Two sample K – 3 Mathematics Achievement Records are attached to this superintendent’s memo. Each sample was developed by the committee that worked on the development of recommendations for the K –3 Mathematics Achievement Record. The samples represent a collection of elements from various Virginia school divisions’ achievement records that were reviewed. The elements of the two samples are explained below.

1. The Cover Page addresses the K-3 Achievement Record Requirement #2.

• Levels of Performance are presented as a four-point scoring rubric:

  4: Exceeds the Standard

  3: Meets the Standard

  2: Partially Meets the Standard

  1: Inadequate or no understanding of the Standard

• Levels of Performance Must Be Defined Numerically. Level 3 "Meets the Standard" was set at "80% or more of the time," while the other levels were identified based on grade ranges found within some school divisions. Local divisions may establish their own numeric levels of performance.

  4: Student demonstrated knowledge and skills 94% or more of the time.

  3: Student demonstrated knowledge and skills 80% or more of the time.

  2: Student demonstrated knowledge and skills 70% or more of   the time.

  1: Student demonstrated knowledge and skills less than 70% of the time.

2. The Cover Page addresses the K-3 Achievement Record Requirement #3:

• A record of intervention or remediation strategies and services must be a part of the Achievement Record. The table allows for record keeping with respect to the date and duration of the intervention as well as a description of the intervention /remediation services.

 

3. The K-3 Mathematics Standards of Learning address the K-3 Achievement Record Requirement #1.

The Standards of Learning are organized by the mathematics strands. To enhance communication between the grade levels about student achievement, the committee further delineated the strands into what they called the "Big Ideas" of the content strands. The purpose of this delineation was to support communication between grades within strands. For example, this format would enhance a second grade teachers’ ability to note that a child had difficulty in prior grades with place value but not counting in the Number and Number Sense strand. When the Standards of Learning are not delineated within strands, it may be more difficult for teachers to quickly identify specific problems within a content strand and between grade levels.

Mathematics Sample #2

1. The only difference between this sample #2 and sample #1 is the way in which the Standards of Learning are organized. In Sample #2, the Standards of Learning are grouped into the six content strands to ensure that the content strands are aligned between each grade.