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DMPS GRADING PRACTICES
TEACHER HANDBOOK
2018-2019
Think. Learn. Grow. www.dmschools.org
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TableofContents
SummaryofWorkandDistrictTaskForces…………………………………………………………………………………..3
OurWhyandCoreBelief……………………………………………………………………………………………………………..4
GradingPractices…………………..…….....…………………………………………………………………………………………………….4
GradingPractice1:4-PointScale…………………………………………………………………………………………………..5
GradingPractice2: SeparatingAcademicsfromBehavior………………………………………………………………8
GradingPractice3:BodyofEvidence………………………………………….……….……………………………………….13
GradingPractice4:ConversiontoaGrade………………………………….………………………………………………...19
GradingPractice5:MultipleOpportunitiestoDemonstrateProficiency………………………….……………..21
GradingPractice6:AccommodationsandModifications………………………….………………………….………...25
References:………………………………….…………………………………………………………………………………….………..33
Appendix……………………………………….………………………………………………………….………………………….…….34
Additionalresourcesandinformationmaybefoundathttp://grading.dmschools.orgThiseditionwasupdatedJuly2018.ItisthepolicyoftheDesMoinesCommunitySchoolDistrictnottoillegallydiscriminateonthebasisofrace,color,nationalorigin,sex,disability,religion,creed,age(foremployment),maritalstatus(forprograms),sexualorientation,genderidentity,andsocioeconomicstatus(forprograms)initseducationalprogramsanditsemploymentpractices. Thereisagrievanceprocedureforprocessingcomplaintsofdiscrimination. Ifyoubelieveyouhave(oryourchild)beendiscriminatedagainstortreatedunjustly atschool,pleasecontactAnneSullivan(HumanResources)at2323GrandAvenue,DesMoines,[email protected]
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Summary
Oneofthemostprominenttopicsofdiscourseineducationonthenationalstageisalsooneofthemostcontroversial:effectivegradingpractices. Inthespringof2012,DesMoinesPublicSchoolsidentifiedthedevelopmentandutilizationofdistrict-wideeffectivegradingpracticesasthenextstepforimplementationoftheCommonCoreStandards. AGradingandReportingTaskForcewasorganizedinAugust2012forthepurposeofdevelopingdistrict-wideguidelinesandpracticesthatwouldensureeffectiveandconsistentimplementationofboththegradingandthereportingofstudents’learning. Theteamconsistedofteachers,administrators,andsupportpersonnelfromacrossthedistrict’ssecondaryschools. TheinitialquestionposedbythetaskforcewasHowconfidentarewethatthegradesassignedtoourstudentsareconsistent,accurate,meaningful,andsupportiveoflearning?(O’Connor,2011). Theresponsestothisquestionvariedwidelyandinsodoingreinforcedthedistrict’searlierpositionthatimplementationofeffectivegradingpracticesisthenextcriticalphaseinDesMoinesPublicSchools’missiontoensurethatallstudentspossessthenecessaryknowledge,skills,andabilitiestobesuccessfulatthenextstageoftheirlives. Tothisend,thetaskforceworkedcollaborativelytodevelopGuidingPractices[nowGradingPractices]whichsupportteachersandadministratorsindecisionmakingasthedistrictmoveswithfocusedintentionalitytowardstrulyeffectivegradingpractices.
OriginalDistrictTaskForce
Aspecial“thankyou”tothefollowingindividualswhoinvestednumeroushoursinanefforttoimproveoursystemforstudents:
Curriculum HighSchool MiddleSchool SpecialProgramsNoelleTichyKimO’DonnellChristiDonaldMikeSherman
MindyEukenBJVanVleetCherylBjurstromPamelaHarshbargerSaraCurtoDoug WheelerCrista CarlisleMikeVukovichJeriMoritz
AudreyRiekenChrisReevesCherylModlinDavidJohnsJake TrojaPattyGronewoldJoshBrownLizGrieselMikePentek
VinhNguyenTheresaRouth-ChapmanSusanHopeJanetYoungCaseyDunley
TaskForce2Adistrict-widehighschooltaskforcewasbroughttogetherinSemester2ofthe2017-18schoolyeartorevisitsomeofthegradingpracticesoutlinedintheSRGTeacherHandbook.Thepurposeofthisworkwascontinuationofeffortstoensureeffectiveandconsistentimplementationofboththegradingandthereportingofstudents’learning.TaskForce2,liketheoriginaltaskforce,workedcollaborativelytoclarify,modify,andtightengradingpracticeswhichsupportteachersandadministratorsininstructionaldecisionmakingandeffectiveandfairlearningforallstudents.AhugethankyougoesouttothefollowingeducatorswhounselfishlygavemanyhourstotheworkofTaskForce2:
High School Special Programs Teaching & Learning
JoanDarr SuzannaSierenNikkiEllis ShantellSmithBradJacobson JoeSpiessMcKenzieKennedy Ana-CaraVanDykeAlyssaMcDonald ChristianWhiteJeanMullen JanelleWoodinStephanieNugent AllisonChartierKrysRankin AshleySchryver
Casey Dunley Noelle Tichy Christi Donald Cecilia McDonald Becca Lindahl
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OurWhyWebelieveitiseverychild’scivilrighttobeheldtohighexpectations,regardlessofzipcode.
CoreBelief
DesMoinesPublicSchoolscommittoallstakeholderstoprovidefair,accurate,specific,andtimelyinformationregardingstudentprogresstowardagreed-uponcommonstandardsaswellasfeedbackfornextstepsandgrowthareas. Gradescommunicatewhatstudentsknowandcando.Fair Thesamework,bythesamestudent,shouldreceivethesamegrade,eveniftheteacherisdifferent.Accurate Gradesarebasedsolelyonachievement,whichmeansotherfactors,likebehaviorandattendance,arenotused
tocalculateagrade.Specific Gradingpoliciesshouldbesoclearthatstudentsshouldbeabletotellteacherswhatgradetheyhaveearned,
evenbeforetheteachercalculatesit.Timely Feedbacktostudentsissotimelythatstudentscanactuallyusethatfeedback,rightaway,toimprovetheir
performanceontestsandassignments.
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GradingPractices
1. Aconsistent4-pointgradingscaleisused.
2. Academicachievementisreportedseparatelyfrombehaviors.
3. Scoresarebasedonabodyofevidence.
4. Achievementisorganizedandreportedbylearningtopic. Insecondaryschools,topicscoresareconvertedtoagradeatsemester’send.
5. Studentshavemultipleopportunitiestodemonstrateproficiency.
6. Accommodationsandmodificationsareprovidedforexceptionallearner
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GradingPractice1:
Aconsistent4-pointgradingscaleisused.
ThisisthegeneralscaleforDMPS:
ScaleScore AcademicDescriptorStudent-Friendly
Description
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ExceedingStandardIhavedemonstrateddeep
understandingthatgoesbeyondthelearninggoal.
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MeetingStandard Ihavemetthelearninggoalthat’sin
thetopicscale.
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DevelopingTowardStandard
IhavefoundationalskillsandknowledgeforthelearninggoalandI
amalmostthere.
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InsufficientProgressTheevidencethatI’vesubmittedshowsIhavealongwaytogotoreachthe
learninggoal.
O Noevidenceofstudentunderstandinginsubmittedwork
InworkI’vesubmitted,Ihaven’tyetshownIunderstandthelearning.
M
Missing—studenthasnotsubmittedevidence
Ihavenotyetsubmittedevidenceoflearningforthelearninggoal.
