Year in Review

Research and implement improved grading practices that provide feedback that clearly communicates student performance related to course goals, standards, and Mission-related outcomes.

Increase parent involvement and communication regarding assessment and assessment results (to begin June 2012)

Review and revise student progress reporting systems to communicate student growth toward Stage 1 desired results and criteria in all courses (including longitudinal rubric development)

Dr. Randy Eikel Terry Martinez Kevin Beckner Martha Leader

Dr. Becky Litherland Nancy Urnes

Bridgett Kovis Beth Knes

Patrick Shelton Dr. Bonnie Maxey

Jason Adams

Districts Nation Wide

Grain Valley School District, Missouri Moraga School District, California

San Diego Public Schools, California Park Hill School District, Missouri

Middleton Public Schools, Rhode Island Littleton Public Schools, Colorado

Montgomery County R-2, Missouri Derry Township School District,

Pennsylvania Santa Barbara Public Schools,

CaliforniaSchool District of Marshfield, Wisconsin

Paramus Public Schools, New JerseyKirkwood School District, Missouri

What is the Purpose of Grading?

What Influences Grades?

Why is Grading Important?

Accurately reflects and informs what students have learned

Continual and ongoing Informs instruction Student self-assessment, reflection and goal setting Removes bias Not punitive Immediate feedback given Consistency Assesses multiple areas separately….academic vs.

behavior All students have an opportunity to learn Support learning

What students have learned relative to standards

Evidence of transfer Multiple measures Accurate data provided Evidence of transfer

Communication about learning Common understanding of standards and

how they are measured Young people are given a sense of

achievement and capable of being successful

Tool for future learning Reflect “all students” learning

Principle #1: Anything that distorts the ability of the grade to accurately communicate student achievement should be excluded from the grade calculation. Example: Zeros, Late work, dishonesty, comparisons to others, extra credit, and behavior.

Principle #2: Academics and Learning Behaviors should be separate in grade calculation.

Principle #3: A grade is best communicated by individual standard.

Principle #4: Grades should reflect:Current level of achievement reality rather than average of performance over time.“Collection” of best evidence regarding student’s achievement of standard.Example: Alternative assessments, professional judgment, retaking assessments.

Grading Summits (beginning next year)

Teacher Feedback Community Feedback Student Feedback

Common VocabularyGrading PracticesBest Assessment PracticesSupport with Report Card

Aligned with Common Core Electronic Developed and rolled out in stages

◦ K-5◦ Middle◦ High School

Or

◦ K-2◦ 3-5◦ Middle ◦ High School

Curriculum Action Teams

Descriptors and definitions for each standard listed on the report card