Standards Based Grading Guidelines
1) The primary goals of grading and reporting are to communicate:
a) What each student knows and is able to do in relation to curriculum content, which is aligned to district content standards and checkpoints.
b) The influence of positive and consistent work habits and behavior on student learning.
2) Priority will be given to:
a) The most recent evidence of student learning of standards/checkpoints
b) The most comprehensive evidence of student learning of standards/checkpoints
c) The most important learning goals or standards/checkpoints.
3) 2. I’s (INCOMPLETES) will be used for missing, late or neglected work. The incomplete can be changed to a zero if the student does not meet the “late work” deadline. (Late work deadlines are 1 week beyond the due date).
a) Students are allowed one week after the due date to complete any missed assignments, quizzes or tests. Students who miss assignments, quizzes or tests due to absences will get one week plus the number of days they were absent to complete the late assignment, quiz or test. Before a student is allowed to re-take a test or quiz, the student must demonstrate to their teacher that they have prepared for the re-take. (Each teacher may have a different procedure for students to demonstrate their readiness for a re-take)
b) All incoming freshman will be graded on a 0 to 4 scale for the 2011-12 school year. The 0 to 4 will also have a grade conversion for students/parents who want letter grades.
c) Semester grades will be based on the following formula – 40% 1st quarter, 40% 2nd quarter and 20% Final.
d) Homework cannot count for more than 10% of the grade.
e) Attendance, Behavior, Effort, etc. cannot be averaged into the academic grade.
4) 3. Non-achievement factors will be reported under work habits. (2011-12) Work Habits and Life Skills will be reported separately on the 2011-12 report card.
5) Teachers will report in two areas: (Freshman class in 2011-12)
a) Class/course/subject knowledge based upon proficiency on standards checkpoints
b) Work habits. (2011-12 – Freshman)
Frequency of Reporting
6) Teachers will report in the above areas four times a year, generally at the end of each nine week period.
Mid Quarter Reporting
7) Teachers must report out in any area where a student is in danger of failing, not progressing appropriately towards standards and checkpoints or when work habits/behaviors are negatively impacting student learning at the midpoint of each quarter.
8) Quarterly reporting is just one communication vehicle in a larger, more comprehensive system. This larger system includes such items as evaluated projects or assignments, parent/teacher conferences, student led conferences, student portfolios, phone calls to parents, performances, annual Individual Education Plan reporting, standardized assessment reports, newsletters, school web pages, weekly/monthly or mid-quarter progress reporting and homework assignments.
9) Students must demonstrate appropriate progress or proficiency on the content standards embedded in the course through teacher judgment based upon district assessments, end of course test or other measurements as well as meeting other stipulated course expectations in order to receive a passing grade in a class, course or subject.
10) Summary grades will include achievement of standards and/or checkpoints based on a body of evidence.
11) Summary grades for students with Individual Education Plans (IEP’s) will be based upon the achievement or progress towards goals listed in their IEP.
12) Tasks completed, whether in or outside of class, which demonstrate understandings of content knowledge (e.g. art project, research paper) are reflected in a student’s achievement grade.
13) Tasks that are assigned for practice and preparation are reflected in the Work Habits Grade.
14) Teachers determine grades by examining products and progress towards standards and checkpoints. These may include: students’ checkpoint scores, unit assessments, anchor assessments, reports, projects, exhibitions, performances, laboratory projects, oral presentations, quizzes, portfolios, teacher observations, teacher records, and descriptors for letter grades.
Descriptors for Quarterly Grading Scale:
Evidence of student learning…
A= exceeds standards/checkpoints for this grading period.
B= meets standards/checkpoints for this grading period.
C= is progressing toward standards/checkpoints for this grading period.
D= does not meet / interventions necessary for standards/checkpoints in this grading period.
I = Insufficient Evidence / Interventions necessary for standards/checkpoints in this grading period.
When a Student Earns a D, F or an I
If a student earns a D or an I, teachers will provide a comment on the report card. The student is expected to demonstrate proficiency on the checkpoints and earn a grade that gives an accurate description of that learning during the new grading period through interventions.
Employability Skills Grade (Freshman 2011-12)
Tasks, which are assigned for practice or preparation, are reflected in this report. These may include: homework completion, homework quality, other non-achievement factors such as class participation, work ethics and neatness, effort, attendance, punctuality of assignments, class behavior and attitude, student notebooks and journals, classroom observations (demonstrating work habits and behaviors) will also be included in this summary grade.
Reports for students with specific behavioral goals stated in IEP’s will be based upon achievement of progress toward these goals.
Employability Skills Descriptors for Quarterly Grading Scale
4=Work habits consistently exceed expectations.
3=Work habits consistently meet expectations.
2=Work Habits inconsistently meet expectations
1=Work habits do not meet expectations.
Each department/team will be responsible to create a scoring guide to assess performance on work habits. (See attached sample)
Grading/Reporting for students who receive Instructional Support Services (Students with disabilities, second language learners, or gifted and talented)
Students who have IEP goals and objectives must receive grades based on progress toward the specific goals and objectives delineated in the IEP. If a student’s performance on related standards is impacted by the disability addressed in the IEP goals, consideration must be given when determining the content grade. For example, a student with a writing disability may need special consideration when being graded on their ability to use the scientific method to write a research paper.
English Language Learners also have a custom plan to meet their language goals. These plans are written by the ELAP teacher based on the student’s language level and which ESL standards are appropriate. Grading in mainstream content areas should be a joint effort with the classroom teacher and the ESL teacher to determine the appropriate grade based on the student work in class and toward the ELL goals on the ELL plan.
Essential Conditions for Making Grading Adaptations
1) Input from the regular classroom teacher, the student, that parent, and the cooperating case manager should be considered in determining the adaptations made.
2) Grading adaptations should be formalized and consistent with documentation of individual need.
3) Grading adaptation should be applied individually and conscientiously.
Guidelines for Differentiated Instruction
4) Plan curriculum alternatives that permit these students to proceed to appropriate levels of learning.
5) Implement these alternative activities as learning experiences with the regular classroom or as activities in a specially assigned classroom.
Use differentiated rubrics, contracts and modified course requirements for quality, quantity, and timelines