Marzanoreferencesconsiderablemeta-analysesofeducationalstudiesthatshowthatagradebasedonfrequentuseofscaleswithcleardescriptorsresultsinamoreaccuraterenderingofstudents’masteryattheendofagradingperiod. Studieshaveshownthatthereliabilityofascoreobtainedbyasingleteacherusingasmallerscaleis.719,whereasthereliabilityofascoreobtainedusingthetraditionalpointsystemis.294(Marzano,2006,p.118).Inordertocreateobjective,accurategrades,itisnecessarytoutilizeascalewithspecificdescriptorsforeachperformancelevel. Thesmallerthescale,thehigherthereliability,whichmeansindividualdistortionsarelesslikely. Forexample,anAinTeacher1’sclassrepresentsthesamelevelofmasteryasanAinTeacher2’sclassacrossthehalloracrossthedistrict. Whiletheaboveexampleisageneralscale,eachcoursehascommoncontentscalesforeverytopicwithinacourse. Teachersacrossthedistrictwillusethecommoncontentscalestoplanforinstruction,assessstudentlearning,andprovidefeedbacktostudents.InDMPS,weusethegeneralscaleabovetoensurestudents,teachers,andparentsconsistentlyunderstandwhatthedifferentlevelsmeanintermsofmeetingastandardoflearning.Weusecontentscales(ortopicorproficiencyscales—thesethreetermsallmeanthesamething)sothatstudentsandteachersrealizeexactlywhatmustbeunderstoodanddemonstratedtomeetcertainlevels. Thescaleisusedtoplanfor,deliver,andassesslearning.Whatfollowsisanexampleofcontentscales.
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Thisisasample8thgradeMathFunctionstopicscaleforDMPS:
Thefollowingtermsarecriticalwhenplanningforinstruction:
Topicscale: Acontinuumthatarticulatesdistinctlevelsofknowledgeinrelationtoalearninggoal. “Topicscale”isusedinterchangeablywith“contentscale”and“proficiencyscale.”Learninggoal: Thecontentstandard(s)thatcommunicateswhatstudentsshouldknowandbeabletodo. ThisisreflectedinLevel3ofthetopicscale;allthecomponentsofLevel3conveythefulllearninggoal.Learningtargets:Standardsareunpackedintoday-to-dayinstructionaltargets.Therearethreetypesoflearningtargets:
Ø Learninggoaltargets: TargetswrittenatthelevelofcognitivecomplexityofthestandardandfoundinLevel3. Ø Cognitivelycomplextargets: Targetswrittenabovethelevelofcognitivecomplexityofthestandardandfoundin
Level4.➢ Foundationaltargets:TargetswrittenbelowthelevelofcognitivecomplexityofthestandardandfoundinLevel2.
Additionaltargetsmaybeaddedbytheteacherasneededforscaffoldingpurposes.
ActionsConsistentwiththisGradingPractice: ActionsInconsistentwiththisGradingPractice:Doproviderigorouslearninggoalsand4-levelperformancescalesinsteadofa100-pointscaleDousecommonscalestoscorestudentworkDocommunicatelearninggoalsandlearninggoaltargetstostudentso Sharescaleswithstudentspriortoinstructionand
assessmentDogiveformative,descriptivefeedbackthatcommunicateswherethestudentisinrelationtothegoalortargetandwhatthestudentneedstodotoreachthegoalortarget
Don’ttranslatethe100-pointscalestoa4-pointor4-levelscale
Don’tgivefeedbackonlyintheformofascore
Don’taveragescoreso Thispenalizesastudentforearlylearningattempts
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Thisgradingpracticeinaction—Whatmightthislooklikeintheclassroom?
• Atthebeginningofaunit,teachermakessuresheunderstandsthecontentscaleforanygiventopic.• Thisteacher’sunderstandingofthescalefirstresultsfromcommonunderstandingthroughPLCconversations.• Teacherbuildsroutinestoensurestudentsunderstandwhat’sexpectedintheirlearning:
o Teachergivesthescaletostudentsatthebeginningoflearninginaunit,postsitlargeintheroom,andleavesitupthroughouttheunit.
o Teacherandstudentsunpackthescale,startingatLevel3.o Teacherensuresthatallstudentsunderstandwhatthelevelsonthescalecommunicatesotheycanworkon
providingevidenceoftheirlearningtotheteacher.o Teacherhasstudentskeeptrackoftheirownlearningagainstthetopicscaleastheypracticeconceptsand
skillsandgenerateevidence.o Teacherconsidersprintingpertinenttopicscaleatthetopofanytypeofwrittenassessmentsortasksshe
givessostudentshaveimmediateaccessandteachercanprovidedescriptivefeedbackrightonthescale.
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GradingPractice2:
Academicachievementisreportedseparatelyfrombehavior.
Ifweincorporatebehavior,attendance,andeffortinthegrade,wenolongerconsidergradesaccurateindicatorsofmasteryofwrittenstandards. Thegradeshouldreflectwhatthestudentknowsandisabletodo(Wormeli,2006).Measurementthatincludesbehaviordoesnotreflectwhatthestudentknowsandisabletodoacademically.Wecanprovideanecdotalevidence,suchasamountoftimeandresourcesstudentsspendonatask;however,wedonothaveacommonlyaccepted,legallyjustifiable,non-subjectivemethodformeasuringhowhardorsincerelysomeoneisworking.Althoughweteachbehaviorthesameasweteachacademics,thetwoshouldNOTbeaveragedintoagrade. Inclusionofpositivebehaviorscanartificiallyinflategrades;inclusionofnegativebehaviorsintoperformancehasbeenshowntobeadisincentivetoacademicmotivation. “Lowgradespushthestudentsfartherfromourcourse,theydon’tmotivatestudents. RecordingaDonastudent’spaperwon’tlightafireunderthatstudenttobuckledownandstudyharder. Itactuallydistancesthestudentfurtherfromusandthecurriculum,requiringustobuildanemotionalbridgetobringhimorherbacktothesamelevelofinvestmentpriortoreceivingthegrade”(GuskeyandBailey,2001).
BehaviorswillbenotedontheCitizenshipandEmployabilitySkillsRubric(CER)Whilecurriculumguidessuggestastandardpacingofinstruction,penalizingastudentforrequiringmoretime,support,orresourcestomasterastandardiscontrarytodifferentiationandbestpracticesinteachingandlearning. Thesearebehaviors,asisclassroomconduct. BehaviorswillbeassessedaccordingtotheCitizenshipandEmployabilitySkillsRubricandarereflectedonprogressreports,thereportcard,andacademictranscript.
ReportingofCitizenshipandEmployabilitySkillsStudentperformanceontheCitizenshipandEmployabilitySkillsRubricwillbereportedbyindividualteachersattheendofeachsemester. CitizenshipandEmployabilityskillswillNOTbecalculatedaspartofthestudent’sGPA.TeachersdoNOTneedtocollectabodyofevidenceforCitizenshipandEmployabilitySkillsinthegradebook.Traditionaldocumentationwillserveasevidence,suchasofficereferrals,parentcontactlog,ordocumentedconversationsaboutclassroomconduct.
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ActionsConsistentwiththisGradingPractice: ActionsInconsistentwiththisGradingPractice:Doassessstudentsonacademicwork,regardlessofthetime,effort,andparticipationittooktoreachproficiencyonastandardo Ex:Atsemester,studentreceivesagradebasedonlyon
abodyofacademicevidence
Don’tskewastudent’sassessmentscore(s)withbehaviorssuchaslatework,frequentattempts,attendance,disruptions,ornon-participation.o Ex:Don’tgivestudentthenexthigherorlowergradeat
semesterbecauseofeffort.
Anoteabout participation:WhileasageneralruleparticipationisnotincludedinthedeterminationofanSRGgrade,therewillbesomeinfrequentcircumstanceswhereparticipationisaspecificstandardcalledforinthedesignofacourse. Examplesincludeparticipationinphysicaleducationclassesormeetingdeadlinesinajournalismclass.AssessingParticipationwithinaStandard
ActionsConsistentwiththisGradingPractice: ActionsInconsistentwiththisGradingPractice:Doassessspecificskillsrelatedtothestandard.o Ex: Assessstudentsforeyecontactduringaspeech,
vocalintonationduringperformance,demonstratingsafetyproceduresduringalab
Don’tgivestudentscreditforsimplyattemptingORwithholdcreditwhenastudentdoesnotattemptatask.
Thisgradingpracticeinaction—Whatmightthislooklikeintheclassroom?
