SBGR · 2020. 9. 9. · SBGR STAFF HANDBOOK FEDERAL WAY PUBLIC SCHOOLS 6 HOW SBGR PREPARES SCHOLARS...

Standards-Based Grading & Reporting

SBGR

EACH SCHOLAR: A VOICE. A DREAM. A BRIGHT FUTURE.

STAFFHANDBOOK

Every student scholar will enter kindergarten ready to learn with the

social-emotional skills that will propel each scholar to meet or exceed grade level

standards in English Language Arts (ELA) and Mathematics by the end of 3rd grade.

Every student scholar will be empowered and prepared to develop personal

responsibility in order to be positive, productive members of society.

Every student scholar will be empowered with ownership of their education and be

fully engaged in becoming critical and creative thinkers.

Every student scholar will receive equitable opportunity

for success, and will meet or exceed standards of performance in all subjects

by the end of each grade.

CONTENT-AREA COMPETENCE: MASTERY OF

ALL SUBJECTS

WHOLE CHILD: THRIVING,

CONFIDENT, RESPONSIBLE INDIVIDUALS

THE EARLY YEARS: BUILDING THE

FOUNDATION

ACTIVE LEARNERS: ENGAGED,

EMPOWEREDCRITICAL

THINKERS

Our Strategic Plan Goals

Every student scholar will successfully navigate the critical transitions in their schooling, and will graduate from high

school ready for college, career, and post-secondary experiences.

In Federal Way Public Schools, we believe that what we do in the classroom every day has the greatest impact on student learning and that we must continually learn and grow in our practice if we are to meet the needs of all scholars. To

that end, we hold ourselves to high expectations of delivering high quality instruction in every classroom while providing high support.

Our aligned system of standards based instruction culminates in standards based grading and reporting. Grades are the ultimate form of feedback to scholars about their progress and achievement of standards. This feedback allows scholars to develop efficacy as lifelong learners. Meaningful grades allowing for two way communication between teacher, scholar and family must be clear, equitable, valid and timely.

In Federal Way Public Schools we follow six principles of grading:

• Grades and reports should be based on clearly specified learning goals and performance standards; Grades are based on mastery of grade level standards

• Evidence used in grading should be valid

• Grades should be based on established criteria

• Not all performances are included in grades

• Grade a standard on most recent work

• Report achievement and other factors separately

This curriculum management plan outlines our structures and systems for ensuring we have a guaranteed and viable curriculum in which we take the guesswork and variability out of the equation when providing high quality teaching and learning in every classroom, ensuring equitable delivery. With the mobility of our students across schools and the region, this level of coordination is essential as we provide equitable opportunities for scholars. Within our plan, we outline how teaching to standards coupled with grading and reporting scholar progress on standards allow us to provide students with the critical information they need to thrive as learners.

We believe that every scholar can and will learn at high levels, and that race, socioeconomics, language, cultural background, and other exceptionalities should not be predicators of student achievement. This plan is our commitment in the Teaching for Learning department to deliver on this promise.

Marla NewtonChief Academic Officer

PERSISTENCE TO GRADUATION: HIGH SCHOOL GRADUATION

THROUGH SUCCESSFUL

TRANSITIONS

How to Use This Guide ................................................................................................................. 4PURPOSE and RATIONALE ..........................................................................................................5

Purpose of Report Card and Rationale for SBGR ...................................................................... 5HOW SBGR PREPARES SCHOLARS for COLLEGE and CAREER ..................................................6

PRINCIPLES of GRADING ............................................................................................................7

Six Principles of Grading ............................................................................................................. 7CRITERIA for GRADING .............................................................................................................11

Assignments ....................................................................................................................11

Reporting Standards ........................................................................................................12

Calculation Defined ...................................................................................................................12

Middle School and High School Grading Scale .................................................................12

Non-Academic Grades: Behaviors that Promote Learning .................................................13

FORMATIVE and SUMMATIVE ASSESSMENT ........................................................................... 18

Role of Formative and Summative Assessment......................................................................18

Practice vs The Game ................................................................................................................19

Frequently Asked Questions .....................................................................................................20

HOMEWORK .............................................................................................................................. 23

Homework for Practice, Preparation and Integration .............................................................23


NO ZEROS ..................................................................................................................................26

Zeros Not Used in Academic Grades .......................................................................................26


RETAKES ................................................................................................................................... 29

Multiple Assessment Opportunities and Retakes ...................................................................29


ACCOMMODATIONS and MODIFICATIONS ................................................................................31

Grading for Specialized Groups ................................................................................................31


GLOSSARY .................................................................................................................................36

REPORTING DOCUMENTS ........................................................................................................ 38

Student Report Grades K–2 Sample ................................................................................ 38

Student Report Grades 3–5 Sample ................................................................................ 40

Secondary Sample Report Card .......................................................................................42

Elementary Scholar Standards Mastery Report ............................................................... 44

Secondary Scholar Standards Mastery Report ................................................................ 45

Scholar Competency Mastery Report............................................................................... 46

GRADE BOOK SUMMARY ..........................................................................................................47

Canvas Course/Ongoing PD/Help Contacts ......................................................................47

table of contents

Standards-Based Grading & Reporting SBGR STAFF

HANDBOOK

S B G R S T A F F H A N D B O O K | F E D E R A L WAY P U B L I C S C H O O L S

4

How to Use This Guide

Introduction

Federal Way Public Schools has

been a regional leader in the

implementation of Standards-

Based Grading and Reporting.

During the 16–17 school year,

the district went through a

Strategic Planning process

involving over 2000 stakeholders.

The Superintendent also met

with hundreds of parents and

scholars during her 100-Day

entry plan. Throughout both of

these processes, a consistent

theme was the need to improve

how grades and academic

progress are communicated to

families and scholars. Parents, in

particular, expressed frustration

in not being able to access

real time information related

to scholar grades. Additionally,

families indicated a lack of clear

information around our grading

and reporting system to interpret

and understand standards-based

grading and reporting.

As a result of this feedback and

input, the district convened a

Standards-Based Grading and

Reporting Committee comprised

of approximately 60 teachers,

parents, principals, and central

office staff. The purpose of the

committee was as follows:

Central Office (TFL and Office of Equity) Staff Role:

In support of the district’s Theory of Action (TOA), central office staff will support the handbook contents by collaborating with principals and teachers to coordinate professional development and ongoing support for the handbook contents.

Central office staff will continually partner with principals, teachers, scholars and families to support meaningful and accurate communication of grades—aligned to research and best practices in the field.

Administrator Role:

Utilize the handbook to support teachers and staff with the implementation of Standards-Based Grading and Reporting (SBGR). Provide professional development to support alignment to the Principles of Grading with classroom assessment, grading and reporting practices. When all administrators support the FWPS Principles of Grading, it will support a systems approach to Standards-Based Grading and Reporting practices.

Teacher Role:

Utilize the handbook to guide best practices, based upon research and experts in the field related to a Standards-Based Grading and Reporting System. The handbook outlines our guiding principles related to grading and reporting, provides an overview of the report card along with supporting guidelines for specific issues and practices in SBGR. Ultimately, this guide is created to support teachers with accurate and meaningful communication of grades across the system. Teacher voice was utilized in the creation of this handbook and will continually be used as we refine our SBGR system.

Scholar and Family Role:

Utilize the Scholar and Family Handbook, ParentVue, and StudentVUE, to accessaccurate and meaningful communication related to learning progress and grades.Because family and scholars are critical partners for the development of tools and resources related to standards-based grading and reporting, this handbook is designed to support principal and teacher with system-wide guidelines for SBGR and support two-way communication around scholar progress.


5

P U R P O S E a n d R A T I O N A L E

Rationale for Standards-Based Grading and Reporting

Research indicates standards-based grading and reporting allow us to more accurately and consistently report scholar achievement to scholars and families as it relates to academic standards and behaviors that promote learning.

Grades must be a clear measure of scholar achievement to communicate accurately to scholars and families specific information about academic achievement. To ensure this, behaviors that promote learning, such as social development and work habits, are reported separately.

Grades are the ultimate form of feedback to scholars about their progress and achievement. This feedback allows scholars to develop efficacy as lifelong learners. In order for this to happen, grades must be clear, accurate, and meaningful. Meaningful grades allow for two-way communication between the teacher, scholar, and family around achievement and progress towards mastery over time, emphasizing scholar voice, advocacy, and self-assessment in their learning journey, including at Scholar-Led Conferences.

The purpose of the report card is to communicate, at a certain point in time, scholar progress of:

1. Achievement of academic standards

2. Behaviors that promote learning (non-academics such as: social-emotional development and work habits)

While grading, what happens if an algorithm is occasionally inaccurate?

In standards-based grading and reporting, the most important thing to remember is the need for teachers to be able to defend a scholar’s grade with evidence. When grade book algorithms based on evidence do not accurately reflect an individual scholar’s achievement, teachers must use professional judgement to adjust a grade. Therefore, a scholar’s performance assessments coupled with a teacher’s professional judgement, establish the basis of standards-based grading and reporting.

“Teachers at every level must be able to defend the grades they assign and must have evidence to support their decisions. To serve as meaningful communication, grades must be fair, accurate, and reliable. They are more likely to be so when thoughtful professionals concur on the purpose of grades, look at the evidence they have and then decide the grade that best summarizes that evidence.” (Guskey/

Jung, 2016, p. 54)

Purpose of Report Card and Rationale for Standards-Based Grading & Reporting

O’Connor, K., & O’Connor, K. (2009). How to grade for learning, K–12. Thousand Oaks, CA: Corwin.

Guskey, T. R., & Bailey, J. M. (2010). Developing standards-based report cards. Thousand Oaks, CA: Corwin.

Thomas Gusky, LeeAnn Jung, “Grading: Why you should trust your own judgment”; Educational Leadership, April 2016


6

H O W S B G R P R E P A R E S S C H O L A R S f o r C O L L E G E a n d C A R E E R

In early March 2018 under the guidance of Dr. Campbell, FWPS organized a college admissions panel to speak to staff, parents, and community.

The panel included the University of Washington, Western Washington University, Renton Technical College, Green River College, University of Puget Sound, Eastern Washington University, and Seattle colleges.

The Panel was provided with FWPS SBGR Principles of Grading to review and provide feedback. They were extremely impressed with the work of the FWPS SBGR Committee, but most importantly, they were more impressed that we were aligning standards-based instruction to the reporting component in order to build a standards-based grading and reporting system—based on the premise of providing students and families with accurate grades.

Finally, Admissions officers shared with us that they base admissions on their own calibration of each district’s grading system across the country because no school district shares a similar GPA calculation.

Use the QR code or URL to access the Panel Video:https://bit.ly/3hgrePb

Three key ideas were surfaced by the panel:

• Admissions Officers recognize different districts have different grading practices.

• Admissions is based on a grading system, coupled with a student’s experience and rigorous course work.

• Admissions Officers affirmed FWPS grading practices align to College Ready Standards.

https://bit.ly/3hgrePb


7

P R I N C I P L E S o f G R A D I N G

Principle 1 Grades and reports will be based on clearly specified learning goals and performance standards.

Principle 2 Evidence used in grading will be valid.

Principle 3 Grading will be based on established criteria.

Principle 4 Not all performances should be included in grades.

Principle 5 Grade a standard based on most recent work.

Principle 6 Report achievement and other factors separately.

