Standards-Based Grading

ACES and Thomas Edison Middle School believe that report cards need to communicate what students are expected to know and be able to do both academically and behaviorally. This new system is aligned to the Common Core State Standards, the CT State Standards, and the ACES curricula. This standards-based report card allows us to define the target standards for each grade and determine to what degree students are progressing toward them.

How does the standards-based report card compare to the letter grade system?

Letter grades measure how well students do in comparison to their classmates. The standards-based report card measures how well an individual student is doing in relation to the grade level standards and the School Wide Expectations.

How are the standards determined?

Subject area standards are set for each grade level by the Common Core Standards and the CT Department of Education. A student's ability to meet the learning standards will be determined by both their oral and written work.

Watch this 3-minute video in English and Spanish explaining the Common Core Standards

Common Core Standards for English Language Arts

Common Core Standards for Mathematics

Class Content Scoring Rubric
Class Content Descriptors

1 Limited Understanding

Student work currently demonstrates a limited understanding of the skills and content being taught.

2 Growing Understanding

Student work demonstrates a growing understanding of the skills and content being taught.
3 Solid Understanding Student work demonstrates a solid understanding of the skills and content being taught. Student can apply concepts to practiced situations.
4 Advanced Understanding Student work demonstrates an in-depth understanding of skills and content being taught. Student is able to apply concepts to situations not practiced.

Behavioral standards were modeled after the School Wide Expectations as well as the common routines and procedures to which students must adhere to ensure academic success. The behaviors being assessed are...

  • Respect for Self
  • Respect for Others
  • Respect for Community
RESPECT FOR SELF Ability to be prepared, participate in class, engage in the lesson, work independently, complete homework, take care of the laptop and use it appropriately. 
R Rarely Student rarely demonstrates these abilities
I Inconsistent Student shows the ability to do these things, but not consistently.
C Consistent Student consistently demonstrates these abilities
L Leader Student not only consistently demonstrates these abilities, but also helps others and positively influences the class through their participation.
RESPECTFUL FOR OTHERS Ability to act responsibly, stay on task, demonstrate kindness & respect and use appropriate language.
R Rarely Student rarely meets SWE. Behavior interferes significantly with the classroom learning environment.
I Inconsistent Student inconsistently meets some of the SWE with frequent reminders. Behavior sometimes interferes with the classroom learning environment.
C Consistent Student consistently demonstrates these abilities independently and is a positive contributor to the learning environment.
L Leader Student meets and models these abilities for others.  Positively enhances and influences the learning environment.
RESPECT FOR COMMUNITY Ability to be helpful to others, demonstrate patience and a positive attitude, and leave any location in better condition than you found it.
R Rarely Student rarely demonstrates these abilities.
I Inconsistent Student shows the ability to do these things, but not consistently.
C Consistent Student not only consistently demonstrates these abilities, but is a role model for others. 

Click here for our TEMS 2015-2016 Grading Rubric

How can parents/guardians learn more about the Common Core State Standards?

Click the links below for...

Parent Roadmap to Common Core Standards - English Language Arts

Spanish Parent Roadmap - English Language Arts

Parent Roadmap to Common Core Standards - Mathematics

Spanish Parent Roadmap - Mathematics