• Fromthebeginningofaunitorterm,teacherensureshisstudentsunderstandthathewillbeassessingthemontheiracademiclearningofthestandardsthroughdifferenttypesoftasks.
o Healsomakessuretheyunderstandthattheirbehaviorsintheclassroomareveryimportantandthatbehaviorswillbeassessedtoo—justseparatelyfromacademiclearning.
▪ Behaviorsaresoimportantthattheyhavetheirownrubric,theCER(Citizenship&EmployabilitySkillsRubric). TeachergivesstudentstheCERandallgooverthiscarefullyatthebeginningofthetermand/oreachunit.
o TeachergivesstudentsbothtopicscalesandCERatappropriatetimessotherearenoquestionsonexpectations.
o Attheendofaterm(orothertimes),teachermayconsideraskingstudentstoself-assessagainsttheCER;teachermaythenofferownassessmentagainststudents’.
o TeacherentersCERscoresforthatcourseattheendofsemester. CERscoreswillshowuponthereportcardnexttothesemesteracademiclettergradeforthatcourse.
• TheteacherusesthelanguageoftheCERtogivedescriptivefeedbacktostudentsandtocelebratetheirsuccess.
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Grade K-1 DMPS Citizenship & Employability Rubric
Attitude Towards Learning Attitude Towards People Instruction Work Completion Adults Peers
Exceeding 4 The student participates in learning and does not require redirection.
The student consistently completes
classwork.
The student consistently
cooperates with adults by listening and
following directions.
The student consistently
demonstrates respect for peers and helps resolve conflicts.
Meeting 3 The student usually participates in learning and rarely requires redirection.
The student usually completes classwork.
The student usually cooperates with adults
by listening and following directions.
The student usually demonstrates respect for peers and does not participate in conflicts.
Developing 2 The student occasionally participates in learning and
sometimes requires redirection.
The student inconsistently
completes classwork.
The student inconsistently listens
and follows directions.
The student inconsistently
demonstrates respect for peers and does not
escalate conflicts. Beginning or Insufficient Progress
1 The student rarely participates in learning and does not follow redirection to change his/her actions.
The student rarely completes classwork.
The student rarely listens and follows
directions.
The student rarely demonstrates respect for peers and escalates
conflicts. No Evidence 0 Even with help, the student
does not participate in learning and escalates with
given redirection.
Even with help, the student does not complete work.
Even with help, the student does not listen and follow directions.
The student initiates conflict with peers.
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Attitude Towards Learning AttitudeTowardsPeople Instruction WorkCompletion Adults Peers Exceeding
4 TheStudent:• Ispreparedforinstruction
• Participateseverydayand
actionsdriveinstructionforward
• Doesnotrequireredirection
TheStudent:• Completesclassworkeveryday
• Takesadvantageofmultiple
opportunitiestodemonstratelearning
TheStudent:• Cooperateswithadultsby
listeningandfollowingdirections
• Demonstrateseffective
communicationskillswithadults
TheStudent:• Demonstrateseffective
communicationskillswithpeersandemergesasaleader
• Canhelpresolvepeerconflicts
• Embracesdiversityinothers
Meeting
3 TheStudent:• Usuallyispreparedfor
instruction
• Participatesandactions
benefitinstruction
• Rarelyrequiresredirection
TheStudent:• Usuallycompletesclasswork
• Usuallytakesadvantageof
multipleopportunitiestodemonstratelearning
TheStudent:• Usuallycooperateswithadultsby
listeningandfollowingdirections
• Usuallydemonstrateseffective
communicationskillswithadults
TheStudent:• Usuallydemonstrateseffective
communicationskillswith peers
• Usuallydemonstratesrespectforpeersanddoesnotparticipateinconflicts
• Usuallydemonstratesappreciationofdiversityinothers
Developing
2 TheStudent:• Occasionallyispreparedfor
instruction
• Occasionallyparticipatesandactionsoccasionallydistract
frominstruction
• Sometimesrequiresredirectionandchanges
his/heractions
TheStudent:• Inconsistentlycompletes
classwork
• Occasionallytakesadvantageofmultipleopportunitiesto
demonstratelearning
TheStudent:• Inconsistentlycooperateswith
adultsregardinglisteningand
followingdirections
• Inconsistentlydemonstrates
effectivecommunicationskillswithadults
TheStudent:• Occasionallydemonstrates
effectivecommunicationskills
withpeers
• Inconsistentlydemonstrates
respectforpeersanddoesnotescalateconflicts
• Recognizesdiversityinothers
Beginningor InsufficientProgress
1 TheStudent:• Rarelyispreparedfor
instruction
• Rarelyparticipatesand
actionsoftendistractfrominstruction
• Doesnotfollowredirection
tochangehis/heractions
TheStudent:• Rarelycompletesclasswork
• Rarelytakesadvantageofmultiple
opportunitiestodemonstratelearning
TheStudent:• Rarelycooperateswithadults
regardinglisteningandfollowingdirections
• Rarelydemonstrateseffective
communicationskillswithadults
TheStudent:• Rarelydemonstrateseffective
communicationskillswithpeers
• Rarelydemonstratesrespect for
peersandescalatesconflicts
• Doesnotacceptdiversityin
others
NoEvidence
0 Evenwithhelp,thestudent:• Notpreparedforinstruction
• Doesnotparticipate
• Doesnotfollowdirections
• Escalatessituationwhen
givenredirection
Evenwithhelp,thestudent:• Doesnotcompleteclasswork
• Doesnottakeadvantageofmultipleopportunitiesto
demonstratelearning
Evenwithhelp,thestudent:• Doesnotcooperatewithadults
regardinglisteningandfollowingdirections
• Doesnotdemonstrateseffective
communicationskillswithadults
Evenwithhelp,thestudent:• Doesnotcommunicate
effectively
• Initiatesconflictwithpeers
• Doesnotacceptdiversityin
others
Grades2-5DMPSCitizenshipandEmployabilitySkillsRubric
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DMPSCitizenshipandEmployabilitySkillsRubric(Secondary)
Academic Conduct Work Completion Working With Adults Working With Students
Exceeding
4 The Student: • Arrives on time prepared for class every
day. • Participates every day, actions drive
instruction forward. • Consistently does what’s expected and
helps others do the same.
The Student: • Completes work as assigned every day. • Routinely submits work on time. • Takes full advantage of reassessment
opportunities and support.
The Student: • Assumes responsibility for learning by
seeking help and asking questions in a timely manner.
• Consistently listens and follows suggestions given by adults.
• Consistently demonstrates effective communication skills and willingness to work with adults.
The Student: • Effectively leads a group of students. • Can help resolve most conflicts. • Seeks out different points of view. • Embraces diversity in others.
Meeting
3 The Student: • Arrives on time prepared for class
consistently. • Participates in class, actions benefit
instruction. • Accepts responsibility for their actions,
rarely requires redirection.
The Student: • Consistently completes work as assigned. • Usually submits work on time. • Takes advantage of reassessment
opportunities and support.
The Student: • Usually assumes responsibility for
learning by seeking help and asking questions when needed.
• Usually listens and follows suggestions given by adults.
• Usually demonstrates effective communication skills and willingness to work with adults.
The Student: • Effectively communicates with other
students. • Does not participate in conflicts. • Accepts different points of view. • Accepts diversity in others.
Developing
2 The Student: • Arrives on time prepared for class
inconsistently. • Participates in class, actions at times
distract from instruction. • Usually follows redirection and changes
their actions.
The Student: • Inconsistently completes work as
assigned. • Inconsistently submits work on time. • Occasionally takes advantage of
reassessment opportunities and support.
The Student: • Occasionally seeks help and asks
questions when needed. • Inconsistently listens and follows
suggestions given by adults. • Sometimes demonstrates effective
communication skills and willingness to work with adults.
The Student: • Occasionally communicates effectively
with other students. • Does not escalate conflicts. • Occasionally accepts different points of
view. • Occasionally accepts diversity in others.
Beginning or Insufficient
Progress
1 The Student: • Rarely brings materials to class, even
with teacher coaching. • Rarely participates, comments often
distract from instruction. • Does not follow redirection to change
their actions.
