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Standards-Based Grading

At Renville County West Elementary, we use a Standards-Based Classroom approach to instruction and grading. This means student grades reflect what they know and are able to do in relation to Minnesota’s academic standards. Our goal is to provide clear, accurate, and growth-focused feedback to support each student’s learning journey.

Grading System
We use a standards-based scoring scale that emphasizes progress toward mastery. Grades are not based on percentages or traditional letter grades. Instead, students receive scores aligned with their current level of understanding of each standard.

Additional Report Card Achievement Items:
● U: Unsatisfactory - Extreme concern
● AC: Alternative Curriculum
● NA/X: Not assessed at this time

K-5 Elementary Standards Based Grading Scoring Scale

Score Descriptor Description Student-Friendly Language
4.0 Exceeds Standards Advanced Demonstrates deep understanding;
applies skills in flexible and
innovative ways independently.		 "I can go above and beyond on
my own!"
3.5 Approaching Advanced Almost Advanced Shows strong understanding and
occasionally goes beyond
expectations.		 "I’ve got this and can sometimes
take it further."
3.0 Meets Expectations Proficient Consistently meets grade-level
expectations with minimal support.		 "I can do this on my own most
of the time."
2.5 Approaching Proficient Near Proficient Shows partial understanding and
growing consistency; needs
occasional support.		 "I'm close—I just need a little more
practice."
2.0 Developing Emerging Understanding Shows some understanding but
requires regular support to apply
skills.		 "I’m learning this and still need
help."
1.5 Early Developing Beginning to Develop Limited understanding; beginning
to grasp key concepts with support.		 "I’m just starting to understand
this."
1.0 Emerging Minimal Understanding Requires significant support and
demonstrates limited progress.		 "I’m working hard but need a lot of
help."

 

What We Assess
Grades reflect performance on state or locally developed academic content standards only. Practice activities, such as homework or in-class assignments, are not included in final grades but support learning and skill development.

Assessment Opportunities
Students are given multiple opportunities to learn and demonstrate progress. Evidence of learning is gathered through classroom work, formative checks, and summative assessments. Retakes and revisions are encouraged to promote growth and mastery.

Teacher’s Role
Teachers use multiple data points, prioritizing the most recent and consistent evidence to assign scores. Academic achievement is reported separately from behaviors like effort or participation.

Grading Rubrics
Each standard includes a rubric describing what understanding looks like at each score level. Students who receive lower scores are supported through reteaching, practice opportunities, and reassessment. Instruction is adjusted using a tiered support system to meet individual learning needs.

Our Commitment to Reading Proficiency and the Minnesota READ Act
As part of our commitment to academic growth, we are aligned with the Minnesota READ Act, which requires that all students read at or above grade level by the end of third grade. At RCW:
● Reading proficiency is a priority for every student, beginning in kindergarten.
● We implement evidence-based literacy instruction and screeners (such as FastBridge) to monitor reading progress.
● Students who are not yet meeting grade-level expectations receive targeted interventions through Tier 2 or Tier 3 supports.
● Our standards-based grading system clearly communicates where a student stands in reading and what supports are in place.

We believe that literacy is the foundation for learning in every subject, and our grading and instruction reflect that belief.