Proficiency Tables

The Academic Levels of Proficiency are used to clearly communicate a student’s current level of mastery related to year-end learning expectations for each academic content area’s focus standards. 

There is no accumulation of points; rather, rubrics are used to assess current proficiency. The report card serves as a snapshot of where the student is on their learning journey to proficiency by prioritizing the most recent, consistent level of performance rather than an average over time. This means that at the beginning of the year, you may see your child at a “beginning” or “developing” level, knowing that the goal is to “meet” proficiency expectations by the end of the year. 

These academic standards are reported on separately from behavior expectations using the following levels of proficiency:

• Meeting = The student independently demonstrates an understanding of grade-level concepts and consistently applies knowledge and skills learned. 
• Developing = The student demonstrates a partial understanding of the concept and/or occasionally applies knowledge and skills learned. 
• Beginning = The student does not yet independently demonstrate an understanding of the concept. 
• Not Assessed (NA) = The specific area was not assessed during a specific grading term or there was not enough evidence collected to assign a performance level.

A limited number of focus standards are assessed each trimester or quarter based on the priority learning for that specific trimester. All grade-level and content-area focus standards will be assessed for proficiency by the end of the school year.

Click here to see the grade-level proficiency expectations for core academic content areas at each grade level. This clearly articulates what it looks like for a student to "meet" each grade-level content standard.