Standards-Based Grading Updates for 2019-2020
Adjusting Learning Targets
Fewer learning targets on the report card will allow for more efficient grading and easier reading.
No More Trend Grading
Weighted averaging will more closely resemble traditional averaging but still allow students to recover from mistakes and reflect growth through teaching and learning.
Students may receive zeros for not submitting assignments, or participating in assignments, which may impact the academic grade.
Homework will be reflected as a separate grade in the behavior category. A score of a '1' in homework may impact Junior High eligibility.
Ongoing Grading Throughout Trimesters
Students will still receive final trimester grades, however, grade calculations will run through trimesters to reflect ongoing teaching and learning that is continuous through trimesters.
IMPLEMENTATION 2018-2019 SCHOOL YEAR
Orland School District 135 is in the second year of its three-year plan leading the way to updated report cards and consistency for student grading and classroom practices impacting grading. Our parents’ voices will be a critical part of this process. In order to include families throughout every step of this process, District 135 is inviting parents to attend informational meetings that will include parents, administrators, and teachers. These meetings include the following:
- Six meetings throughout 2017/18.
- Each meeting will have an agenda aligned to purposes of grading, practices for assessment and grading, and discussing plans for reporting grades.
- Discussions may be guided by ISBE guidelines, research-based practices, trends in education, local norms, policies, and guests.
- 2017-2018 Meetings: Sept 21, Oct. 26, Jan. 25, Feb. 22, March 22, April 19
- Topics: Will include but may not be limited to purposes of grading, homework, late work, Fs, 0s, formative assessment, learning targets, reporting to parents and report cards
- Each meeting will be limited to 2 hrs and will be held from 6:00 p.m. - 8:00 p.m.
- Meetings will take place at The Learning Center at Orland Schools District 135's District Office.
- For the 2017-2018 school year, Orland School District 135 will be extending the invitation to more families and students.
- Sharing drafts of the new K-5 and 6-8 report cards.
- Information explaining and describing the new standards-based grading scale.
Please contact Dave Snyder, Director of Curriculum, with any questions.
firstname.lastname@example.org or 708-364-3319
What is Standards-Based Grading?
Standards-Based Grading (SBG) is a set of teaching and reporting practices that communicate how a student is performing against a predetermined set of expectations. SBG reports achievement on each standard separately instead of combining them like in traditional systems.
SBG also separates out behaviors such as effort, attendance, participation, timeliness, cooperation, and attitude, in an attempt to give the clearest picture of student learning possible.
Grading and Reporting - Shared Belief System
Orland School District 135 has a belief system about the purpose of grades, students, and learning that compels us to move beyond the traditional, single letter grade system. A shared set of beliefs about the purposes of grades guide this work:
Why do we use report cards and assign grades to student work?
Communicate information about strengths/weaknesses so students/teachers/parents understand student progress.
To assess the mastery of skills and standards within a subject matter.
To provide feedback and to show growth, mastery, or lack thereof.
To identify skills mastered and skills that continue to need work
To monitor student progress
Feedback on student achievement
For Whom is the information intended?
What are the desired results from report cards and assigning grades to student work?
To know areas of need and guide instruction, student learning
To access student's mastery of skills
Informs teachers for planning and instruction. More accurate picture of student learning/understanding.
To keep parents informed as to what is happening in the classroom and to provide feedback to students
An accurate and consistent evaluation of student learning
Did our old report card effectively and accurately report academic and non-academic variables?
Not an accurate picture of the student
Academic, somewhat; Non-academic, not really (very mixed)
What information should be communicated on report cards?
Academics - more specific about growth and strengths
Whether or not the standards are being met
What can parents do to support growth
Academic information, non-academic observations (behaviors, social and emotional status, participation, etc.)