Based on best practice and discussion with families, scholars and staff, FWPS has adopted

Six Principles of Grading

Six Principles of Grading

Principle 1Clearly specified learning goals

and performance standards

Principle 4Not all performances should be included

in grades

Principle 5Grade a standard on most recent

work

Principle 6Report achievement

and other factors separately

Principle 2Evidence will

be valid

Principle 3Grading will be based on established criteria


8


Principle 1

Grades and reports will be based on clearly specified learning goals and performance standards.

Identify goals for a period of time

Give examples of proficiency

Use common assessments

Create rubrics for grading

STANDARD Exceeding: 4 Meeting: 3 Approaching: 2 Beginning: 1

2.W.3 Write narratives in which they recount a well-elaborated or short sequence of events, including details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Wrote a narrative in which they recounted a well-elaborated event or short sequence of events including 4 or more descriptive details.

Wrote a narrative about an event or short sequence of events with 3 details.

Wrote a narrative about an event or short sequence of events with 1 detail.

Did not write a narrative about an event or short sequence of events.


6.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Organization insightfully follows an event sequence that unfolds naturally and logically with a variety of transitions to show time and place. Insightfully uses precise words, relevant descriptive details, and sensory language to convey experiences.

Organization clearly follows an event sequence that unfolds naturally and logically with a variety of transitions to show time and place. Uses precise words, relevant descriptive details, and sensory language to convey experiences.

Organization somewhat follows an event sequence but may be confusing or lack details. Uses some relevant descriptive details, and sensory language.

Organization is unclear or does not make sense. Does not use descriptive details or sensory language.

EL EM EN TA RY E X A M P L E

FWPS 2nd Grade Units of Study Narrative Writing DOK3 Unit 3 “Lessons for the Masters”

Narrative Writing: On-Demand Performance Assessment Prompt

Priority Standards Assessed: 2.W.3— Write narratives in which they recount a well-elaborated event or short sequence of events. Include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

S EC O N DA RY E X A M P L E

FWPS 6th Grade Expeditionary Learning Module 1, Unit 3 End of Unit Assessment Narrative Writing DOK3 Unit 3 “My Hero’s Journey Narrative”

Priority Standards Assessed: 6.W.3— Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

DOK3Scholar Success Criteria:

Engage the reader by establishing a context, narrator, and/or characters.

Organize an event sequence that includes transitions to show time and place.

Use details, precise words, and sensory language to help your readers picture your story.

Include a clear conclusion for your story.

DOK3Scholar Success Criteria:

Write a beginning for your story.

Explain what happened in order.

Use details to help your readers picture your story.

Make an ending for your story.


9


Principle 2

Evidence used in grading will be valid.

E X A M P L E

USED IN GRADING SHOULD NOT BE USED IN GRADING

✔ Demonstrative skill based on a defined and taught academic standard (IEP goals)

✔ Performance and product-based assessments

Attendance

Homework as practice or new learning

Penmanship

Effort

Non-academic benchmark

Extra credit

Limited technology

Practice tasks

Principle 3

Grading will be based on established criteria.

Principle 4

Not all performances should be included in grades.

T YPICALLY NOT INCLUDED INCLUDED

FORMATIVE (PRACTICE) SUMMATIVE ( THE GAME)

Practice tests/tasks

Exit tickets

Homework as practice

Diagnostic Assessments

Pre-Assessments

Checklists

Observations

Ancedotal

In the moment checks and adjustments

✔ Quizzes

✔ Tests

✔ Mid Unit Assessments

✔ District End and Mid Unit Assessments

✔ Performance Tasks

✔ Projects

✔ Lab Reports

✔ Formative converted to summativeif the formative matches the rigor of the standard and scholar shows mastery

Formative (Practice) Assessments provide information about what the scholar understands, and prepares him/her for summative assessments much like an athletic team practices before a final game. This promotes two-way communication between teacher and scholar to develop ownership and promote growth through continual learning. It is rarely factored into a final grade. It is typically used for practice and not usually included in grades. However, there are circumstances when formative may turn into summative and included in grades. See the FAQ for more details.

At the standard level, validity references desired results when it measures what we intend it to measure, not extraneous factors.

EX AMPLES OF FORMATIVE (practice) AND SUMMATIVE (the game) ASSESSMENTS


A.CED

Create equations that describes numbers or relationship

Scholar provides a correct equation that demonstrates understanding of what is required to solve the problem.

Scholar provides a correct answer but then simplifies it into an incorrect equation.

Or

Scholar has a minor error in the equation given but demonstrates substantial understanding of what is required to solve the problem.

Scholar sets up an incorrect equation that demonstrates limited understanding of what is required to solve the problem.

Scholars provides no equation or gives an equation that does not demonstrate understanding of what is required to solve the problem.


10


Principle 5

Grade a standard based on most recent work.

S C H O L A R 1 Traditional Grading Standards-Based Grading

Performance #1 2 2

Performance #2 2 2

Performance #3 4 4

Performance #4 4 4

Performance #5 3 3

S C O R E 3.0(based on average)

4.0(based on most recent*)

S C H O L A R 2 Traditional Grading Standards-Based Grading

Performance #1 4 4

Performance #2 4 4

Performance #3 3 3

Performance #4 2 2

Performance #5 2 2

S C O R E 3.0(based on average)

2.0(based on most recent*)

*In the grade book, final scores will default to the mode of the most recent three performances. When no mode exists, the median of the three most recent performances is used.

E X A M P L E STANDARDS-BASED GRADING

In standards-based grading, the final score reflects a scholar’s final level of mastery.

E X A M P L E TRADITIONAL GRADING

In traditional grading, two scholars earn the same score even though their final level of mastery is different.

Principle 6

Report achievement and other factors separately.

Behaviors that promote learning should be reported separately from learning based on academic standards, so that grades accurately reflect skills, habits and achievement.

2019–2020: 6–12 teachers may report behaviors that promote learning through comments, however, behavior is not calculated into academic grades; K-5 teachers continue previous practice.

2020–2021: K–12 teachers report behaviors that promote learning through a separate score on the report card.

Academic Behaviors that Promote Learning

• Math

• ELA

• Science

• Social Studies

• PE

• Music

• World Languages

• Career Technical Education Courses

Development of skills and habits that support achievement:

• Work completion

• Cooperation

• Participation

• Effort

E X A M P L E


11

C R I T E R I A f o r G R A D I N G

Rationale/Purpose for Clear Descriptors

Academic performance standards are about achievement at a point in time, not about growth or progress. Academic performance levels are limited in number and clearly described. Descriptors explain achievement levels in an honest, meaningful and useful way. Levels of achievement are described in terms of the characteristics of academic achievement required by scholars to be proficient at grade level.

Grading

Assessments test scholar knowledge of specific priority standards. Each priority standard on an assessment is scored independently using the rubric.

All of the scores for a priority standard are calculated to become the mark for that standard.

Guskey, T. R., & Bailey, J. M. (2001). Developing grading and reporting systems for student learning. Thousand Oaks, CA: Corwin Press.

O’Connor, K. (2011). A repair kit for grading: 15 fixes for broken grades. Boston: Pearson.

Marzano, R. (2006). Classroom Assessment and Grading that Work. Alexandria: ASCD

ASSIGNMENT LEVEL GRADING CHART

MIDDLE SCHOOL and HIGH SCHOOL STANDARD LEVEL

4 Excelling Meets all key indicators* for proficient work and most key indicators for exceptional work.

3.5 Meets all key indicators for proficient work and some key indicators for exceptional work.

3 Meeting Meets most key indicators for proficient work related to a standard. Independently demonstrates grade level knowledge and skills for this point in the school year.

2.5 Independently meets some key indicators for proficient work related to a standard.

2 Approaching With occasional help, meets some key indicators for proficient work related to a standard. Demonstrates some grade level knowledge and skills for this point in the school year.

1.5 Meets few key indicators for proficient work related to a standard.

1 Beginning With frequent help, meets few key indicators for proficient work related to a standard. Demonstrates little grade-level knowledge and skills for this point in the school year.

0.5 With constant help, partial or no demonstration of key indicators.

IE IE added for a standard means there is no score and/or work was not completed

M Modified Grade

P Pass

NC No Credit

ASSIGNMENT LEVEL GRADING CHART

ELEMENTARY SCHOOL STANDARD LEVEL

4 ExcellingMeets all key indicators* for proficient work and most key indicators for exceptional work.

3 MeetingMeets most key indicators for proficient work related to a standard. Independently demonstrates grade level knowledge and skills for this point in the school year.

2 ApproachingWith occasional help, meets some key indicators for proficient work related to a standard. Demonstrates some grade level knowledge and skills for this point in the school year.

1 BeginningWith frequent help, meets few key indicators for proficient work related to a standard. Demonstrates little grade-level knowledge and skills for this point in the school year.

IE IE added for a standard means there is no score and/or work was not completed.

Assignments

* Key indicators is a list of details showing what scholars know or need to learn based on the learning standard.


12


Reporting Standards

Middle School and High School Grading ScaleCalculation Defined

GRADE

Evidence of Learning




Priority Standard 1

Priority Standard 2

Priority Standard 3

Priority Standard 4

Reporting Standard 1



Priority Standards:

Standards describe what scholars should know and be able to do in a particular grade or course. They change from grade to grade.

Priority standards are the essential state standards that ensure career and college readiness. Teachers use priority standards to develop curriculum, plan instruction, and gather evidence of learning through different kinds of assessments.

Reporting Standards:

Reporting standards are broad groups of connected priority standards that communicate the knowledge and skills that scholars are expected to master. Reporting standards show a pattern of performance across a group of priority standards and indicate a scholar’s strengths and areas that need support. Families use reporting standards to understand what their scholar is learning and identify areas for growth.

Priority standard scores are calculated using mode of the most recent 3 scores for the standard. If no mode, then the priority standard score is the median of the most recent 3 standard scores. The reporting standard score is the average of the aligned priority standards. The overall course grade is then the average of the reporting standards.

Evidence of Learning:

Evidence of learning shows what scholars have learned and are able to do relative to a standard. Scholars show evidence of learning in many forms, such as assessments, projects, classroom discussions, and more.

Guskey, T. R., & Bailey, J. M. (2001). Developing grading and reporting systems for student learning. Thousand Oaks, CA: Corwin Press.

REPORT CARD GRADE BOOK CLASSROOM

Secondary Final Grade

Elementary Final Grade

Summative Grade Priority Standards Grades

A The average of all priority standards assessed is between 3.50 and 4.00

B The average of all priority standards assessed is between 2.75 and 3.49

C The average of all priority standards assessed is between 2.00 and 2.74

F The average of all priority standards assessed is 1.99 or below.

Use the QR code or URL to access the Calculation Defined video:https://bit.ly/3gjo6B2

https://bit.ly/3gjo6B2


13


Non-Academic Grades: Behaviors that Promote Learning

Rationale, Purpose and Research Base for Non-Academic Standards

The purpose of Behaviors that Promote Learning, preschool through 12th grade, is to provide feedback to scholars and families on a range of skills and behaviors that can impact academic progress and contribute to positive and productive classroom communities.