The Student: • Rarely completes work as assigned. • Rarely submits work on time. • Rarely takes advantage of reassessment
opportunities and support.
The Student: • Rarely seeks help and asks questions
when needed. • Rarely listens and follows suggestions
given by adults. • Rarely demonstrates effective
communication skills and willingness to work with adults.
The Student: • Does not communicate effectively with
other students. • Escalates conflicts. • Does not accept different points of view. • Does not accept diversity in others.
No Evidence 0 Even with help, the student: • Does not bring materials. • Does not participate. • Does not follow directions. • Escalates situation when given
redirection.
Even with help, the student: • Does not complete work as assigned. • Does not submit work on time. • Does not take advantage of
reassessment opportunities and support.
Even with help, the student: • Does not seek help and ask questions • Does not listen and follow suggestions
given by adults • Does not demonstrate effective
communication skills nor a willingness to work with adults
The Student: • Initiates conflict
Even with help, the student: • Does not communicate effectively • Does not accept different points of view • Does not accept diversity
*All bullet points are indicators for the level. Not all indicators must be met in order to score a student at a particular level in each category.
Adapted with permission from Council Bluffs Community School District
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GradingPractice3:
Scoresarebasedonabodyofevidence.
BodyofEvidenceOurpurposeincollectingabodyofevidenceisto:
• Allowteacherstodetermineadefensibleandcredibletopicscorebasedonarepresentationofstudentlearningovertime.• Clearlycommunicatewhereastudent’slearningisbasedonatopicscaletoinforminstructionaldecisionsandpushstudent
growth.• ShowstudentlearningofLevel3targetsthroughmultipleandvaryingpointsofdata(SeeGradingPractice5).• Provideopportunitiesforfeedbackbetweenstudentandteacher.
ScoringAcollaborativescoringprocessisencouragedtoalignexpectationsofthescaletoartifactscollected.Routineuseofacollaborativeplanningandscoringprotocolresultsincalibrationandacollectiveunderstandingofevidenceofmastery.Enoughevidenceshouldbecollectedtoaccuratelyrepresentaprogressionofstudentlearningasmeasuredbythetopicscale.Teacherslookatallavailableevidencetodetermineatopicscore(See“DeterminingaTopicScore”below).Alltopicscoresshouldbedefensibleandcrediblethroughabodyofevidence.RoleofHomeworkInDMPS,wesupporthomeworkaspractice.Homeworkisnotaboutperfectionbutaboutpracticingwhatwaslearnedintheclassroom.Teachersshouldhelpstudentsunderstandhowhomeworkhelpsthemtomastertheconceptsworkedoninclass.TeacherscanreporthomeworkcompletionontheDMPSCitizenshipandEmployabilitySkillsRubric(CER).Therearelonger-term,multistepprojectsorpapersthatdoneedtobedoneoutsideofclass.Teacherswilluseprofessionaljudgmentastheygaugewhatwillbeworkedoninsideofclassandoutsideofclass.Studentscanbeaskedtocompleteareflectivepieceattheendofamultistepprojectasawaytohelpfurthergaugeindividualstudentunderstandingofstandardsintheproject.Ultimately,whatistermed“homework”(practiceofnewlearningintheclassroom)isnotfactoredintothedeterminationofaacademictopicscore.InsufficientEvidenceAfailureduetoinsufficientevidence(F/IE)isusedbyteacherstocommunicatethatstudentsaremissingordonothaveenoughrepresentativeevidenceforalltopicsand,therefore,cannotpassacourse.Aftertwoweeks,aremainingF/IE(whichisconsideredacoursefailure)willbetranscriptedifstudentshavenotrecoveredmissingevidence.Studentscanengageintopicrecoveryafterthatpoint,buttheF/IEwillremainonthetranscript,inadditiontothenewgrade.IfastudentisatriskforreceivinganF/IE,teachersareexpectedtomakeparent/guardiancontactassoonaspossibletoproactivelyavoidassigninganF/IEandtheneedforfuturerecovery.PostinganF/IEmustbedonemanuallybytheteacherbecausetopicscorescouldautomaticallyaveragetoadifferentgrade;theteacherwillscrolloverthegradeinthe"posted"columnofthesemesterpageinthegradebookandchangethegradetoF/IE.Thisstepmustbedoneafterenteringandsavingallothergrades.Ifateacherre-postsgrades,theF/IEwilldisappear,andthatstudent'sgradewillappearastheaverageofhis/hertopicscores.Therefore,enteringanF/IEshouldbethefinalactionateachertakespriortopostinggrades.NoteregardingInsufficientEvidence:F/IEdoesnotpertaintoelementarylevel.Ultimately:
• WhentogiveanF/IE:astudenthasazeroforoneormoretopicscoresduetoinsufficientevidence• WhentogiveanF:astudenthassubmittedevidenceforalltopics,buttopicscoresaveragetoanF(perInfiniteCampus)
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“Different”KindsofEvidence—noscalescoregivenAttimes,studentsmaycompletetasksthatcannotbefairlyassessed(homework,groupwork,etc.). Inthiscase,itisappropriatetousemarkssuchas+or–orM(missing)inInfiniteCampustocommunicatepatternsoflearningovertimeforatopic. MobilityOutside-of-DistrictTransfersWhenhandlingtransfersfromoutsidethedistrictfromnon-SRGschools,wewanttoaccomplishthefollowing:
o Honortheworkofstudentstransferringintoourclassrooms.o Providegradesfortopicsthathavebeentaughtandassessedintheclassroom.o Communicateagradethatisfairtothestudent,accurate,andmaintainstheintegrityofthesystem.o Honortheprofessionaljudgmentofteachersofthosestudentstransferringin.
ConcerningstudentsfromoutsideDMPSschools:
• Registrarreceiveslettergradesfromoriginalschool• Registrarsendslettergradestoteachersoflikecourses• Teacherswillconvertlettergradesintotopicscoresfortopicsmissedbasedonfollowingscale:
o A=3.0o B=2.5o C=2.0o D=1.75o F=1.0
• Teacherswillenterconvertedscoreforallmissedtopicsasbothasinglepieceofevidenceandthetopicscore• Anoteforeachoftheseentriesstating“TRANSFERGRADE”willbeadded
Additionalpiecesofevidencecanbeaddedduringtheremainderofthesemester,whichcanleadtoanadjustmentofthetransfertopicscore.Ifastudentfromoutofdistrictcomesinandhasunlikecourseswithlettergrades,thesituationwillbehandledonacase-by-casebasis,mostlikelybyteachersandcounselors.Inside-of-DistrictTransfersConcerningstudentsfromwithinDMPSschools:
• Gradebooksareupdatedbyoriginalteachers• Registrarfromoriginalschoolsendstopicscorestoregistraratthenewschool• Registraratnewschoolsendstopicscorestonewteachers• Newteachersentertopicscoresingradebook
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The scores for each topic are averaged together by IC to determine the grade for the class using the following conversion scale.
A(H) = 3.50 to 4.00 A = 3.00 to 3.49 B = 2.50 to 2.99 C = 2.00 to 2.49 D = 1.75 to 1.99 F = Below 1.75
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ActionsConsistentwiththisGradingPractice: ActionsInconsistentwiththisGradingPractice:
Dobasealltasksonthe4-pointscaleo Organizepartsofataskbystandardo Assesseachpartaccordingtothe4-pointscaledefined
fortheparticularstandard
Don’tassignanarbitrarynumberofpointsforatasko Don’tusepointsatall(Wenowusetopicscalesfor
instructionandassessment)o Don’tconvertthe100-ptscaletoa4-ptscaleo Don’tusethetraditional100-ptscaleatall
Dorevealassessmentcomponentsatthebeginningofaunito Designassessmentpriortoinstructiono Aligneachassessmentitemtothecorresponding4-
pointscale
Don’trevealcomponentsofsummativeassessmentjuston“testday.”
