Since there is a lot of pressure on teachers for results-oriented testing of the pupils, there must be behavioral goals set for the classroom to make sure that the pupils who want to put forth the effort to learn may do so without interference or distractions from the other pupils. Third-graders must be taught to respect their classmates, to follow the teacher's directions and to accept responsibility for their behavior. They must be able to work together in groups to finish a project or assignment.
Third-graders must be able to perform at or above grade-level expectations for the state in which they are being educated. Pupils unable to perform on a third-grade level are directed into lower-performing classes to receive extra help in getting to where they need to be in knowledge and skills. Those pupils performing above grade-level expectations are sometimes promoted to fourth grade or put into a class for gifted pupils.
Depending on the district, the new third-graders are tested upon entering the school or the scores from their last second-grade tests are used to gauge which classroom they go into. The DIBELS scores are used to divide the pupils into one of three groups. Generally, the low-scoring youngsters are grouped together in one classroom, the "at-risk" pupils. The mid-range pupils, known as the "some risk" group, are placed in another classroom. The higher-performing pupils, known as "low risk," are put in a third class. What is measured at that point is the difference between when they entered the classroom and when they left.
Ideally, a third-grader should be able to do his work independently. The constant help from the teacher that pupils get in kindergarten through second grade must be gradually replaced with an empowerment of the pupil to read, think and work on his own. Third-graders must be responsible for doing their work on time and to the best of their ability.