The Behaviors that Promote Learning align to Federal Way Public Schools’ Strategic Plan, specifically Goal 2: Whole Child, and Goal 5: Persistence to Graduation. In Goal 5, every student scholar will successfully navigate the critical transitions in their schooling, and will graduate from high school ready for college, career, and post-secondary experiences. In alignment with Goal 5, the Behaviors that Promote Learning for preschool through 12th grade include a continuum of developmentally-appropriate behaviors that scholars are taught and learn over time. The indicators for each standard are also observable and measurable behaviors, so that teachers can track and provide feedback to scholars.

The Behaviors that Promote Learning are also aligned to Federal Way Public Schools principles of grading, specifically Principle 6: Report achievement and other factors separately, so that grades accurately reflect skills, habits, and achievement. The levels of Behaviors that Promote Learning are described in terms of the developmental trajectory that scholars progress through within grade level bands. For example, in connection with college and career readiness standards, a key learning skill and technique includes ownership of learning (Conley, 2012), which becomes more sophisticated for scholars as they progress through school.

Grade Level Band

Standard Criterion:

COLLABORATION

Standard Criterion:

OWNERSHIP OF LEARNING

Standard Criterion:

SELF-MANAGEMENT

PR

E K

–2

Learn and engage in active listening with peers and adults

Participate in classroom and school routines to demonstrate ownership of learning

Identify strategies to help me be in control of myself and ask for additional help as needed, with adult assistance.

GR

AD

ES 3

–5

Practice and demonstrate active listening with peers and adults

Develop multiple strategies to demonstrate ownership of learning, specifically:

• Completing work on time

• Organization of materials and supplies (routines)

Choose and practice specific self-management skills to maintain self-control.

GR

AD

ES 6

–8

Work collaboratively with others on group tasks

Refine multiple strategies to demonstrate ownership of learning, specifically:


• Organization of materials and supplies (routines)

Demonstrate the ability to draw on multiple views to inform decision-making and problem-solving approaches.

GR

AD

ES 9

–12 Work collaboratively in

a variety of rolesApply multiple strategies to demonstrate ownership of learning, specifically:


• Organizational skills (routines)

Demonstrate problem-solving and decision-making skills that use multiple viewpoints.

“A college and career-ready student possess the content knowledge, strategies, skills, and techniques necessary to be successful in a postsecondary setting.”

—Dr. David Conley

Below are the range of resources utilized to develop the Behaviors that Promote Learning for Federal Way Public Schools:

AVID Elective Standards—Character Development, Grade 6 and Grade 9.

Conley, D.T. Rethinking College Readiness. New England Board of Higher Education. Article adapted from Conley, D.T. (2007): Toward a comprehensive conception of college readiness. Eugene, Oregon:

Educational Policy Improvement Center.

Conley, D.T. (2012) A complete definition of college and career readiness. Educational Policy

Improvement Center. Retrieved: www.epiconline.org

OSPI Social Emotional Learning Benchmarks Workgroup (SELB). (2016) Report: Addressing Social Emotional Learning in Washington’s K–12 Public Schools.

Scope and Sequence, Kindergarten through Fifth Grade (2011). Second Step: Skills for Social and Academic Success. Committee for Children.

Wood, C. (2007) Yardsticks: Children in the Classroom Ages 4–14, 3rd Ed. Center for Responsive

Schools, Inc.

http://www.epiconline.org


14

C R I T E R I A f o r G R A D I N GSample Rubric: Grades Pre K–2

PRE K–2 A Scholar is... Developing A Scholar Can... Sometimes A Scholar Can... Consistently

CO

LLA

BO

RA

TIO

N

Learn and engage in active listening with peers and adults

1 2 3

• With prompting, participate in class discussions using established procedures (e.g. hand signals and talk moves, raising hand to speak, etc.)

• With prompting, repeat or paraphrase words of partner to check for understanding

• With prompting, wait appropriately to respond (e.g. raise hands and wait to be called on)

• With prompting, demonstrate attention to speaker (culturally responsive)

• Occasionally participate in class discussions using established procedures. (e.g. hand signals and talk moves, raising hand to speak, etc.)

• Occasionally repeat or paraphrase words of partner to check for understanding

• Occasionally wait appropriately to respond (e.g. raise hands and wait to be called on)

• Occasionally demonstrate attention to speaker (culturally responsive)

• Consistently participate in class discussions using established procedures (e.g. hand signals and talk moves, raising hand to speak, etc.)

• Consistently repeat or paraphrase words of partner to check for understanding

• Consistently wait appropriately to respond (e.g. raise hands and wait to be called on)

• Consistently demonstrate attention to speaker (culturally responsive)

OW

NE

RS

HIP

OF

LEA

RN

ING

Participate in classroom and school routines to demonstrate ownership of learning

• With prompting, learn and follows school and classroom routines with support

• With prompting, follow classroom norms to request help from peers and adult

• With prompting, build stamina to stay on task through age-appropriate timed sessions for independent activities

• With prompting, know and complete class and personal goals

• Occasionally learn and follow school and classroom routines with support

• Occasionally follow classroom norms to request help from peers and adult

• Occasionally build stamina to stay on task through age-appropriate timed sessions for independent activities

• Occasionally know and complete class and personal goals

• Consistently learn and follow school and classroom routines with support

• Consistently follow classroom norms to request help from peers and adult

• Consistently build stamina to stay on task through age-appropriate timed sessions for independent activities

• Consistently know and complete class and personal goals

SE

LF-M

AN

AG

EM

EN

T

Identify strategies to help me be in control of myself and ask for additional help as needed, with adult assistance

• With prompting, manage feelings of success and disappointment with self and others without disrupting learning

• With prompting, name current emotion and use a calming strategy (e.g. Belly Breathing)

• With prompting, use strategies to promote positive interpersonal relationships (e.g. Kelso’s Choices, Skill Streaming, Second Step, etc.)

• With prompting, use words to identify and solve problems

• Occasionally manage feelings of success and disappointment with self and others without disrupting learning

• Occasionally name current emotion and use a calming strategy (e.g. Belly Breathing)

• Occasionally use strategies to promote positive interpersonal relationships (e.g. Kelso’s Choices, Skill Streaming, Second Step, etc.)

• Occasionally use words to identify and solve problems

• Consistently manage feelings of success and disappointment with self and others without disrupting learning

• Consistently name current emotion and use a calming strategy (e.g. Belly Breathing)

• Consistently use strategies to promote positive interpersonal relationships (e.g. Kelso’s Choices, Skill Streaming, Second Step, etc.)

• Consistently use words to identify and solve problems


15

C R I T E R I A f o r G R A D I N GSample Rubric: Grades 3–5

GRADES 3–5 A Scholar is... Developing A Scholar Can... Sometimes A Scholar Can... Consistently

CO

LLA

BO

RA

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1 2 3

Practice and demonstrate active listening with peers and adults

• With prompting, participate in class discussions using established procedures (e.g. hand signals and talk moves, raising hand to speak, GLAD, sentence stems, etc.)

• With prompting, speak in response to the speaker by taking turns, asking questions, and/or providing feedback

• With prompting, demonstrate attention to speaker (culturally responsive)

• Occasionally participate in class discussions using established procedures (e.g. hand signals and talk moves, raising hand to speak, GLAD, sentence stems, etc.)

• Occasionally speak in response to the speaker by taking turns, asking questions, and/or providing feedback

• Occasionally demonstrate attention to speaker (culturally responsive)

• Consistently participate in class discussions using established procedures (e.g. hand signals and talk moves, raising hand to speak, GLAD, sentence stems, etc.)

• Consistently speak in response to the speaker by taking turns, asking questions, and/or providing feedback

• Consistently demonstrate attention to speaker (culturally responsive)

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Develop multiple strategies to demonstrate ownership of learning, specifically:


• Organization of materials and supplies (Routines)

• With prompting, complete work on time

» Focus on work, keep trying, use time efficiently

» Finish and turn in assignments by due date 80% of the time

» With support and scaffolds, manage long term assignments including stage of completion and material

• With prompting, organize materials and supplies

» Quickly access materials for all subjects

» Follow routines independently, or with minimal reminders

» Maintain materials and supplies for future use

• Occasionally complete work on time



» With support and scaffolds, manage long term assignments including stage of completion and material

• Occasionally organize materials and supplies




• Consistently complete work on time



» With support and scaffolds, manage long term assignments, including stage of completion and material

• Consistently organize materials and supplies




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Choose and practice specific self-management skills to maintain self-control

• With prompting, differentiate between small and big problems and respond appropriately (e.g., Kelso’s Choices/Second Step skills, seek an adult for assistance with big problems, etc.)

• With prompting, practice restating someone else’s point of view

• With prompting, persevere through personally challenging situations

• With prompting, manage simple and complex emotions by stating how you feel and use a calming strategy

• Occasionally differentiate between small and big problems and respond appropriately (e.g., Kelso’s Choices/Second Step skills, seek an adult for assistance with big problems, etc.)

• Occasionally practice restating someone else’s point of view

• Occasionally persevere through personally challenging situations

• Occasionally manage simple and complex emotions by stating how you feel and use a calming strategy

• Consistently differentiate between small and big problems and respond appropriately (e.g., Kelso’s Choices/Second Step skills, seek an adult for assistance with big problems, etc.)

• Consistently practice restating someone else’s point of view

• Consistently persevere through personally challenging situations

• Consistently manage simple and complex emotions by stating how you feel and use a calming strategy


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1 2 3

Work collaboratively with others on group tasks

• With prompting, hear, share, and support the effort of others

• With prompting, demonstrate strategies for keeping group members working well together

• With prompting, articulate how they assisted a group member on the task

• With prompting, demonstrate active listening skills to other group members (e.g., S.L.A.N.T.)

• With prompting, reflect on group experience by providing feedback

• Occasionally hear, share, and support the effort of others

• Occasionally demonstrate strategies for keeping group members working well together

• Occasionally articulate how they assisted a group member on the task

• Occasionally demonstrate active listening skills to other group members (e.g., S.L.A.N.T.)

• Occasionally reflect on group experience by providing feedback

• Consistently hear, share, and support the effort of others

• Consistently demonstrate strategies for keeping group members working well together

• Consistently articulate how they assisted a group member on the task

• Consistently demonstrate active listening skills to other group members (e.g., S.L.A.N.T.)

• Consistently reflect on group experience by providing feedback

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Refine multiple strategies to demonstrate ownership of learning, specifically:


• Organization of materials and supplies (Routines)

• With prompting, communicate school/class procedures regarding late or missed assignments

• With prompting, demonstrate established and learned organizational system for each class/teacher

• With prompting, document due date when prompted by the teacher

• With prompting, articulate class grades, find missed work, and know which standards they are doing best with StudentVUE

• With prompting, approach teacher for work when absent

• Occasionally communicate school/class procedures regarding late or missed assignments

• Occasionally demonstrate established and learned organizational system for each class/teacher

• Occasionally document due date when prompted by the teacher

• Occasionally articulate class grades, find missed work, and know which standards they are doing best with StudentVUE

• Occasionally approach teacher for work when absent

• Consistently communicate school/class procedures regarding late or missed assignments

• Consistently demonstrate established and learned organizational system for each class/teacher

• Consistently document due date when prompted by the teacher

• Consistently articulate class grades, find missed work, and know which standards they are doing best with StudentVUE

• Consistently approach teacher for work when absent

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Demonstrate the ability to draw on multiple views to inform decision-making and problem-solving approaches

• With prompting, name one adult or support structure for academic and social support

• With prompting, identify a strategy for helping themselves and/or others when they face adversity

• With prompting, explain what the school expectations are when an unsafe situation or problem arises

• With prompting, identify a peer or adult to speak with for personal problems (Check for redundancy and potentially combine with 1st bullet)

• Occasionally name one adult or support structure for academic and social support

• Occasionally identify a strategy for helping themselves and/or others when they face adversity

• Occasionally explain what the school expectations are when an unsafe situation or problem arises

• Occasionally identify a peer or adult to speak with for personal problems (Check for redundancy and potentially combine with 1st bullet)

• Consistently name one adult or support structure for academic and social support

• Consistently identify a strategy for helping themselves and/or others when they face adversity

• Consistently explain what the school expectations are when an unsafe situation or problem arises

• Consistently identify a peer or adult to speak with for personal problems (Check for redundancy and potentially combine with 1st bullet)


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Work collaboratively in a variety of roles

• With prompting, utilize understanding of group roles (leader, note taker, researcher, timekeepers, graphic design) needed to complete the task

• With prompting, distribute the work equitably among group members

• With prompting, manage project timelines and check in with group’s progress

• With prompting, communicate productively with peers

• With prompting, provide and respond to peer feedback

• Occasionally utilize understanding of group roles (leader, note taker, researcher, timekeepers, graphic design) needed to complete the task

• Occasionally distribute the work equitably among group members.