Doworkincollaborationtodevelop(andscore)assessments.o Workwithcourse-alikecolleaguestodevelop
assessmentspriortoinstructiono Collaborativelyscorecommonevidenceaccordingtothe
4-pointcontentscale,usingascoringprotocol,atleastoccasionallyinordertocalibrate
Don’tworkinisolation
Doassessrepresentativesampleofworko Assignmeaningfulworkthatwillenableyoutoseewhat
studentsknowaboutalearningtopico Lookatrepresentativesamplestodeterminestudent
understanding
Don’tfollowtraditionalhabitsofgradingstacksofwork.o It’snotaboutscoring/gradingeverysinglethinga
studentdoes;it’saboutassessingrepresentative,meaningfulworkinthedescriptionontheleft
Doconsideraddingthetopicscaletothetopofanassessmentortasksothestudentsalwayshaveinfrontofthemtheexpectationsforthevariouslevels.o Thescalecanthenalsoprovideclear,descriptive
feedbackforthestudents.
Doassignmeaningfulwork.o Givestudentstimetopracticewhileyouareavailableto
answerquestions/correctmisconceptionso Letstudentspracticewithouttyingittotheirgrade
Don’tassignhomeworkdailyorforeachconcepttaught,justforthesakeofassigninghomework.
Dosetfixeddeadlinesforworkandholdstudentsaccountablebyrequiringthemtocompletework(alsoseeGradingPractice5).o Checkinfrequentlyforlong-termprojectso Requirestudentwhofailtomeetdeadlinestocomplete
theworko Recordfailuretomeetdeadlinesasareflectionof
academicconduct/behaviorratherthanareflectionofwhatstudentsknow
Don’tsetfixedandinflexibledeadlinesforstudentworkwithunreasonablepenaltiesforfailingtomeetthedeadline.
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This grading practice in action—What might this look like in practice? Determining a Topic Score:
Ateacherlooksatastudent’sbodyofevidence,withtheconnectedtopicscaleoutforreference,anddeterminesacredibleanddefensiblescore.Usethechartabovetodetermineacorrecttopicscore.BelowyouwillfindthreedifferentoptionsfordocumentingstudentlearninginInfiniteCampus.Theseoptionsaremostbeneficialwhentrackingatthetargetlevel. Option #1:
Body of Evidence
Student Topic Score
11/09/18
Evidence 1 (3A)
10/23/18
Evidence 1 (3B)
10/23/18
Evidence 2 (3B)
10/30/18
Evidence 2 (3C)
10/30/18
Lupe 2.5 3 2 3 2
Option 1: In this example, a teacher has gathered two pieces of evidence. Evidence 1 assesses targets 3A and 3B; Evidence 2 assesses 3B and 3C. Because Lupe demonstrated mastery of targets 3A and 3B over time but is still not proficient on target 3C, she has earned a 2.5 for her topic score. If issuing numerical values at the target level, students are either demonstrating learning at 4, 3, 2, 1, or 0. Consequently, 0.5 increments are not applicable at the target level, only the topic level. (Options continued on next page)
This chart helps a teacher think of how to reach a credible and defensible topic score.
Evidence shows the student can… Topic Score
Demonstrate all learning targets from Level 3 and Level 4
4
Demonstrate all learning targets from Level 3 with partial success at Level 4
3.5
Demonstrate all learning targets from Level 3
3
Demonstrate at least half of the Level 3 learning targets
2.5
Demonstrate all learning targets from Level 2 but fewer than half of the
learning targets from Level 3
2
Demonstrate at least half of the Level 2 learning targets and none of the
Level 3 learning targets
1.5
Demonstrate fewer than half of the learning targets from Level 2 and none
of the Level 3 learning targets
1
Produce no evidence appropriate to the learning targets at any level 0
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Option #2:
Body of Evidence
Student Topic Score
11/09/18
Evidence 1 (3A)
10/23/18
Evidence 1 (3B)
10/23/18
Evidence 2 (3B)
10/30/18
Evidence 2 (3C)
10/30/18
Lupe 2.5 AT PT AT PT
Option 2: In this example, a teacher has gathered two pieces of evidence. Evidence 1 assesses targets 3A and 3B; Evidence 2 assesses 3B and 3C. Because Lupe is Achieving Target (AT) on 3A and 3B over time but is Progressing Toward (PT) target on 3C, she has earned a 2.5 for her topic score. Use the following abbreviations to denote student learning (replacing any other coding, such as + - / ).
• ET: Exceeding Target • AT: Achieving Target • PT: Progressing Toward Target • NM: Not Meeting Target
Option #3:
Body of Evidence
Student Topic Score
11/09/18
3A: Analyze Secondary
Dominant Chords
3B: Compose Using
Secondary Dominant
Chords
3C: Aurally Distinguish
Secondary Dominant
Chords
Lupe 2.5 AT AT PT
Option 3: In this example, a music teacher is documenting Lupe’s current understanding of each (named) learning target without providing a chronological history of her pieces of evidence. Because Lupe is Achieving Target (AT) on 3A and 3B over time but is Progressing Toward (PT) target on 3C, she has earned a 2.5 for her topic score. While specific information about pieces of evidence is not being logged in Infinite Campus, it should be available from the teacher upon request. These scores should be updated as students provide further evidence of their learning. Use the following abbreviations to denote student learning (replacing any other coding, such as + - / ).
• ET: Exceeding Target • AT: Achieving Target • PT: Progressing Toward Target • NM: Not Meeting Target
The difference between “posting” in Infinite Campus and “entering evidence” in Infinite Campus: Posting: a teacher posts a topic score (for a topic scale) after a student has submitted the evidence needed for the teacher to decide on a topic score; a teacher can repost when needed Entering evidence: a teacher uses and tracks marks to show evidence of learning against learning targets in a topic scale. There might be few or several pieces of evidence in the body of evidence for a topic scale. Basic guidelines for posting Students must have the opportunity to submit evidence for a Level 3 target(s) in order for a teacher to issue a topic score. However, there may not be evidence for all learning targets within Level 3. Teachers are expected to update Infinite Campus to show student learning as frequently as possible, in compliance with building directives. If a student has not had the opportunity to provide evidence, do not post topic scores. But post as often as you do have adequate evidence so that information is clear and updated for a viewer/parent.
o When assigning a topic score, it’s not about giving the benefit of the doubt, it’s not about assuming the student really did master the targets but just didn’t show it in the evidence, and it’s not about looking through a body of evidence and estimating what an appropriate score might be. It is about assessing that evidence against the criteria in the scale, using professional judgment, and being confident in the topic score assigned.
o Additional thoughts about deciding on a topic scale score: If student evidence shows that the student clearly, credibly demonstrates
learning around Level 3 in the scale (the standard or learning goal) but has not offered direct evidence of Level 2 learning, it’s allowable to give that evidence a score of 3. If the student has met the goal through evidence, it is a score of 3.
o This is an individual teacher decision. The teacher may certainly want to ask a question or two personally of that student to ensure foundational learning. But all of Level 2 does not have to be demonstrated before defensibly and credibly assessing evidence at Level 3.
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GradingPractice4:
Achievementisorganizedandreportedbylearningtopic. Insecondaryschools,topicscoresareconvertedtoagradeat
semester’send.
Teachersorganizeandreportevidenceofstudentlearningusingpre-establishedlearningtopicsalignedtothecoursestandards.Eachlearningtopicscoreisdeterminedbytheteacher,byexaminingevidencecollectedthroughoutthesemester(see GradingPractice3). Thisscoreisreportedinthegradebookusingthedistrict4-pointscale(seeGradingPractice1).Semestercourselettergradesrepresenttheunweightedaverageofastudent’soverallperformanceacrosstopics.AccordingtoRobertMarzano,anunweightedaverage“simplymeansthatalllearninggoalsareconsideredequal—nogoalhasmoreweightthananyothergoal”(Marzano,2010,p.105).Conversiontoasinglegrade(secondaryonly):Aftertopicscoresaredeterminedbytheprofessionaljudgmentofteachers,InfiniteCampuscomputesagradeforthecourseattheendofthesemester(secondaryonly).Courselettergradesaredeterminedatsemesterusingthefollowingscale:
A(Honors)=3.50to4.00A=3.00to3.49B=2.50to2.99C=2.00to2.49D=1.75to1.99F=0.00to1.74
ExampleofFinalTopicScoresconvertedbyInfiniteCampusandconvertedtoalettergrade:
FinalTopicScores(basedonbodyofevidence+teacherprofessional
judgment)
AverageofFinalTopicScores(computedbyInfiniteCampus)
LetterGradeforCourse(convertedbyInfinite
Campus)
TraditionalGPAValue
TopicA: 3
2.66
B
3.0TopicB: 2.5TopicC: 3TopicD: 2TopicE: 2.5TopicF: 3
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Thisgradingpracticeinaction—Whatmightthislooklikeinpractice?
