High school students have four standards-based reporting periods. The first reporting period in a semester, students are evaluated based on expected progress at that particular point in the course. Students who receive a “PR” or “Proficient” are performing at the level expected in that course at that point. Students receiving “BA” or “Basic” are performing below the level expected in that course at that point.
In the second and final reporting period, the Report Card proficiency level reflects a student’s achievement of all course standards. The combination of these proficiency levels results in the student’s traditional grade in the course of A,B,C,D, or U. Proficiency levels are defined as:
- Advanced (AD) - The student consistently exceeds course expectations on standards as demonstrated by a body of evidence that shows depth of understanding and flexible application of course concepts.
- Proficient (PR) - The student consistently meets course expectations on standards as demonstrated by a body of evidence that shows independent understanding and application of course concepts.
- Basic (BA) - The student performs just below course expectations on standards as demonstrated by a body of evidence that shows incomplete/inconsistent understanding and application of course concepts.
- Minimal (MI) - The student performs far below course expectations on standards as demonstrated by a body of evidence that shows limited understanding and application of course concepts.
Students with Special Needs
All students must be graded according to course standards, in line with their peers. Proficiency levels given on the new Standards-based Report Card must be based on expectations for that course. This means any student performing below course expectations CANNOT receive a PR-Proficient or AD-Advanced in any course standard. For students with special needs, the IEP Progress Report informs parents about their child’s progress toward IEP goals and is included with the mailing of every report card. Students whose IEP includes modified standards will receive an alternate report card based on Common Core Essential Elements (CCEE). The final grade in the CCEE courses will be Pass/Fail only.
Students in the Bilingual Program
Students in the Bilingual Program are Spanish-speaking students working to achieve the skills of understanding, speaking, reading and writing in two languages, one of which is English. The goal is greater success in Spanish and English, along with the understanding of customs and values of the cultures associated with the two languages being taught. The premise is to foster continued development and retention of a child’s literacy skills in their native language and to utilize the language as a vehicle for exploring and acquiring a second language.
English Language Learners (ELL)
Milwaukee Public Schools recognizes the continuum of language development within the four areas of listening, speaking, reading and writing with six English language proficiency levels. These levels describe a learner’s progression from knowing little to no English to acquiring the English skills necessary to be successful in an English-only mainstream classroom without extra support. Students’ English language proficiency levels fall within this continuum.
- Level 1: Entering
- Level 2: Beginning
- Level 3: Developing
- Level 4: Expanding
- Level 5: Bridging
- Level 6: Reaching
All English Language Learners (ELL) must acquire the English skills necessary for academic success and ultimately for success in a global, multicultural and multilingual society. Consequently, ELL students are graded according to course standards in line with their peers on the standards-based report card.
Students Learning a World Language
World Language Courses are designed to prepare students for citizenship in a multicultural, multilingual global community. These courses promote proficiency in languages along with knowledge of cultures and literature. The standards in world language courses include:
- Interpersonal — active negotiation of meaning among individuals
- Interpretive-Reading — interpretation of meaning, including cultural, that occur in reading
- Interpretive-Listening — interpretation of meaning, including cultural, that occur in listening
- Presentational-Writing — creation of written messages that facilitates interpretation by an audience
- Presentational-Speaking — creation of oral messages that facilitates interpretation by an audience