• Occasionally manage project timelines and check in with group’s progress

• Occasionally communicate productively with peers.

• Occasionally provide and respond to peer feedback

• Consistently utilize understanding of group roles (leader, note taker, researcher, timekeepers, graphic design) needed to complete the task

• Consistently distribute the work equitably among group members.

• Consistently manage project timelines and check in with group’s progress

• Consistently communicate productively with peers.

• Consistently provide and respond to peer feedback

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Apply multiple strategies to demonstrate ownership of learning, specifically:


• Organizational skills (Routines)

• With prompting, have no more than 10 late or missing assignments

• With prompting, articulate their organizational system that is utilized to meet different teacher/class requirements

• With prompting, share/show evidence on how due dates and assessments dates are recorded/organized

• With prompting, articulate current achievement in classes as reflected in StudentVUE

• Occasionally have no more than 10 late or missing assignments

• Occasionally articulate their organizational system that is utilized to meet different teacher/class requirements

• Occasionally share/show evidence on how due dates and assessments dates are recorded/organized

• Occasionally articulate current achievement in classes as reflected in StudentVUE

• Consistently have no more than 10 late or missing assignments

• Consistently articulate their organizational system that is utilized to meet different teacher/class requirements

• Consistently share/show evidence on how due dates and assessments dates are recorded/organized

• Consistently articulate current achievement in classes as reflected in StudentVUE

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Demonstrate problem-solving and decision-making skills that use multiple viewpoints.

• With prompting, name three possible solutions to a problem

• With prompting, explain the potential outcomes of three possible solutions

• With prompting, name multiple adults or support structures for academic and social support

• With prompting, name two situations/scenarios when adult intervention should be sought after (non-routine, very serious problem)

• Occasionally name three possible solutions to a problem

• Occasionally explain the potential outcomes of three possible solutions

• Occasionally name multiple adults or support structures for academic and social support

• Occasionally name two situations/scenarios when adult intervention should be sought after (non-routine, very serious problem)

• Consistently name three possible solutions to a problem

• Consistently explain the potential outcomes of three possible solutions

• Consistently name multiple adults or support structures for academic and social support

• Consistently name two situations/scenarios when adult intervention should be sought after (non-routine, very serious problem)


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F O R M A T I V E a n d S U M M A T I V E A S S E S S M E N T

Role of Formative and Summative Assessment

Formative Assessments:

Formative assessment is a range of formal and informal assessment procedures conducted during learning activities to improve scholar mastery of performance standards.

Summative Assessments:

Summative assessments evaluate scholar learning at the end of an instructional unit by comparing it against an identified performance standard or benchmark.

A Sample Unit Assessment Plan (adapted from O’Connor, page 132)

✔ Only Summative Assessments are used in the determination of grades.

✔ Types of Summative Assessments include:

• District End of Unit Assessments

• Benchmark Assessments

• Performance Assessments

✔ Scholars should be provided multiple opportunities through classwork and through formative assessments before completing the summative assessments that count toward a grade.

✔ Formative and Summative assessments should be clearly marked in the grade book, with only summative assessments included toward the scholar’s grade.

✔ Formative can be converted to summative if the formative matches the rigor of the standard and scholar shows mastery.

Purpose Assessment Task Assessor

Formative Map draft 1

Map near final

Opinion essay plan/draft

Quiz (Formative Assessment)

Checklist

Observation

Teacher, Scholar and/or Peer



Teacher and Scholar

Teacher and Scholar

Teacher

Summative Map

Short Opinion Essay

Benchmark Assessment

Unit Test

District Mid Unit Assessments

District End of Unit Assessments

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

This section refers to Principle 4; see page 8.


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F O R M A T I V E a n d S U M M A T I V E A S S E S S M E N T

Practice vs The GameFormative vs Summative

Like sports,

standards-based instruction is about learning

and mastering a skill—meaning:

1. Introduction of standards with opportunities to practice and gain mastery;

2. New learning happens with formative assessments and adjustments made;

3. Assessment of standards (the game);

4. Scholars with mastery move on, those who are not successful are given more opportunities for practice, then a retake;

5. Repeat the cyle.

Introduction of standard (skills, knowledge, and

dispositions)

Opportunity to practice and gain mastery

For example: in-class activities, observation, homework,

formative assessments —quiz

Scholar with mastery

moves on Feedback provided and score goes in the grade book

Scholar did not demonstrate

mastery Feedback provided and score goes in the grade book

Opportunities for practice

1. Scholar initiates reassessment process

2. Scholar completes requirements established by teacher (additional teacher instruction, continued practice, individual or group tutoring sessions, additional reading/practice problems)

New learning happens Scholar is provided feedback to clarify misunderstandings

(cycle continues until summative assessment)

Summative assessment of standards (the game)

Scholar is formally assessed on standard(s) using Mid and End Unit Assessments—no more than 2–3

standards assessed at a time

Reassessment opportunity

Up to two reassessment attempts


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F O R M A T I V E a n d S U M M A T I V E A S S E S S M E N T F A Q

1. What are formative assessments?

Formative = inform

• Teachers use formative assessment to gather evidence of scholar learning that is intended to inform and adjust instruction and to provide feedback to scholars.

• Formative assessments may occur multiple times during a class period and/or throughout a unit of instruction.

• Some formative assessments may include teacher notes, observations, checklists, exit tickets, scanning scholar work, etc.

2. What is the difference between formative assessments and common formative assessments?

• Formative assessments are used by an individual teacher. Formative assessments are intended to inform instruction in the moment or for the following day.

• Data from both formative and common formative assessments can be used to provide feedback to scholars.

• Common formative assessments are designed and used by an entire PLC team to answer Question 2 of the DuFour Model, “How will we know each scholar has learned it?”

• Common formative assessments are used by PLC teams to examine their practice and determine which instructional strategies yield the highest levels of scholar learning to answer Questions 3 and 4 of the DuFour Model, “How will we respond when they don’t learn?” and, “How will we respond if they already know it?”

• Common formative assessments are given periodically throughout a unit of study.

3. What are summative assessments?

Summative = summarize

• Summative assessments may occur at both the middle and the end of a unit of study.

• Some summative assessments may include unit tests, District Mid and End Unit Assessments, benchmark assessments, final essays, etc.

• Teachers use summative assessments at the end of instruction to summarize and evaluate scholar mastery of standards.

• Summative assessments are used to determine grades.

4. Should teachers enter formative assessments into the grade book?

• Formative assessments are not part of the determination of grades. However, teachers may want to include formative assessments in the grade book to see growth over time and communicate progress to scholars and families.

• Formative assessments entered into the grade book should be marked ‘Not for Grading’.

• Families can see the formative assessments through Parent VUE when teachers click on “Show Assignment in Portal.”

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P U R P O S E & R A T I O N A L EFR

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5. Can teachers change formative assessments into summative assessments?

• Yes, when a teacher or PLC determines that a formative assessment counts toward a grade as a summative assessment because it demonstrates mastery.

• When changing a formative assessment to a summative assessment, make sure the formative assessment maintains the rigor of the summative assessment.

6. How many grades should teachers enter into the grade book for each standard?

• A minimum of 2-3 summative scores should be recorded for each standard.

• Multiple pieces of evidence ensure accuracy of scholar learning.

7. What should teachers do if they don’t have enough evidence (2-3 summative scores) for a standard?

• If a scholar has demonstrated mastery on one assessment, teachers do not need to create and/or give additional summative assessments to meet 2-3 pieces of evidence.

• Teachers can review scholar formative assessments, decide which ones demonstrate mastery, and adjust the assessments in the grade book to “for grading”.

• In addition to summative assessments, teachers can check for mastery through small group work, 1:1 conferring, and/or anecdotal evidence.

8. Who determines which formative assessments to use?

• Classroom teachers determine formative assessments to use in their daily lessons.

• PLC Teams determine and/or develop common formative assessment based on scholar data.

• Courses and content areas with an adopted curriculum are provided with exit tickets and other forms of formative assessment for use within a lesson. Teachers may supplement these formative assessments.

9. Who determines which summative assessments to use?

• Courses with adopted curriculum have summative assessments that teachers are expected to use.

• Teachers may add summative assessments to check for mastery.

• PLC Teams can develop additional summative assessments beyond the District Mid and End of Unit Assessments and/or choose to use quizzes provided in the curriculum guides as additional summative assessments.

• Teachers may convert formative assessments to summative as determined by scholar need and if rigor of formative matches that of the standard.


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10. When a summative assessment includes multiple standards, why are only 1 or 2 standards dropped into the grade book? What should teachers do with the remaining standards?

• Assessments have multiple standards because the standards are interconnected and in many cases you cannot teach one without the other. However, only those 1 or 2 standards identified as priority standards are dropped into the grade book for grading purposes.

• Priority standards were chosen based on their endurance, leverage, and readiness for the next grade level.

• Teachers focus on priority standards for grading. When non-priority standards are included in a course, they are only to inform instruction and not for grading.

11. How do I know who should receive accommodations?

• Any scholar needing additional support to access or demonstrate grade level content may receive an accommodation.

» Accommodations include scaffolding, which is a process teachers use to add supports for scholars that enhance learning and aid in the mastery of tasks.

» Some examples of scaffolding are extra time, testing in a quiet environment, using a word-to-word glossary, chunking text, minimizing the number of similar math problems, using sentence frames, using graphic organizers, etc.

• Accommodations can be used for any scholar and are essential for scholars who are learning English as a new language, have a disability, and/or HCP designation.

• Accommodations can be used for formative and summative assessments.

• *See Accommodations & Modifications FAQ for more information.

12. Can I modify assessments for scholars that have an IEP, 504, or ELL designation?

• Assessments can only be modified for scholars who have an IEP and it is stated in the IEP. If you are providing modifications, please review the scholar’s IEP.

» Modifications can apply to formative and summative assessments.

• *See Accommodations & Modifications FAQ for more information.

13. How do I grade scholars that have modifications?

• Prior to assessment, determine what type of change to the learning target or rigor is appropriate: mastery level, cognitive level, or different grade level standard. Then, grade the scholar based on the modified expectations. In the report card, indicate that grades were based upon modified standards (check the modified box). Due to Family Educational Rights and Privacy Act (FERPA), do not state on the report card that the change was made due to an IEP.

