Season of Giving

'Tis the Season of Giving in Lake Washington School District (LWSD). Each year schools and district buildings across LWSD think of ways to benefit those most in need during the holiday season.

Elizabeth Fu

It is one thing to get a score of five on any Advanced Placement (AP) exam, but to get every, single point possible is very unique. Elizabeth Fu, International Community School class of 2021, is one of just 375 students across the world to accomplish this.



    Elementary Report Cards

    Each year, we provide report cards in January and June. The report card system is designed to provide students, parents and teachers information on how well students are performing as they progress through the curriculum. The Office of Superintendent of Public Instruction (OSPI) provided guidance about grading this year that directs districts to develop plans for assessing and reporting that are grounded in compassion, communication and common sense (Continuous Learning 2020, OSPI) and further directed districts to “create an equitable system of instruction, assessment, and grading.”   
    Trend Grading:  
    Teachers collect a variety of scores on in-class tests, assignments and quizzes. Each score is then entered into an electronic grade book (Skyward) which shows trends of growth for each Standard. Trends are calculated using a formula that tracks progress over time. These trends run for the entire school year so we have a precise understanding of how your child is performing on each Standard at all times. At report card time, we take a "snapshot" of how your child is performing.  

    Level "2" Scores:  
    Scores on the first report card of the year reflect learning on new grade level Standards so parents will likely see some "2's" on their child’s report card. A score of "2" reflects that a student is making progress or "approaching" Standard. It is very important that parents do not equate a "2" with an "F" on an A-F letter grade scoring scale. In a Standards-based grading system, a "2" truly means a child is making progress on the Standard being measured. 

    Adjustments to Reporting for 2020-21:
    LWSD has made the following adjustments to elementary grading and report cards for the 2020-21 school year:

    Reading, Writing and Math:  The focus this year is on essential content and standards. The goal is for students to master content and standards in depth, knowing that some content and standards might need to be reinforced in instruction in the future. 
    During remote learning, some of our students may show struggles with accessing learning. Because it is hard to discern whether these are because of student skill levels or because of challenges accessing technology, materials, or support, no scores below a 2 (approaching standard) will be given. Instead, the student will receive an 'IE/Insufficient Evidence' for that subject on the report card for the 2020-21 school year instead of a 1.  
    Science, Social Studies, and Art: Teachers will use a plus (+) on the reporting strands that were taught during the reporting period and a slash (/) for those strands that were not taught. Teachers will not formally assess these areas but may include comments to report on student learning. 
    Physical Education, Music, and Library: The grades for elementary specialists on the report card represent an evaluation of a student’s effort to date. Because of the challenges of asynchronous distance learning, students can receive a score of a 3, 3.5, or 4 or an IE/Insufficient Evidence.

    Summary of Scoring Marks on the Report Card (2020-21)

    Score Mark 



    Transfer of learning to more complex content and thinking (not new content), including deeper conceptual understanding and applications that go beyond what is explicitly taught in class. 


    Demonstrates success at level 3.0 content + partial success at level 4.0 content. 

    At Standard 

    The standard/learning target: content, details, vocabulary, concepts, procedures, processes, and skills (simple and complex) explicitly taught in class. 


    Demonstrates success at level 2.0 content + partial success at level 3.0 content. 

    Approaching Standard 

    Simpler content, details, vocabulary, procedures, processes, and skills, including foundational knowledge and concepts, explicitly taught in class. 


    Insufficient Evidence 


    Student may have demonstrated partial success or success with help but because of the limitations of distance learning, there is insufficient evidence to provide a score.   

    This score may also be given if student was not engaging in remote learning for the specific content area. 

    Content has been taught but was not formally evaluated for reporting purposes during this period 

    Content has not been taught or evaluated during this reporting period 

    See Special Services Addendum 


    Content Area 

    Marks to Be Used 


    4, 3, 2, IE /Insufficient Evidence

    Future School and Career Plan 
    Information and Communication Technology 

    Yes, IE /Insufficient Evidence

    Reading at Grade Level 

    Yes, IE /Insufficient Evidence, No

    Social Studies 

    +, / 

    Interdisciplinary Skills and Attributes 

    Not able to be assessed remotely and so not reported for 2020-21 

    Physical Education 

    4, 3.5, 3, IE/Insufficient Evidence 

    Students with special needs are graded, too
    Students involved in a special education or English language learner (ELL) program will still be graded in relationship to the expected standards for the grade level. If the student's primary instruction in a content area is delivered by specialists or directed by the child's IEP, a note will be placed in the grading area stating, "see attached report." Specialists will generate a goal report related to the child's IEP or ELL plan.

    If a student is working on an IEP goal within the regular classroom, the teacher may use the "P" letter grade to inform the parent that the child is passing or making progress on IEP goals. If the child is not progressing, the teacher may use the "NP" to indicate that the child is not passing or making progress on their IEP goals.

    We recognize that this is a challenging time for learning and appreciate being able to partner with you in supporting your student. The charts above provide more specific detail about each scoring mark. If you have further questions, please contact your student’s classroom teacher or school.