April 30 th, 2012

STANDARDS-BASED GRADING AND

REPORTING

The AES report card communicates to students and parents information about achievement of identified standards as well as progress toward meeting the standards and student learning habits. The report card is intended to identify and guide reflection on learning successes and improve student learning.

PURPOSE STATEMENT

The 3 P’s:Product /Proficiency

How are students doing against your selected standards? For example: Exhibits Mastery, Meets the Standard, Working

toward the Standard, Does not meet the StandardProcess

How are students doing as they strive toward the standard? e.g. work habits, attitude, etc. (Respect, Responsibility,

Approach to Learning)Progress

Is the student demonstrating growth toward the standard? Is the student progressing at a rate and pace that is

expected?

EVERYTHING HAS A PLACE

Introductory Chemistry and Physics

How the final grade was determinedAssessment = 40%Labs = 35%Homework = 15%Participation = 10%

JONAH’S CLASS

JONAH’S GRADEBOOK

Product/Proficiency Process Progress

Quiz #1 Homework (per quarter) Q3

Q3 to Q4 comment as to growth or areas for growth

Acceleration Written Assessment

Participation (per quarter) Q3

Lab: Lego Homework Q3

Lab: Race Car Participation Q4

Newton’s Law Written Assessment

Lab: Build a Bridge

Momentum and Impulse Written Assessment

WHERE DOES IT ALL GO?

What is missing?

WHAT IT COULD LOOK LIKE

In groups of four, create a visual to represent your main learning from this article.

Be prepared to share

ARTICLE REACTION

In a new groupSelect one of the four articles on

grading practicesPlease read and then share the content

(not opinions) of the reading with your group.

GRADING PRACTICES JIGSAW

As a group based on the reading:Which of the four practices that you just read about will be the most challenging to consider changing for you? What steps will you need to take? What resources or support will you need to make the shift?

Are there any other grading practices that may need to change in order to make a successful move to Standards-Based Grading and Reporting.

QUESTIONS TO CONSIDER

Year One – 2011-2012

THE PLAN

Steps Who is Involved

Create 3-Year Strategic Plan Leads (Curriculum Office, ES-MS-HS representative)

Share Research with Faculty Advisory Group (NESA Group)

Refine Purpose Statement Advisory Group

ID and Define Process Standards

Advisory Group

Year Two – 2012-2013

THE PLAN

Steps Who is Involved

Establish Process Standards Advisory Group and HS

Establish Content Standards K-12

Levels of Proficiency and Descriptors

Advisory Group

Proficiency Wording K-12

Professional Development to Support Teachers

HS and K-12, lead by Leads

Complete Unit Development HS

Report Cards – what will they look like

Advisory Group and HS

Year Three- Semester One - 2013

THE PLAN

Steps Who is Involved

PD for EAL and Academic Support

K-12

Plan and begin Parent Education

Leads, Advisory Group, HS, K-12

Veracross Training for SBG reporting

Leads, Advisory Group, HS

Year Three – Semester 2 – 2014

THE PLAN

Steps Who is Involved

New report cards issued K-12

Obtain feedback from all stakeholders: parents, students, teachers

Leads, Advisory Group, HS, K-12

Bi-monthly department meetingsIn-service daysLead and Advisory Group meetingsFaculty Meetings

WHEN WILL THE WORK BE DONE?

Please take a moment to give us your feedback.

REFLECTION