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H O M E W O R K

Homework for Practice, Preparation and Integration

Homework plays an important role in the development of certain skills related to self-direction. When done right, homework can strengthen and support the relationships between teacher and scholar. It can also provide opportunities to differentiate learner needs and “to instill a sense of competence in the mind of the learner” (Vatterot, 2009). Homework needs to be thoughtfully planned out and implemented with attention to

• Quality Homework Tasks

• Differentiation

• Checking and feedback, not grading

• Using completion strategies

• Establish support program for homework

Vatterot notes in Rethinking Home-work, that homework is sometimes used as a reward or punishment. In this paradigm, grading homework plays a big role in an effort to enforce compliance and teaching responsibility. However, such skills—as outlined in the FWPS Principles of Grading and the Purpose of the Report Card—should be reported separately. Grading homework also may tend to continually penalize scholars who do not do homework and reward the scholars who continually complete homework—whether or not they have learned. For these reasons, it is important to identify the purpose of homework and the various types of homework that teachers might give to scholars.

Types of Homework

Homework—although a useful tool for learning—should not have an impact on a scholar’s academic grade within a Standards-Based Grading and Reporting System.

The purpose of homework is to support classroom learning through practice, pre-learning, processing, and/or checking for understanding. Homework should never be used to introduce learning for the first time. Ideally, homework should empower scholars to assume ownership of their learning through relevant, differentiated, purposefully designed tasks. While homework may serve as the basis for providing instructional feedback to scholars, it should not be calculated into a scholar’s grade.

FOR PRACTICE

• Relates to instructional objectives• Reviews and reinforces skills and knowledge• Practices for independence with new concepts and skills• Allows for mistakes as part of learning• Checks for strength and growth

FOR PREPARATION

• Provides background information for upcoming lessons

FOR INTEGRATION

• Long-term continuing projects that parallel classwork; but the homework aspect does not impact the grade

• Differentiates experiences that deepen the scholar’s understanding• Integrates skills and applies different knowledge sets to a task• Requires scholars to apply previous learning to complete these assignments


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P U R P O S E & R A T I O N A L EH O M E W O R K F A Q

1. What is homework?

• The purpose of homework is to support classroom learning through practice, pre-learning, processing, and/or checking for understanding.

• Homework is not used to introduce learning for the first time. Ideally, homework should empower scholars to assume ownership of their learning through relevant, differentiated, purposefully designed tasks.

• While homework may serve as the basis for providing instructional feedback to scholars, it is not mandatory nor calculated into a scholar’s grade. It is used for practice, preparation and integration.

2. Why can’t homework count towards a student’s grade?

• Homework allows scholars to practice skills and deepen knowledge.

• It is a venue to provide ungraded feedback.

• By not grading homework we are avoiding the practice of penalizing scholars who may not have the ability to complete homework for a variety of non-school related reasons. This research based practice aligns with FWPS focus on equity.

3. How can homework be reported?

• Homework can be reported in the grade book as non-graded to keep record.

4. Can homework be required before retakes are given?

• No. Re-teaching and practice should be provided and differentiated as needed for scholars.

5. How much homework is expected for scholars at each grade level?

• There is no specific amount of homework outlined in policy to provide for each scholar. Homework is differentiated based on scholar learning needs and access.

6. How do we support homework, when in ELA, scholars are to read the core text as preparation for next days lesson?

• Please provide feedback on Canvas, so curriculum guides can align with homework for expectations at each grade band.

7. What does homework as preparation mean?

• Provides background information for upcoming lessons

8. What does homework as integration mean?

• Long-term continuing projects that parallel classwork; but the homework aspect does not impact the grade

• Differentiates experiences that deepen the scholar’s understanding

• Integrates skills and applies different knowledge sets to a task

• Requires scholars to apply previous learning to complete these assignments

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SH O M E W O R K F A Q

9. How do teachers differentiate homework?

• Teachers differentiate homework through constant reflection based on formative and summative assessment and knowledge of scholar needs.

• This can be based on daily lesson plans and success criteria outcomes, exit tickets, and accommodations and modifications for scholars based on need.

10. Should there be rewards and consequences for completing homework?

• Encouraging scholars to practice at home skills and concepts is the ideal. Proving rewards and consequences is not an equitable strategy. The district does not support consequences that will punish scholars for not completing homework.

11. How is the purpose of homework communicated to families?

• This is communicated through a variety of venues: Open House, class syllabus/expectations,

Family SBGR Handbook, and direct communication between the teacher and the family.


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N O Z E R O S

Zeros Not Used in Academic Grades

When scholars fail to turn in evidence of learning, it is fair to communicate that the scholar has “Insufficient Evidence” (IE) for that particular achievement standard. The purpose of the IE as a score is to promote scholar ownership of learning and encourage further partnership with the teacher in pursuit of improvement. There is a lack of evidence to suggest that assigning zeros motivates scholars to complete work, improve performance, or learn more. When insufficient evidence prevents a teacher from determining the grade for a scholar, additional assessment information needs to be gathered about the scholar’s progress toward academic standards.

Priority Standard Priority Standard Score

1.A 3

1.B 2

1.C IE

1.D IE

1.E 2

E X A M P L E

Key Ideas

• Grades should not be given for punishment.

• Missing evidence as zeros is ineffective as communication and inaccurate representation of scholar’s achievement.

• Zero should not be given for not taking a test, not turning in work, or turning it in late. Further evidence should be gathered. These are reflected in other areas of the report card.

• Incomplete comment “Insufficient Evidence” must be in place to support scholars and make it possible for them to complete the missing work.

• A scholar must provide sufficient evidence of mastery to earn a score for a standard. The consequence for not doing the work should be doing the work instead of giving a zero.

O’Connor, K. (2009). How to grade for learning. Thousand Oaks, CA: Corwin Press Wormelli book and the O’Connor book A Repair Kit for Grading

Wormelli, R. (2006). Fair isn’t always equal: Assessment and grading in a differentiated classroom. Portland, ME: Stenhouse Publishers.

O’Connor, Ken (2007) A repair kit for grading: 15 Fixes for Broken Grades. Educational Testing Service, Portland, OR.


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N O Z E R O S F A Q

1. If a student shows up for the first week of the semester and performs well, but fails to show up for the rest of the semester and is not able to complete additional assignments, what does the teacher enter into the grade book?

• In situations where a scholar is not present due to hardship or unprecedented circumstances, including absenteeism, a No Credit [NC] is recommended to enter into the grade book.

• This many also be the case when a scholar has multiple scores that are IEs. The scholar has not been present to demonstrate learning; therefore, a NC is the most accurate form of communication.

2. What constitutes a score of Insufficient Evidence [IE]?

• Insufficient evidence is used when a scholar has little or no evidence of demonstrating mastery of the standard.

3. Can a teacher give an IE at the assignment level?

• Standards are connected at the assignment/assessment level. If a scholar earns an “Insufficient Evidence” IE on one or more standards connected at this level, the overall assignment/assessment will calculate as an IE.

• This is in support of understanding that grades should not be given for punishment or missing evidence as zeros are ineffective as communication and inaccurate representation of scholar’s achievement.

• A zero should not be given for not taking a test, not turning in work, or turning it in late. Further evidence should be gathered. Therefore, an “IE” must be in place to support scholars and make it possible for them to complete the missing work.

• Remember, a scholar must provide sufficient evidence of mastery to earn a score for a standard. The consequence for not doing the work should be doing the work, not a zero.

4. When does a teacher use a 1?

• A teacher uses a one when a scholar needs frequent help and meets few key indicators for proficient work related to the standard. In addition, the scholar demonstrates little grade-level knowledge and skills for this point in the school year.

5. If you see a scholar is able to meet the standard, but refuses to take the summative assessment, what does a teacher do?

• Meet with the scholar to identify the root cause. Call/notify the parent/family to share concern and the counselor to find possible solutions in partnership with the scholar.

• Consider accommodations if necessary to support scholar success.

6. What do I enter if a scholar refuses to complete an assessment/assignment?

• Enter an IE as a comment and leave the cell blank. Provide the scholar with an opportunity to retake on a better day.

7. How many IEs can students accumulate?

• There is no defined limit.

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N O Z E R O S F A Q

8. How do teachers hold scholars accountable to participating in class with evidence of learning shown through assignments/assessments?

• The CEL 5 D Instructional Framework dimension of Student Engagement shares criteria to support teachers with creating a culture of scholar accountability.

• Building relationships with scholars every day to support them taking “Ownership of Learning” and “Capitalizing on students’ strengths” represent key teaching moves to integrate into classroom culture and creating buy in for scholars.

9. What are other ways to communicate refused, insufficient evidence, or not turning in work?

• Regularly inputting scores into the grade book is the optimal venue to ensure there is equitable access to grading information for scholars and families. It serves as a third point in the conversation as data for the teacher when meeting with scholars and/or families.

• Teachers meet with the scholar to listen and learn to identify together possible solutions

• Teachers communicate regularly with the family via phone, email, face to face conference with the family and scholar

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R E T A K E S

Multiple Assessment Opportunities and Retakes

An important aspect of standards-based

grading includes multiple assessment

opportunities for each content standard

taught in the classroom. When scholars

do not meet standard, they need multiple

opportunities to demonstrate mastery

in order to show growth in their learning

over time. All teachers in Federal Way

Public Schools will allow some form of

retake opportunity for each reporting

standard.

Key ideas include scholar and teacher

collaboration, no more than two retakes

per assignment/assessment with explicit

reteaching support between retakes, and

only replacing with a higher score and not

averaging both attempts.

O’Connor, K. (2009). How to grade for learning (3rd ed.). Thousand Oaks, CA: Corwin Press.

Wormelli, R. Redos and retakes done right. Educational Leadership. Nov. 2011. Print.

Ask scholars who redo assignments to submit the original attempt with the new one

and to write a brief age-appropriate letter comparing the two.

Focus on standards that will not be assessed again.

Reserve the right to give alternative versions (no more than two retakes) of the

assessment, especially if scholars will simply memorize a correct answer pattern or

set of math answers.

Replace the previous score or mark with the most recent one if it is higher on the

original scale; don’t average the two attempts together.

Teachers may choose to assess multiple times during a semester or year to allow

scholars multiple opportunities to demonstrate proficiency on each standard.

Teachers maintain open communication with parents and families. This includes informing

them when retakes are available and when updated scores will be posted.

Require scholars to submit a plan of relearning and to provide evidence of that

relearning before work can be redone.

Retakes are not accepted the last week of the marking period while teachers are

closing down the grade book and doing report cards.

Given the amount of time required for planning, designing, implementing, and scoring

retake assessments, scholars who score at the proficient level (score of 3) and still wish

to retake an exam to attempt to earn a 4 will initiate the process and develop a method

(idea) for the new measure that will allow them to demonstrate exceeding the standards.

“3 to 5 assessments is the recommended number of assessments that need to be

utilized to determine a student’s achievement against a standard.”

GUIDELINES FOR RETAKES

“Ultimately, appropriate sampling for

grading is about having enough of the

right type of assessment information

to make high-quality decisions about

summarizing scholar achievement” (See

How to Grade For Learning K–12 by Ken

O’Connor, page 178). O’Connor goes

on to advise that the right number of

assessments is 3 to 5. While Marzano

agrees, he also states that “The less

certain you are about a scholar’s

true score on a given topic, the more

assessments you should collect.”