PostingTopicScoresBigPicture:
o Collectabodyofevidence. RecorditinInfiniteCampus. Determineatopicscorebyusingprofessionaljudgment. Donotaverage.
TopicScores(seealsoGradingPractice3):
o UpdateInfiniteCampustopicscoresasoftenaspossible,asevidenceiscollected,soprogressontopicscalescanbeseenbystudentsandfamilies.
o Eachtimethetopicscoreisupdated,usethe“post”functioninInfiniteCampus.o Mostschoolsrequiretopicscorestobeupdatedeverytwoweeks.
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MultipleOpportunities—Philosophy:Philosophically,westandhereregardingmultipleopportunities:therearetwoformsofmultipleopportunities,bothofwhichrequirebackwardsdesignandintentionalplanning.Oneformisopportunitiesplannedbytheteacherthroughouttheunitofstudyand/orthroughoutthesemester.Ourcurriculumbuildsonitself:ourlatertopicsoftenprovideopportunitiestocollectevidenceofearlierlearning.“Multipleopportunities”isaboutallowingstudentstodemonstratetheirlearningagainthroughoutthecourse.Theotherformisreassessmentoflearningwhichhappensaftercompletingassessmentoflearningattheendofaunitorchunkoflearning(seeinformationbelowon“TwoCyclesinPlanningforMultipleOpportunities”).Studentswillbeallowedmultipleopportunitiestodemonstrateproficiency.Teachersneedmultiplepiecesofevidencetobeconfidentstudentshaveagoodgraspofthelearningtopicsbeforedecidingafinaltopicscore.Tomakestandards-referencedgradingwork,theideaof“multipleopportunities”isemphasized.IfaftertheseopportunitiesstudentsstillhavenotmasteredLevel3,theymaythenbeaffordedthechancetoreassess.Boundaries,Duties,andExpectations:
• EveryteacherplansformorethanonedemonstrationoflearningfromstudentsthroughoutCycle1,CoreInstruction(seegraphic,nextpage).VariousdemonstrationsoflearningprovideevidencetowardlearninggoalswithinCycle1,withuseofCycle2asgenuinelynecessary.
• EveryteacherknowstheCycle1loopmayoccurseveraltimesoverchunksorunitsoflearning.• EverystudentengagesinCycle1,throughtheteacher’sinstruction,coaching,andguidance.• StudentsarenotguaranteedaccesstoCycle2iftheyhaven’twillinglyengagedinCycle1.• StudentswhohavemissedCycle1duetocircumstancesbeyondtheircontrolmustengageinCycle1.Theteachermustensure
thatthishappens.HowthestudentsengageinCycle1inthesecircumstancesisatthediscretionoftheteacher.• Teachersneedtohonorthetwocyclesbyofferingbothcycles.• Howteachersengageinthecyclescanvary.
DeadlinesDuetothestructureofoursemestersandgradingperiods,therewillneedtobeacut-offdateformultipleopportunities.Whenthinkingabouttheendofasemester,ateacherhastheabilitytolimitthecollectionofevidence—fromprevioustopics—thathewillacceptinthelasttwoweeksofthesemester.Allthismustbeclearlycommunicatedtostudentsearlierinthesemesterandthenthroughoutthesemester.Learningandevidencecollectiononthecurrenttopic(s)areexpectedtooccurinclassroomsthroughthetermtotheendofthesemester.Theendofthesemestershouldbetreatedliketheendofanyunit,whichmaybecontrarytopastfinalpractices.Here’sanexampleofthis:Imagineateacherplansforfourunitsoverasemester.Inthelasttwoweeks,shecanacceptevidencefromUnit4,forinstance,butshehastherighttonotacceptevidencefromUnits1,2,or3.Thisisbecausestudentshavealreadyhadampleopportunitytosubmitevidencethroughearlierunits.ExtraCreditExtracreditdoesnotexistinastandards-basedsystem.Likeotherbehaviors,extracreditdistortsagrade.Ifstudentswanttoshowtheyareimprovingtheirlearning,theywillbeprovidedopportunitiestodemonstrateunderstandingatahigherlevel.Additional“points”willnotbegivensimplyfordoingmoreworkorputtinginmoretime.Semestergradesreflectlearning,notagatheringofpoints.TwoCyclesinPlanningforMultipleOpportunities(seenextpages)Onthenextpage,therearetwocyclesshown.Everystudent,throughateacher’sinstruction,movesthroughCycle1,CoreInstruction(upperpartofthegraphic).Cycle2,ReassessmentofLearning(lowerpart),iskickedoffbyastudent’snotdemonstratingmasteryofLevel3inCycle1(notmeredisengagementinCycle1).Cycle2isanoptionforstudentsaftercompletingtheassessmentoflearningattheendoftheunitorendofachunkoflearning.Pages23-24representtheheartofteacherplanning,instruction,&assessment.
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23
InstructionalCycle(ExpandedInformation)
CoreInstruction:AllContentAreasCycle1
Assessmentforlearning:Assessmentprocessesorproductsthatcheckforunderstandingofgoalsandtargetsduringlearningtoinforminstructionaldecisions;oftencalledformativeassessment
Assessmentoflearning:Assessmentorevaluationdesignedtoprovideinformationtobeusedinmakingprofessionaljudgmentsaboutortowardtheendofachunkoflearning;oftencalledsummativeassessment
Examplesof“Waysforstudentstoprovideevidenceofnewlearningin“ReassessmentofLearning:cycle”throughStipulatedSecondChancesItisappropriateandreasonablefordepartmentstorequirestudentstotakeadditionalstepstoshowexpandedlearningpriortoreassessment.Thiscantakemanyforms,includingbutnotlimitedtotheseexamples:
• evidenceofnewlearning• writtenreflection• smallproject• conversationwiththeteacherthatfocusesonlearningtargetsfrom
scaletoshowcorrectionsinearliermisunderstoodconcepts
• workingwithateacheroutsideofclass
• doingmorepractice(possiblythroughawebsiteorsoftwaretool)
• creationofavideotoexplainaconcept
Examplesof“Studentstrackingtheirownlearning”:• Studentsaregiventopicscaleswithdesignatedspotstoself-assess,
takenotes,andrecordtheircurrentunderstandingofthelearningtargets
• Studentsaregivenrecordkeepingsheetsoflearningtargetsandproficiencylevels;theyself-assessregularlyandkeepthesesheetsinabinder
Instruction:Teacherteachesthecontent,includingdifferentiatingbasedonstudentneed.Teacherprovidesinstructionbasedontheprinciplethatstudentslearnindifferentwaysandatdifferentrates.Examples:InfiniteCampus;e-mail/parentcontact;studentstrackownprogress;timely/scale-basedfeedbackonstudentwork
ReassessmentofLearningCycle2
Studentreflectionandrequestforanotheropportunity.Teacherthenasksstudentsquestionssuchasthefollowing:
• Whatistheskill/topic/targetthatyouwouldliketodemonstrate?• Whendoyouplantodemonstrateyourlearningforthis
skill/topic/target?• Whatarethestepsyouwilltaketoprepareforanotherlearning
opportunity?• Whatdoyouneedfromme(theteacher)tosuccessfullycomplete
theadditionallearningopportunity?
• Howhasyourknowledgeofthisskill/topic/targetchanged?
• Whatisyourgoalincompletinganotherlearningopportunity?
• Inthefuture,howwillyoureflectonyourlearningneedspriortoafinalassessment?
