2 |
| Graphs, interprets, predicts, analyzes, draws conclusions about data | 1 | 1 | 2 |
| Conducts and interprets simple probability experiments | 1 | NA | 2 |
This is an actual excerpt of a 4th grade student's report card in Cleveland after the 3rd marking period of 2002-2003. It shows the student's 4th grade math grade and the student's 10 math course outcome indicators. In the first quarter, the student had all ones or "not applicable" for course outcome indicators and an "C" for a grade. In the second quarter, it was still all ones or "not applicable" and a grade of "D." Though the grading standard in this class is clearly different from the one in the previous class, this falling grade in the face of unimproved course outcome indicators is consistent with Cleveland policy that outcome indicators be tied to end of year standards and quarterly grades reflect expected progress thus far this year.
However, the 3rd quarter outcome indicators improve - all twos except for one "one." So the grade of "F" is inappropriate and suggests that this teacher does not understand the relationship between the grades and the course outcome indicators. The overall point of these 2 slides was both to show the relationship between grades and course outcome indicators and to demonstrate that it's a complicated relationship and teachers in the Cleveland schools have not yet universally mastered it.