30

P U R P O S E & R A T I O N A L ER E T A K E S F A Q

1. How many retakes?

• Teachers provide scholars with no more than 2 retakes of the assessment.

2. What is the difference between multiple opportunities and retakes?

• Teachers provide multiple opportunities for scholars to master standards. Within these multiple opportunities, if a scholar does not perform to mastery, retake opportunities are provided based on the standards that the scholar needs to master.

3. What do teachers do if scholars have earned a 3 and want to retake to improve to a 4?

• Given the amount of time required for planning, designing, implementing, and scoring retake assessments, scholars who score at the proficient level (score of 3) and still wish to retake an exam to attempt to earn a 4 will initiate the process, by speaking with the teacher, and proposing a method (idea) for the new measure that will allow them to demonstrate exceeding the standards.

4. What does explicit re-teaching look like at multiple levels?

• Re-teaching can be done within three differentiated venues based on scholar or class need:

» whole class,

» small group

» or, one on one based on the skill(s) or concept(s).

5. Why not make formative assessments count towards a grade?

• Teachers may in some instances, but rarely, turn a formative assessment to a summative assessment as long as it is fair, equitable and transparent.

6. How do teachers plan for re-teaching and assessing again when we are pushed for time with the timelines explicit to the ELA and Math GVC?

• The curriculum guides written by teachers have built in two weeks to address the importance of re-teaching and re-takes.

7. What is the timeline (if any) regarding re-takes?

• Retakes are not accepted the last week of the marking period while teachers are closing down the grade book and doing report cards.

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A C C O M M O D A T I O N S a n d M O D I F I C A T I O N S

Grading for Specialized Groups*

Grading and instruction for scholars in specialized groups require teachers to maintain high, rigorous academic standards for all scholars, while differentiating instruction based on the exceptionality. Thus, in order to ensure that each scholar in a special program makes progress towards grade level standards, the general education teacher must:

• Consider necessary adaptations needed to make progress

• Work in conjunction with the instructional team (ELL teacher, special education teacher, counselor, highly capable teachers, etc.)

• Be aware of the accommodations or modifications specific to the scholars in their classes

• Adapt their content for scholars with disabilities as documented in IEPs and 504 plans

*Scholars who are learning English, have a disability, have a 504 plan, or have a highly capable designation

ADAPTATIONS

Procedures for customizing the instruction, assessment and grading system to meet individual scholars’ needs may include accommodations or modifications.

ACCOMMODATIONS MODIFICATIONS

Maintain the same content and rigor of the standard but adjust the method for demonstrating mastery of the standard. The accommodations may include supplemental instructional tools or differentiation for the scholar to access the grade level standard (i.e. SIOP). For scholars who are active English Language Learners (ELL), their current English language acquisition level should be considered when differentiating their instruction. Accommodations are good for many scholars but are essential for scholars who are learning English as a new language, and have a disability and/or HCP designation.

Involve a change in the standard itself. The mastery, cognitive, and grade levels of the standard can be modified to provide access for a scholar with a disability to participate in the course. Only scholars with IEPs can be graded on modified standards if it is documented in her/his IEP.

4Grade based on

modified standard. Use a rubric aligned to the modified standard

to determine the grade.

3Determine the

modified standard. Change the standard

to include appropriate skills and criteria for

this scholar.

5Report the meaning of modified grades.

Add a notation to the report card and connect

to a progress report.

No. The scholar will need adaptations in this area.

AccommodationThe required adaptations do not alter the standard.

No change in grading is required.

ModificationThe required adaptations fundamentally change the standard. (IEP only)

Yes. The scholar can achieve this standard with no supports or adaptations.

1Is this an

appropriate expectation without

adaptations?

2What type of adaptation is needed?

FOR EACH REPORTING STANDARD ASK:

Source: Adapted from Jung, L.A., & Guskey, T.R. (2007).

Standards-Based grading and reporting: A model for

special education. Teaching Exceptional Children, 40(2),

48-53.

This section refers to Principle 3; see page 8.


32

A C C O M M O D A T I O N S a n d M O D I F I C A T I O N S

Grading for Specialized Groups*

*Scholars who are learning English, have a disability, have a 504 plan, or have a highly capable designation

ADAPTA

TIO

NS

Examples of ACCOMMODATIONS Examples of MODIFICATIONS

Reading text aloud

When literacy skills are not being measured orreported, or a scholar is identified as EmergingELL within the reading domain

Example: Reading math word problems aloud

Any time literacy skills are being measured and reported

Example: Having a reading passage read aloud

Extended time

When time (the rate or speed) is not important to the skill being measured

Example: More time for measures of reading comprehension or content-area knowledge

When time (rate or speed) is fundamental to the skill being measured

Example: More time for measures of reading or math fluency

Complete tasks orally

When content knowledge is being assessed, so writing is not the skill being measured or reported

Example: Oral production of long form answers on a social studies assessment

Any time writing skills are being measured and reported

Example: Being allowed to orally present a writing assignment

Fewer questions

As long as all the questions measure the same skill and are of comparable difficulty

Example: Removing half of the 4-digit multiplication problems on a math task

When a test includes questions at varying difficulty levels

Example: Taking away the higher-level analysis essay questions and leaving the recall questions

Prompts and cues

When the prompts and cues support a skill other than the skill being measured and reported

Example: a graphic organizer that helps a scholar plan an essay that will measure knowledge in a history class

Any time the prompts and cues support the skill that is being measured and reported.

Example: Feedback on a scholar’s use of math operations while the scholar completes a task designed to assess ability to select the correct operation.


33

A C C O M M O D A T I O N S a n d M O D I F I C A T I O N S F A Q

2. Why should I provide accommodations?

• Accommodations remove the barriers between scholars’ current learning, disability, and/or language acquisition level and their ability to have equitable access to and demonstrate understanding of grade level content and skills. These accommodations provide all scholars with the opportunity to reach their maximum potential. For scholars on 504s or IEP, the accommodations listed on the 504 or IEP plans are legally required to be provided.

3. Who should receive accommodations?

• Any scholar needing additional support to access or demonstrate grade level content may receive an accommodation.

» Accommodations include scaffolding, which is a process teachers use to add supports for scholars that enhance learning and aid in the mastery of tasks.

» Some examples of scaffolding are: extra time, testing in a quiet environment, using a word-to-word glossary, chunking text, minimizing the number of similar math problems, using sentence frames, using graphic organizers, etc.

• Accommodations can be used for any scholar and are essential for scholars who are learning English as a new language, have a disability and/or HCP designation.

4. How do I accommodate assessments for students with an ELL designation?

• Partner with your ELL specialist to ensure appropriate accommodations. The state provides specific guidance, through the English Language Proficiency Standards, on how to specifically accommodate core academic standards for English Language Learners based on each scholar’s language level as determined by ELPA21 scores.

ACCOMMODATIONS Change how a scholar is learning or demonstrating

the learning of grade level standards.

MODIFICATIONS Change what a scholar receiving special education services

is expected to learn or accomplish, based on their IEP.

• Does not change the learning target or rigor, however;

• Change by lowering, or reducing the learning target or rigor.

• May change the way a scholar accesses or demonstrates their learning.

• Change what is being assessed.

• May change how the scholar is assessed. • Only scholars receiving special education with an Individualized Education Plan (IEPs) can be graded on modified standards if it is documented in her/his IEP.

• No change in grading is required. • Grade is based on modified standard.

1. What is the difference between an accommodation and modification?

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5. Do allowable accommodations differ from district assessment and state assessments?

• Yes, state assessments can have more restrictions based on what is being assessed; if you have questions about accommodations allowed on state assessments please partner with your assessment coordinator.

6. How do I decide if I give an accommodation or a modification?

7. Why should I provide modifications?

• We must provide the modifications that are determined by the IEP team to allow scholars the opportunity to have equitable access and demonstrate understanding of core content and skills. This provides scholars with the opportunity to reach their maximum potential. The IEP is a legal document that calls out what modifications need to be provided. They can be found in the adaptations section of the IEP and must be implemented in the general education classroom.

8. Can I modify assessments for students that have an IEP, 504, or ELL designation?

• Assessments can only be modified for scholars who have an IEP and it is stated in the adaptation section. Collaborate with the SPED case manager to provide modifications based upon the IEP.

• Scholars receiving ELL services or scholars that have a 504 plan cannot receive modifications, unless they also have an IEP (dual served).

Who is eligible for an accommodation or modification?

Review the Grade Level StandardThis is the established criteria for ALL SCHOLARS

Does your scholar have an IEP?

Eligible for ACCOMMODATIONS Eligible for ACCOMMODATIONS MODIFICATIONS provided per IEPGrade based upon Modified Standard

NO (504, ELL, & General Ed)

YES

ACCOMMODATION OR MODIFICATION DECISION TREE

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9. Who is responsible for designing, implementing, and grading a modification that takes place in the General Education setting?

• Modifications are developed in collaboration between the Special Education and General Education teachers and modifications are based upon needs identified in the scholar’s IEP.

• The General Education teacher is responsible for implementing the modifications in the General Education Classroom.

• The General Education teacher grades the scholar based upon the modified standard and enters the grade into the grade level standards. On the report card the general education teacher would identify this as a “modified standard”.

10. Is there a difference between accommodations for SBA and accommodations for daily instruction?

• Accommodations change how a scholar is learning or demonstrating learning, and only certain accommodations are permissible on State Testing.

• It is important to provide the selected accommodations for State Testing during day-to-day instruction and classroom assessment opportunities. Accommodations should not be used for the first time during state assessments.

11. How do I grade students that have modifications?

• Prior to assessment, determine what type of change to the learning target or rigor is appropriate: mastery level, cognitive level, or different grade level standard. Then grade the scholar based on the modified expectations. In the report card, indicate that grades were based upon modified standards.

» Elementary check the modified box and indicate in the comment section.

» Secondary indicate in the comment section

PROCESS FOR GRADING BASED UPON MODIFIED STANDARDS

PLANNING INSTRUCTION GRADING

• In consultation with Special Education Teacher…

• Determine eligibility in the IEP for Modified Standard.

• Determine modification to Standard to align with the IEP reccommendations.

• Provide instruction and assess learning of the Modified Standard.

• Grade product/artifacts based upon the Modified Standard.

• Enter grade earned for the Modified Standard into the grade book under the Grade Level Standard.

• In grade book identify grades based upon Modified Standards by checking the box.

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36

G L O S S A R Y

Adaptations – Procedures for customizing the instruction, assessment and grading system to meet individual scholars’ needs, which may include accommodations, interventions and modifications.

Accommodations – Adaptations that provide access for any scholar to the general curriculum but do not fundamentally alter the grade‐level standard or proficiency level.

Alignment – The directness of the link among standards, district curriculum¸ instructional practices, and assessments.

Assignment – A learning task aligned to standards.

Averaging Scores – (See principle 5) Grades may be inaccurate when they result only from the calculation of the mean in contexts where extreme scores distort results. They can be repaired by considering other measures of central tendency (mode, median) and using professional judgment.

For more reading on averaging scores see:

Guskey, T. and Bailey, J. (2001) Developing Grading and

Reporting Systems for Student Learning. Corwin Press,

Thousand Oaks, CA. Pgs. 140–143.