Studentprovidesevidenceofstepstakentoshowexpandedlearning:Studentmustshowtherehasbeenimprovementinwhats/heknowsandcandocomparedtotheirpreviousassessmentoflearning.Methodsforthismightincludebutarenotlimitedto:workingwithateacheroutsideofclass,doingmorepractice(possiblythroughawebsiteorsoftwaretool),creationofavideotoexplaintheconcept,etc.
Communicationofassessmentplan:Teachercommunicateswhere,when,andhowthestudentwillengageinthereassessmentoflearning.
24
GradingPractice6:Accommodationsandmodificationsareprovidedforexceptional
learners.
ExceptionalLearnersExceptionallearnersarestudentswhosecurrentperformancelevelissignificantlydiscrepantfromgradelevelstandards.ExceptionallearnersincludebutarenotlimitedtoGifted&Advanced;TwiceExceptionalLearners;studentswithdisabilities,whomayhaveanIEP(IndividualizedEducationPlan)or504;andEnglishlearners. Anexceptionallearnermayormaynothavea504oranIEP(IndividualizedEducationPlan).Adaptations: TwoTypes1) Accommodationsareadaptationsthat“leveltheplayingfield”forastudent.AccommodationsdoNOTchangethelearningstandard(s)forthestudentbutallowthestudenttoparticipateinanddemonstratemasteryofthestandards.Decisionstoaccommodatearemadebytheteacher. Ifastudenthasa504orIEP,itismandatorytoprovidethedocumentedaccommodations.2) Modificationsarechangesincontentandassessmentbasedontherecommendationsfromthestudent’seducationalteam.Thestandard(s)itselfismodifiedthroughaformalteamprocessEnglishLearnersLanguageaccommodationsinthecontentareaswillbeprovidedtoEnglishlearners. AccommodationswillbedocumentedontheTeamReviewandConsentforCourseModificationsform. Thestudent’seducationalteam,includingtheparent,willdecideifmodifyingcurriculumstandardsisappropriate. Ifastudentisnotmeetinggradelevelstandardswithappropriateaccommodations,thenmodificationofthecurriculumwillbeconsidered.Modificationsmadetothecurriculumwillberevisitedasthestudent’sEnglishdevelops.Gifted&AdvancedLearnersGiftedandadvancedlearnersarestudentsthatdemonstratepotentialtoperformatsignificantlyhigherlevelsofaccomplishmentwhencomparedwithothersoftheirage,experience,orenvironment.AgiftedoradvancedlearnermayormaynothaveaPEP(PersonalizedEducationPlan)oranextendedlearningplan.StudentswithDisabilities—SpecialEducationIEPand504SchoolswillusethesamereportcardsforstudentswhohaveanIEPastheydowithgeneraleducationstudents.
Studentswithdisabilitiesmaynotbediscriminatedagainstbecauseoftheirdisability.AllstudentsmayearnAthroughF.
StudentsontheIowaAlternateAssessmentmayparticipateinclassesforreasonsotherthanachievingstandardsandmaybegradedwithaPassorNoPass.Neitherareportcardnoragradetranscriptmayidentifythestudentasastudentwithadisability.TwiceExceptionalLearnersTwiceexceptionallearnersarestudentsidentifiedwithhighpotentialinoneormoreareasbutalsohavelearningdisabilitiesthatmakethematriskinmeetingtheireducationalandsocial/emotionalneeds.
25
ExamplesofAdaptationsWhentheadaptation“levels theplaying field”butdoesnotchange thestandard, it isanaccommodation.
Whentheadaptationaltersthestandard, itbecomesamodification.Remember,amodificationtoastandardisdonerarelyandthenonlybythestudent’seducationteam.
Extended TimeAccommodation:Thestandardisnotchangedwhentherate/speedisNOTpartofthestandard.Example: Extendedtimeonawritingprompt
Modification:Whenrate/speedISpartofthestandardExample:Mathfactfluency
Havingfewerquestionsona taskorassessmentAccommodation:WhenallquestionsareofequaldifficultyandthenumbergivenisadjustedbutthestandardisstillmeasuredExample: Fewerquestionswithequaldifficultyonanassessment
Modification:WhenthecomplexityofthestandardisalteredExample: Eliminatingthenumberofanswersonamultiplechoicetest
UseofacalculatorAccommodation:WhenthestandardisNOTassessingcomputationExample: Solvingone-ortwo-stepequations
Modification:WhenthestandardISassessingcomputationfluencyExample: Fluentlyaddingandsubtractingdecimals
ReadingtexttoastudentAccommodation:WhenthestandardisNOTassessingreadingaccuracy,fluency,orcomprehensionExample:Sciencecommonassessment
Modification:WhenthestandardISassessingreadingaccuracy,fluency,orcomprehensionExample:Englishreadingcommonassessment
Enrichment/ExtensionAccommodation:WhenthelearnerrequiresenrichmentthroughdifferentiationExample: Flexibleclustergroupsandanadvancedcurriculumareprovidedtolearnersthathavedemonstratedtheneed;eachlearnerisassessedindividually
Modification:Grade/contentorcourselevelaccelerationExample:Makingthedeterminationwithabuildingteam&Gifted/Advancedsupportstafftoacceleratea3rdgradestudentto4thgrade
Forfurtherguidanceonchoosingappropriateaccommodations,see“IowaGuidelinesfortheUseofAccommodationsduringInstructionandDistrictWideAssessmentsforStudentswithDisabilities”https://www.educateiowa.gov/sites/files/ed/documents/Iowa%20Accommodations%20Guidelines.pdf
26
27
ProceduresforCourseModificationThedecisiontomodifymustbemadebythestudent’seducationalteam. Theteammustincludeaparent,thestudent,aschoolleader,aspecialist,andthegeneraleducationteacherforthecoursebeingmodified.Roles:SchoolLeader:Ensurestheprocessandproceduresarefollowed;istheidentifiedcontactfortheschool.GeneralEducator:Ensuresalignmenttothecore.Specialist(Consultant/Teacher/ProgramCoordinatorforGT/MTSS,ELL,504,IEP):Ensuresmodificationsareinplace.KeyConsiderations
• Whenconsideringanymodificationtocoursestandardsforagivenstudent,aschoolmustfollowdistrictpoliciesandprocedures.
• Aparentmustbeinvitedviathemeetingnotificationletteratleasttendayspriortothemeeting. IfthestudenthasanIEP,usetherequiredmeetingnotificationletterintheIEPProgram.
• Communicationalwaysneedstobeintheparent/guardian’shomelanguage. ContacttheELLDepartmentfortranslatedformsorinterpreters.
• Thestudent’steamwillusethe“TeamReviewandConsentforCourseModifications”documenttoconsidermodificationofstandards.
• InthecaseofastudentwithanIEP,thisprocessoccursasapartofanIEPmeeting,whichmayrequireanIEPmeetingtobescheduledpriortotheannualreview.
• Schoolswillusethesamereportcardwithallstudentsregardlessoftheadaptations. Aftertheteammeeting,theteacherwillmanuallyoverridethegradeinInfiniteCampustoincludethe^(caretsymbol)nexttoittodenotemodification. Theregistrarwillconfirmthecaretwasateamdecisionbasedonschoolleaderconfirmation.
• Considerationformodificationshouldoccuronorbeforetheendofthefirstnineweeksofthesemester.• AstudentwhocandemonstrateevidenceonpartoftheLevel2(2or1.5)onthecourse’s4-pointscalewouldnotbe
consideredformodification.AdditionalaccommodationsandlearningtargetstoscaffoldtotheLevel2onthecourse’s4-pointscaleshouldbeadded.
• Whenacoursemodificationisended,astudentmusthavedemonstratedevidenceoneachtopic.
28
NotificationLettertoParents/GuardiansTheDesMoinesPublicSchoolDistrictwantstoensurethatallstudentsaresuccessful. Wewillconveneaneducationalteamtodiscusstheindividualneedsofyourchildandtheimplicationsofmodifyingstandardsforoneormorecourses. Wevalueyourinputinthisprocess.Thismeetingisscheduledfor:
Date Time Location
Course(s)thatwillbediscussedatthemeeting:
Youmaycontacttheschoolrepresentativewithanyquestionsorifyouneedtoreschedulethismeeting.
