Berkeley Unified School District
GUIDE FOR FAMILIES
GRADE 3 REPORT CARD
The Berkeley Unified School District has made some changes to student Report Cards this school year. The purpose of this Guide is to give families a detailed explanation of the Report Card and of the District expectations. We hope that this Guide helps strengthen home-school communication.
Language Arts, Mathematics and Other Subjects
Language Arts is assessed in four areas:
• Writing and Oral English Conventions
• Listening and Speaking (applies to English Learners only)
Mathematics is assessed in five areas:
• Number Sense
• Algebra and Functions
• Measurement and Geometry
• Statistics, Data Analysis, and Probability
• Mathematical Reasoning
These are the marks given to grade 3 students in all subjects on the report card:
Mark, What it Stands For, Description of Student’s Skills and Abilities
4, Advanced, Exceeds the grade level standard
To receive a grade of 4, a student must be consistently achieving above the expectation for that standard in that trimester.
3, Proficient, Regularly meets the standards
To receive a grade of 3, a student must be consistently performing at grade level standards. The expectations outlined in the following math section describe what a proficient student would be able to do in order to meet each standard over the course of the school year. This is the minimum target level for all students.
2, Approaching, Inconsistently meets the standards
To receive a grade of 2, a student is inconsistently meeting grade level standards, and may be performing up to one year below grade level on district assessments.
1, Below, Does not meet the grade level standards
To receive a grade of 1, a student is not meeting grade level standards, and may be performing more than a year below grade level expectations on district assessments.
The district uses reading, writing and spelling assessments to assess student growth in literacy. In assessing reading, teachers identify the level at which students are reading as well as their particular strengths and weaknesses as a reader. In assessing student writing, teachers look at mechanics (grammar, punctuation, sentences, etc.) and content (what the student is trying to communicate in writing). In assessing spelling, teachers look at the accuracy of student spelling to assess progress. For each test, your student’s score is reported along with the target for the grade level. Refer to the Grade Level Expectations chart on the report card for all district expectations at the elementary level.
For each test, your student’s score is reported along with the target for the grade level.
Refer to the Grade Level Expectations chart on the report card for all district expectations at the elementary level.
The District Math Assessment is given three times a year to assist teachers in tracking student progress toward learning the math for their grade level. The District Assessment also gives students practice with a format similar to the California Standards Test (CST) that students take in the spring. Your student’s score and percentage correct appear on the Report Card.
Teachers assess student progress in math according to the district’s expectations for each trimester, which are outlined in the attached Key Mathematics Standards table. If a box is shaded ( ) on the report card, then mastery of that particular standard is not expected during that trimester.
Two Way Immersion and Bilingual Programs
For students enrolled in either of these programs, the marks in the Language Arts section as well as district assessments reflect the student’s performance in English with the exception of the Spanish writing assessment in the winter trimester.
This section of the Report Card is only used for students who speak a language other than English at home. The teacher is providing information on your child’s progress toward English Proficiency to become fully fluent.
For further information, download this PDF.