Marzano, R. (2000) Transforming Classroom Grading.

Association for Supervision and Curriculum. Alexandria,

Virginia. Pgs. 70–76.

O’Connor, Ken (2002) How to Grade for Learning: Linking

Grades to Standards. Corwin Press, Thousand Oaks, CA.

Pgs. 144–146.

O’Connor, Ken (2007) A Repair Kit for Grading: 15 Fixes for

Broken Grades. Educational Testing Service, Portland, OR.

Pgs 81–84.

Tomlinson, C. and McTighe, J. (2006) Integrating

Differentiated Instruction and Understanding by Design.

Association for Supervision and Curriculum. Alexandria,

Virginia. Pgs. 132–133

Curriculum – A more specific version of content standards, designed for each subject area at an individual grade level. Curriculum Guides organize what is taught in the classroom and include the Grade Level Expectations (GLEs) developed by the Office of the Superintendent of Public Instruction (OSPI), best teaching practices, and both formative and summative assessments.

Cut Scores – Cut scores are selected points on the score scale of a test. The points are used to determine whether a particular test score is sufficient for some purpose. For example, scholar performance on the elementary report card is classified into: Above standard at this time, Meeting standard at this time, Approaching standard at this time, and Below standard at this time.

Formative Assessment – A range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve scholar mastery of performance standards.

Grade ‐ A letter, number, or other symbol assigned to summarize the quality of scholar performance.

Key Indicators - Specific expectations for scholars that define what scholars know and are able to do at a particular level. Key Indicators are identified in rubrics and through unpacking standards.

Mark – The “score” (number or letter) given on any single test or performance.

Modifications – Adaptations to the curriculum that fundamentally alter the grade‐level expectation, but do not fundamentally alter the content standard. Modifications are provided only to scholars who qualify for special education services. Modifications typically include reducing the cognitive load, methodology or delivery of instructions, and/or the performance criteria.

Modified Grade – A progress indicator that reflects scholar achievement based on a modified standard.

Modified Standard – An expectation for performance that is challenging for eligible scholars, but is less difficult than a grade‐level academic achievement standard.

Multiple Assessment Opportunities – Evaluations that provide more than one way for scholars to demonstrate attainment of a standard. Scholars need to be provided with multiple opportunities to perform in relation to standards. Multiple opportunities to perform can apply to the assessment approach (open ended questions vs. close‐ended questions), format (constructed response, multiple choice), or context (on‐demand vs. over time, the setting, the purpose of the assessment).

Norms‐based grading – In a norm‐referenced system, a scholar might earn an A for being the “best” performer in the class of very low achievers or a C for being the “worst” scholar in a class of highly advanced learners. Furthermore, norm‐based grading promotes unhealthy competition in which some scholars will necessarily become “winners” and others “losers” as they compete for scarce rewards (i.e., a limited number of As and Bs). The FWPS grading system is based on a criterion referenced system instead. In this system, all scholars have the possibility of earning high grades based on achievement judged against clearly defined standards instead of the rest of the scholars in the classroom.


37

G L O S S A R Y

Principle – An accepted or professed rule of action or conduct.

Priority Standard – Standards that have knowledge, skills, and dispositions that have endurance, leverage, and are essential for preparing scholars for readiness at the next level. These are the most essential learnings or outcomes.

Proficiency – Having or demonstrating an expected degree of knowledge or skill in a particular area.

Reporting Standards – Provide a meaningful summary of a scholars’ performance in clear, concise, friendly language and create shorter report cards. Reporting standards are the result of combining very precise priority standards that share a common skill or concept. Rubric – A scoring tool or set of criteria used to evaluate scholar performance on a task or test.

Standard – The broadest, most general form of learning expectation from which more specific grade level curriculum is developed. Content standards describe what scholars should know and be able to do.

Standards‐Based – A descriptor that suggests how a clear and direct relationship exists among any combination of activities, materials, instructional processes, and assessments and that all relate to each other and to identified standards.

Standards‐Based Assessments – Assessment in which the criteria for evaluating scholar achievement are taken directly from the standards.

Standards‐Based System – A system in which the classroom curriculum is designed to help scholars attain defined standards. There is congruence among a focus on standards, the learning‐teaching activities and materials selected to engage scholars, the assessments used to document scholar attainment of the standards and the grading and reporting of scholar attainment of these standards.

Summative Assessment – Summative assessments evaluate scholar learning at the end of an instructional period by comparing it against an identified performance standard or benchmark.

Zeros – Zero implies the total absence of learning. Missed tests, scores attained by cheating, or assignments not handed in do not offer data about level of learning. Averaging zeros with other scores to calculate a final grade skews the score and results in an inaccurate picture of scholar achievement. A more fair solution to the problem of missing work is to gather or use other information about scholar learning to fill in the gap. A scholar could, for instance, take a test before or after school. If we can’t get other information in time, we may have to use an “Incomplete” to stand in for the grade until we can get enough information to make a stable generalization about the scholar’s level of achievement on the course objectives. If we wish to punish irresponsible behavior, that punishment must take the form that does not distort the scholar’s actual record of academic achievement. That record is too important for informing subsequent instructional decisions in a standards‐driven environment to permit its distortion (Stiggins, Arter, Chappuis, Chappuis; 2004).

For more information about including zeros in grades, see:

Guskey, T. and Bailey, J. (2001) Developing Grading and

Reporting Systems for Student Learning. Corwin Press,

Thousand Oaks, CA. Pgs. 143–144.

O’Connor, Ken (2007) A Repair Kit for Grading: 15 Fixes for

Broken Grades. Educational Testing Service, Portland, OR.

Pgs. 85–92.

O’Connor, Ken (2002) How to Grade for Learning: Linking

Grades to Standards. Corwin Press, Thousand Oaks, CA.

Pgs. 151–154.

Tomlinson, C. and McTighe, J. (2006) Integrating Differentiated

Instruction and Understanding by Design. Association for

Supervision and Curriculum. Alexandria, Virginia.

Pgs. 132–133.

Wormelli, R. (2006). Fair isn’t always equal: Assessment

and grading in a differentiated classroom. Portland, ME:

Stenhouse Publishers.


38

Student:Student ID: Teacher: Date:

Attendance S1 S2 TotalAbsentTardy

Federal Way Public Schools Student Report Grades K-2 Sample

The Purpose of the Report Card is to communicate separately, at a certain point in time, a scholar's progress of:1. Achievement of academic standards2. Behaviors that promote learning (non-academic, social-emotional development, work habits)

Semester 1 (S1)Your child is reading at grade levelYour child's IRLA reading levelReading Level Descriptor:

Behaviors that Promote Learning Semester 1 Semester 2

3=Consistently 2=Sometimes 1=DevelopingCollaboration Learn and engage inactive listening with peers and adults

Ownership of Learning Participatein classroom and school routines to demonstrate ownership of learning

Self-Management Identify strategiesto help me be in control of myself and ask for additional help as needed, with adult assistance


Page 1

End of Year PlacementPlaced in grade

Test Date Scale Score LeveliReady ReadingiReady Math


Student is in, or has been in, Supportive Programif CheckedReading Support (Title1/LAP)

Math Support (Title1/LAP)

English Language Learner (ELL)

Highly Capable Program (HCP)

504 Plan

Individual Education Program (IEP)

Reporting Standards Scale

Excelling Approaching

4Meets all key indicators for proficient work and most key indicators for exceptional work. Demonstrates a deep level of knowledge and skill for this point in the school year.

2With occasional help, meets some key indicators for proficient work related to a standard. Demonstrates some grade level knowledge and skills for this point in the school year.

Meeting Beginning

3Meets most key indicators for proficient work related to a standard. Independently demonstrates grade level knowledge and skills for this point in the school year.

1With help, meets few key indicators for proficient work related to a standard. Demonstrates little grade-level knowledge and skills for this point in the school year.

Not assessed at this time

R E P O R T I N G D O C U M E N T S


39

English Language Arts S1 S2

Reading Foundational SkillsReading Comprehension: NarrativeReading Comprehension: InformationalWriting & ConventionsCommunication: Speaking, Listening, & VocabularyMathematics S1 S2

Word Problems within 100Add and Subtract within 1000Mental MathMeasurementPlace ValueTime and GraphsMusic S1 S2CreatingPerformingResponding and Connecting

Student:Student ID:


Page 2

Science S1 S2Life Science Practices and ConceptsEarth and Space Science Practices and ConceptsPhysical Science Practices and ConceptsEngineering and ApplicationSocial Studies S1 S2Social Studies (Social Studies Skills, Civics, Economics, Geography, History)Physical Education and Health S1 S2Physical SkillsConcepts and StrategiesFitness and NutritionSocial Behavior and Safety SkillsHealth Concepts and Behaviors

Comments S1

Comments S2

Modified See attached




40


Student:Student ID: Teacher: Date:

Attendance S1 S2 TotalAbsentTardy

Federal Way Public Schools Student Report Grades 3-5 Sample




Page 1

End of Year PlacementPlaced in grade



Student is in, or has been in, Supportive Programif Checked

Reading Support (Title1/LAP)

Math Support (Title1/LAP)

English Language Learner (ELL)

Highly Capable Program (HCP)

504 Plan

Individual Education Program (IEP)

Behaviors that Promote Learning Semester 1 Semester 2

3=Consistently 2=Sometimes 1=DevelopingCollaboration Practice and demonstrate active listening with peers and adults

2

Ownership of Learning Developmultiple strategies to demonstrate ownership of learning, specifically:- Completing work on time- Organization of materials and supplies(Routines)

1

Self-Management Choose and practice specific self-management skills to maintain self-control

3

Reporting Standards Scale

Excelling Approaching

4Meets all key indicators for proficient work and most key indicators for exceptional work. Demonstrates a deep level of knowledge and skill for this point in the school year.

2With occasional help, meets some key indicators for proficient work related to a standard. Demonstrates some grade level knowledge and skills for this point in the school year.

Meeting Beginning

3Meets most key indicators for proficient work related to a standard. Independently demonstrates grade level knowledge and skills for this point in the school year.

1With help, meets few key indicators for proficient work related to a standard. Demonstrates little grade-level knowledge and skills for this point in the school year.

Not assessed at this time


41


English Language Arts S1 S2

Reading Foundational SkillsReading Comprehension: NarrativeReading Comprehension: InformationalWriting & ConventionsCommunication: Speaking, Listening, & VocabularyMathematics S1 S2

Problem Solving with Whole NumbersDecimal ConceptsFraction ConceptsWhole Number OperationsPlace ValueGeometry and MeasurementMusic S1 S2CreatingPerformingResponding and Connecting

Student: Student ID: The Purpose of the Report Card is to communicate separately, at a certain point in time, a scholar's progress of:1. Achievement of academic standards2. Behaviors that promote learning (non-academic, social-emotional development, work habits)

Page 2

Science S1 S2Life Science Practices and ConceptsEarth and Space Science Practices and ConceptsPhysical Science Practices and ConceptsEngineering and ApplicationSocial Studies S1 S2Social Studies (Social Studies Skills, Civics, Economics, Geography, History)Physical Education and Health S1 S2Physical SkillsConcepts and StrategiesFitness and NutritionSocial Behavior and Safety SkillsHealth Concepts and Behaviors

Comments S1

Comments S2




42


3.50 - 4.00

Graduation Requirements

Meets all key indicators for proficient work and most key indicators for exceptional work. Demonstrates a deep level of knowledge and skill for this point in the school year.

