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Unique ID2017-00278
Grading Scale





























5 Advanced mastery of the skills and or concepts.
4 Mastery of the skills and or concepts.
3 The student is able to demonstrate an understanding of all of the skills and or concepts without support.
2 The student is able to demonstrate an understanding of all of the foundational material and or concepts with support.
1 The student is able to demonstrate a limited understanding of the skills and or concepts with support.
0 Even with assistance from the teacher, the student shows no understanding of the material and or concepts.

*Zeros are not intended to be punitive, but are clear indicators of need for guided intervention.*

Academic Year2023 - 2024
SemesterSemester I
StudentAshton Bailey
Report Date10/11/2023
Behavior
Remain in assigned area2
Follow directions2
Handle property with respect3
Interact positively with peers and staff2
Start work promptly2
Remain on task2
Complete Assigned Tasks2
Display best effort3
Speak Effectively2
Accept correction and feedback2
Practice self control2
Cooperate with Authority3
Behavior Raw Score23
Academic
Reading2
Writing1
Math3
Science2
Art / Music2
Project / Field Trip2
Academic Raw Score12
Comments

It was Ashton's first day back at school after being ill. He seemed happy to be back and wanted to be at school. Ashton was cooperative the first hour of the day. As the morning progressed he became increasingly tired and said he didn't feel well. He felt frustrated because he thought he could make it through the day. He was assured that we would not expect him to have as much completed for this project due to absent days for illness. We didn't push academics too much today but he completed a few assignments.
Ashton was very angry with a student who, per teacher instruction, was told to work in the back cubicle for a short time on an assignment. Ashton is not assigned to the back cubicle although he hopes to earn it back at some point. He was verbally threatening to the student and tried to invade the student's personal space as I stepped between them. With verbal directives and having the other student step out with staff, Ashton went back to his current work space and argued with staff about the other cubicle being his space. He got back on track and although he was not able to complete much work, he was calm and more cooperative until leaving for the day.