Schoolrepresentative(name):
At:(schoolphonenumber):
OR (emailaddress):
29
TeamReview&ConsentforCourseModifications
StudentName: MeetingDate:
DateofBirth: Grade CreditsEarned:
Course: Semester1/Semester2
TeamMembersPresent Name Role
Parent Student SchoolLeader Specialist(Consultant/Teacher/ProgramCoordinatorfor
ELL,GT,MTSS,,504,IEP)
Modificationsinstandardswillbedoneusing: IowaCoreEssentialElements(AlternativeAssessment) LanguageArtsVerticalArticulationGuide AlgebraFoundationalCompetencies Ifinsecondaryschool,EnglishLanguageProficiencyStandardswillbeused. TheCognitiveAbilitiesTest,ortheMAPtest,ortheIowaassessmentstodeterminespecificacademicmodifications.
Byprovidingyourconsent,yourchild’scourseandgradewillbemodified.Thismodificationwillappearontheofficialtranscriptandbevisibletoexternalinstitutions.RAIandNCAAimplicationshavebeenexplainedandprovided.
Yes,Iconsenttoamodifiedgradeinthefollowingcourse(s):
Course(s) Semester1/Semester2
No,Idonotconsenttomodifiedgradingatthistime.
ParentSignature Date
30
AdditionalConsiderations: ModifiedStandardsTheTransitionPlaninastudent’sIEPshouldguidedecisionsmadeforindividualstudents.
PotentialOpportunities PossibleLimitationsAdmission toa community college(May increase readiness for college level coursework)
Admission toaRegentUniversityupongraduation:Meeting the requiredRAIScore
TransfertoaRegentUniversity(After community college success)
National Collegiate Athletic Association (NCAA)eligibility
Intensive instruction ingoalareasto increase thepotential for future college success
Increased focuson transitionplanning inhighschoolParticipation in vocational classesFutureadmission to vocational programs
RegentAdmissionIndex(RAI)TheRegentAdmissionIndex(RAI)combinesfourfactorsthatstronglypredictsuccessatIowa’sregentuniversities: ACTscore(orSATequivalent);highschoolpercentilerank;highschoolgradepointaverage(GPA);andthenumberofhighschool coursescompletedincoresubjectareas.HowistheRAIUsed?Astudent’sRAIscoreisusedforautomaticadmissiontotheCollegeofLiberalArtsandSciencesandisoneofthecriteriausedforadmissiontotheCollegeofEngineering. Italsoisusedinawardingsomeuniversityscholarships. Foradditionalinformation,goto: http://www.regents.iowa.gov/RAI/Itisrecommendedthatstudentsworkwiththeircasemanager,transitioncoordinator,andcounseloronpost-highschoolplanning.Othercircumstancesmayimpactcollegeacceptance.
(1xPercentileclassrank)
+(2xACTcompositescore)
+(20xCumulativeGPA)
+(5xNumberofyearsofhighschoolcoursescompleteinthecoresubjectareas)=RAIScore
(3xACTcompositescore)
+(30xCumulativeGPA)
+(5xNumberofyearsofhighschoolcoursescompletedinthecoresubjectareas =RAIScore)
PrimaryRAIFormula(forstudentswhosehighschoolprovidesclassrank)
RAIScore-- AlternativeRAIFormula(forstudentswhosehighschooldoesNOTprovideclassrank)
31
CourseNumbersandtheImpactonBoardofRegentsApprovalOnlyageneraleducationcoursenumber,fromthecoresubjectareaswillbeapprovedbytheBoardofRegents. IfastudentisinaclasswithacoursenumbersuchasEnglishI(LA1030)andmeetsthegeneraleducationstandardata1.5(partoftheLevel2onthecourse’s4-pointscale)orabove,THENthecoursenumbershouldbechangedtoageneraleducationcoursenumber,forexample,EnglishI(LA103)inInfiniteCampus.NationalCollegiateAthleticAssociation(NCAA)andEligibilityRequirementsForacademiceligibilitypurposes,theNCAAdefinesadisabilityasacurrentimpairmentthathasasubstantialeducationalimpactonastudent’sacademicperformanceandrequiresaccommodation.Astudentwithaneducation-impactingdisability(EID)mustmeetthesamerequirementsasallotherstudentsbutmaybeprovidedcertainaccommodationstohelpmeetthoserequirements. AstudentwithanEIDmaytakethreeadditionalcore-courseunitscompletedafterhighschoolgraduationpriortofull-timecollegiateenrollment,providedthestudentgraduatesontiewithinfourconsecutiveacademicyears(8semesters)withhis/herclass(asdeterminedbythestartofninthgrade). AstudentwithadocumentedEIDmuststillmeetallNCAAinitial-eligibilityrequirementstoreceiveathleticaidtobeeligibletopracticeandcompeteintheinitialyearoffulltimecollegiateenrollmentatanNCAADivisionIorIIinstitution.EligibilityCenterIfastudentwantstoplayNCAAsportsatanNCAADivisionIorIIschool,thestudentneedstoregisterwiththeNCAAEligibilityCenteratwww.eligibilitycenter.orgTheEligibilityCenterworkswithstudentsandtheirhighschoolstocertifystudentinitialeligibility.CoreCoursesNotallhighschoolclassesareNCAAcorecourses. Acorecoursepreparesthestudentforafour-yearcollegeandistaughtatorabovethehighschool’sregularacademiclevel. Visitwww.eligibilitycenter.org forafulllistofcorecourses.
GradePointAverageOnlyclassesonthehighschool’slistofNCAAcourseswillbeusedforthecore-coursesGPA.TestScoresDivisionIschoolsmatchtestscoresandcore-courseGPAonaslidingscale. AfterAugust1,2018,DivisionIIschoolswillalsouseaslidingscale. Findtheslidingscaleatwww.eligibilitycenter.org
AnSATcombinedscoreiscalculatedbyaddingreadingandmathscores. AnACTsubscoreiscalculatedbyaddingEnglish,Math,Reading,andSciencescores. AstudentmaytaketheSATorACTasmanytimesasdesiredbeforeenrollingfulltimein college. Ifastudenttakeseithertestmorethanonce,thebestsubscorefromeachsectionisusedforinitial-eligibilitypurposes.WhenstudentregistersfortheSATorACT,iftheyusetheNCAAEligibilityCentercodeof9999,theirscoreswillbesentdirectlytotheNCAAEligibilityCenterfromthetestingagency. Testscoresontranscriptswillnotbeusedinastudent’sacademiccertification.
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References
Fisher,D.,Frey,N.,& Pumpian,I.(2012).Howtocreateacultureofachievementinyourschooland classroom.Alexandria,VA:Association forSchool andCurriculum Development.Guskey,T.,&Bailey,J. (2001).Developinggradingandreportingsystemsfor student learning.Newbury Park,CA:CorwinPress.Jung,L.,&Guskey,T. (2012).GradingExceptionalandStrugglingLearners.NewburyPark,CA:Corwin Press.Marzano,R.(2000).Transformingclassroomgrading.Alexandria,VA:Association forSchooland CurriculumDevelopment.Marzano,R.(2006).Classroomassessment&gradingthatwork.Alexandria,VA:AssociationforSchool andCurriculumDevelopment.Marzano,R. (2010).Formativeassessmentand standards-basedgrading.MarzanoResearch Lab. O’Connor,K.(2009).Howtogradefor learning,K-12. LosAngeles:SagePublications.O'Connor,K.(2011). Arepairkitforgrading:15fixesforbrokengrades(2nded.).Boston:Pearson Education,Inc.Reeves,D. (2010).Elementsofgrading: Aguidetoeffectivepractice.Bloomington,IN:SolutionTree.Wormeli,R.(2006).Fairisn’talwaysequal:Assessingandgradinginthedifferentiatedclassroom.Portland,ME :StenhousePublishers.
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Appendix
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