Washington State History & Government

Math Support (LAP)Reading Support (LAP)

English Language Learner (ELL)Highly Capable Program (HCP)504 Plan

0.00 - 1.99 P Pass

1.00 Developing

Overall Course Grade Legend

2.00 - 2.74

I Incomplete

2.75 - 3.49

2MeetingApproaching

10th Grade Smarter Balanced or Pathway Assessments

Career Plan Essay

Language Arts

1

Scholar is in Supportive Program if Checked Behaviors That Promote Learning(not included in course grade )

Reporting Standard Scores

With occasional help, meets some key indicators for proficient work related to a standard. Demonstrates some grade level knowledge and skills for this point in the school year.

The Purpose of the Report Card is to communicate separately, at a certain point in time, a scholar's progress of:1. Achievement of academic reporting standards.2. Behaviors that promote learning (non-academic, social-emotional development, work habits)

With help, meets few key indicators for proficient work related to a standard. Demonstrates little grade level knowledge and skills for this point in the school year.Beginning

SAMPLE REPORT CARDSecondary School Name

YEARSemester #

Perm ID:

Home Room:

Grade:

Earned Credits

2.00 Sometimes 3.00 Consistently

43

IE

ExcellingMeets most key indicators for proficient work related to a standard. Independently demonstrates grade level knowledge and skills for this point in the school year.

Insufficient evidence

Individual Education Plan (IEP)

Additional Graduation Requirements

High School and Beyond Plan24 Service Hours

Math

#Met/Not MetMet/Not MetMet/Not Met

Met/Not Met

Met/Not Met

iReady Reading #

Test

iReady Math #

Test Date Placement Level

B

F

A

C

$$$2CDCC191-8A97-4F6C-A401-572DA8F89438$$$

Student Name:

Content Required Credits 0.5 1.0 1.5 3.02.0 2.5 4.03.5 4.5 5.0 5.5 6.0 6.5English 1.004.00Soc Studies Elective 1.50Contemporary World History 1.001.00U.S. History 1.00Civics 0.50Math Elective 1.00Algebra 1.001.00Geometry 1.00Science 1.00Lab Science 1.502.00Physical Ed 1.001.50Sr Health 0.50Career and Technical Ed 1.001.00Elective Credit 1.005.00Fine Arts 2.00World Language 1.502.00

Grade Point AverageCurrent GPACumulative for HS IRLA #

Graduation Pathway Met/Not Met


43


The Purpose of the Report Card is to communicate separately, at a certain point in time, a scholar's progress of:1. Achievement of academic reporting standards.2. Behaviors that promote learning (non-academic, social-emotional development, work habits)

Teacher GradeCoursePeriod Course Title

NAME##

TardiesAbsences

Comments:


NAME##

TardiesAbsences

Comments:Teacher GradeCoursePeriod Course Title

NAME##Reporting Standards

Transformations

Congruence

Proofs

Behaviors That Promote Learning Standards

TardiesAbsences

Collaboration - Work collaboratively in a variety of roles

Ownership of Learning - Apply multiple strategies to demonstrate ownership of learning, specifically: Completing work on time, Organizational skills (Routines)Self-Management - Demonstrate problem-solving and decision-making skills that use multiple viewpointsComments:


NAME##

TardiesAbsences

Comments:


NAME##

TardiesAbsences

Comments:


NAME##Reporting Standards

Reading Literary Texts

Reading Informational Texts

Writing

Communication

Behaviors That Promote Learning Standards

TardiesAbsences

Collaboration - Work collaboratively in a variety of roles

Ownership of Learning - Apply multiple strategies to demonstrate ownership of learning, specifically: Completing work on time, Organizational skills (Routines)Self-Management - Demonstrate problem-solving and decision-making skills that use multiple viewpointsComments:


HERITAGE SPAN 2-1FS6207

TardiesAbsences

Comments:


NAME##

TardiesAbsences

Comments:

Perm ID:

$$$2CDCC191-8A97-4F6C-A401-572DA8F89438$$$

Student Name:


44


School Name ElementaryScholar Standards Mastery Report

Semester # HOMEROOM GRADE SEC:# DATE

Grade #Assessments ResultsiReady ReadingiReady MathIRLA Reading

HOMEROOM #

English Language Arts Standards Score

3.RL.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine thecentral message, lesson, or moral and explain how it is conveyed through key details in the text.3.RL.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how theiractions contribute to the sequence of events.3.RL.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literalfrom nonliteral language.

Page: 1 of #DATE PRINTED

Math Standards Score

(P)3.OA.2-Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the numberof objects in each share when 56 objects are partitioned equally into 8 shares, or as a number ofshares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe acontext in which a number of shares or a number of groups can be expressed as 56 ÷ 8.(P)3.OA.3-Use multiplication and division within 100 to solve word problems in situations involvingequal groups, arrays, and measurement quantities, e.g., by using drawings and equations with asymbol for the unknown number to represent the problem.

Social Studies Standards Score

3.SS4-Understands how the environment affects cultural groups and how cultural groups affect theenvironment. (GEOGRAPHY)3.SS7-Uses a graphic organizer to organize main ideas and supporting details from visuals andliterary, narrative, informational, and expository texts. (SS SKILL)

PE #

Physical Education Standards Score

1.A Students will demonstrate competency in a variety of locomotor and and non-locomotor skillsmovement patterns.1.C Students will demonstrate competency in a variety of manipulative skills and movementpatterns.2 Students will apply knowledge of concepts, principles, strategies, and tactics related to movement and performance.4 Students will exhibit responsible personal and social behavior that respects self and others.H1 Students will comprehend concepts related to health promotion and disease prevention, use goal-setting skills, and practice health-enhancing behaviors to avoid or reduce health risks.

Scholar Name- ID#


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Secondary School Name Scholar Standards Mastery Report

Sem # SECTION # DATEGrade ##

Assessments ResultsiReady ReadingiReady MathIRLA Reading

Course

NAME AND SECTIONGrade

LETTERGrade Legend

A 3.50 - 4.0, B 2.75 - 3.49, C 2.00 - 2.74, F 0.00 - 1.99

Standard Score

Applies audience skills in a variety of art settings and performances.

Applies understanding of given circumstances to create Movement.

Applies understanding of given circumstances to create Voice.

Applies understanding of given circumstances to improvise characters or scenes.

Rehearses, adjusts, and refines through evaluation, reflection, and problem solving.

The student communicates through the arts ideas, feelings and purpose.

Understands and Applies Theatre concepts and vocabulary

Writes routinely over time

Course

NAME AND SECTIONGrade

LETTER

Standard Score

6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division offractions by fractions, e.g., by using visual fraction models and equations to represent the problem.For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show thequotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each personget if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup ofyogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.

6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithmfor each operation.6.NS.4 Find the greatest common factor of two whole numbers less than or equal to 100 and theleast common multiple of two whole numbers less than or equatl to 12. Us the distributive propertyto express a sum of two whole numbers 1 - 100 with a common factor as a multiple of a sum of twowhole numbers with no common factor.

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Grade LegendA 3.50 - 4.0, B 2.75 - 3.49, C 2.00 - 2.74, F 0.00 - 1.99


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SCHOOL NAME SAMPLEScholar Competency Mastery Report

Yr CP201-DF DATEGrade #

Assessments ResultsiReady ReadingiReady Math

Course

COMPENTENCY 201(0) SEC:CP201-DF

Standard Score

Better the World: Sense of Responsibility for the Future - Demonstrate a sense of responsibility for the future.Collaboration: Critical Conversations - Participate in conversations to solve problems.

Collaboration: Communication Strategies - Demonstrate a variety of communication strategies.

Collaboration: Diverse Perspectives - Expand understanding based on the diverse ideas of others.

Creativity and Imagination: Investigation - Investigate the world deeply through interdisciplinary study.Creativity and Imagination: Passions, Interests, Strengths - Discover strengths and learn by pursuing passions, interests, and talents.Creativity and Imagination: Products and Performances - Create original, well-crafted, high quality products or performances.Critical Issues & Events: Current Events - Explain the causes and consequences of current events.

Expression: Creative Expression - Produce a range of effective creative expressions for a variety of purposes.Expression: Written Expression - Produce a range of effective written expressions for a variety of purposes.Expression: Verbal Expression - Produce a range of effective verbal expressions for a variety of purposes.Expression: Adaptive Communication - Adapt language and expression for a variety of purposes and audiences.Health and Wellness: Active Life - Develop the knowledge and skills necessary to maintain an active life.Health and Wellness: Healthy Choices - Develop the knowledge and skills related to mental, spiritual, financial, community, emotional and/or physical wellness.Productive Mindset: Honesty and Integrity - Demonstrate consistent honesty and integrity.

Productive Mindset: Reflective Learning - Consistently reflect on experiences and make changes for improvement.Productive Mindset: Goal Setting and Lifelong Learning - Set and pursue short and long term goals that align with personal vision.

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G R A D E B O O K S U M M A R Y

With a focus on the Goal 4 Signature Strategy to sustain with fidelity our system-wide

standards based grading and reporting process to communicate to scholars and families each scholar’s progress toward meeting standards, the FWPS SBGR Committee created a sub-committee comprised of committee members, FWEA representatives, Technology Integration Coach Grade Book trainers, Grade Book Pilot School teachers, principals, scholars, and parents. The goals of the sub-committee included the following:

• Evaluate the current Grade Book using the FWPS Principles of Grading and the Purpose of the Report Card

• Gather feedback from all FWPS stakeholders on alignment and need

• Partner with Synergy to create a fully Standards-Based Grade Book

Based on everyone’s feedback, the fully Standards-Based Grade Book launched in Fall of the 2020–21 school year.

1. TFL IT FWPS Standards-Based Grade Book Canvas Course

• Access this Canvas Course from your dashboard as all teachers are enrolled.

• Take this course as it is the launch of the FWPS Standards-Based Grade Book aligned with this handbook. Clock hours are available.

• All new teachers will be required to take this course once hired for a FWPS teaching position.

• Self-pace in the course to build your background knowledge and/or access How TO Guides as a refresher on grading and reporting strategies.

2. School Site Grade Book Support Sessions

• Three drop-in sessions are offered in-person at your school site by your Technology Integration Coach. These are at the Beginning, Middle, and End of the year and align with specific activities that are needed at that time of the year.

3. Grade Book Webinar Series

• Visit the CLC to sign up for the Webinar Series that will run throughout the year on important topics. The dates will also be posted in the Canvas Course.

4. Help Questions on Grade Book

• Visit the Grade Book Canvas Course with all the How TO Guides

• Connect with your school site Technology Integration Coach

• Enter ITS help ticket using Launchpad to Learning or at HelpDesk.fwps.org (internal only)

• Email Help Desk at [email protected]

• Call Help Desk at ex. 2111 (253-945-2111)

Canvas Course/ Ongoing PD/Help Contacts

Use the QR code or URL to access the FWPS Standards-Based Grade Book Overview Video: https://bit.ly/3b4gO3f

http://HelpDesk.fwps.org

mailto:[email protected]

https://bit.ly/3b4gO3f

SBGR · 2020. 9. 9. · SBGR STAFF HANDBOOK FEDERAL WAY PUBLIC SCHOOLS 6 HOW SBGR PREPARES SCHOLARS...

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