School Board RoundtableMay 3, 2011

Grading Practices Committee

Recommendations

Tabetha EspositoAmy FalveyBrad Wright

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Overview of Focuses

•Focus 1: Achievement•Focus 2: Zeros•Focus 3: Clear Expectations•Focus 4: Standards-Based Grading•Focus 5: Cheating

A Repair Kit for Grading: 15 Fixes for Broken GradesBy:  Ken O’Connor

2007

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Focus 1: Achievement

Don’t include student behaviors in grades;

include only achievement.

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Focus 1: Achievement Recommendations•Grade academic achievement and work habits separately and with equal importance. •Work with the assessment

committee, ESE and ELL personnel, and district level staff to set clear grading practice policies. 4

Focus 2: Zeros

Don’t include zeros in grade determination

as punishment or when evidence

of learning is missing.

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Focus 2: Zeros Recommendations• Students should be encouraged and

held accountable to complete work.

•Create a way to report “insufficient evidence” of learning.

•Using a 5-point option may solve a lot of issues with the use of zeros, but does not directly address Focus 2.

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Focus 3: Clear Expectations

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Assign grades using appropriate and clear performance standards;

provide clear descriptions of achievement expectations.

Focus 4: Standards-Based Grading

Base grades on a student’s achievement; compare each student’s

performance to preset standards.

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Focuses 3 and 4: Recommendations• Revise report cards to reflect

standards.• Develop common formative and

summative assessments based upon the standards.

• Do not curve grades.• Grade according to achievement on

the standards. 9

Focus 5: Cheating

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Don’t punish academic dishonesty with reduced grades.

Focus 5: Recommendations

•Develop and implement an educational presentation for all stakeholders to teach academic honesty district-wide.•Modify/Clarify current Statement of

Academic Honesty.11

Finalized Committee Recommendations• Revise “Student Progression Plan”

and “Statement of Academic Honesty” to reflect recommended grading practices

• Report academic achievement and work habits separately, but with equal importance 12

Student Progression Plan:Academic Achievement Grade

When reporting a student’s academic achievement grade the evaluation shall relate to:1. level of mastery of standards of the course objectives

that have been identified for each course in the state course description and are compatible with the current K-12 FLDOE Standards,

2. performance on district and/or school assessment criteria and

3. teacher evaluation of students based on mastery of performance standards.

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Student Progression Plan:Academic Achievement Grade

The academic achievement grade shall be representative of the student’s level of mastery of standards based

on data collected throughout the grading period for which the student is

being evaluated. The academic achievement grade shall be based on non-curved measurable evidence.

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Examples of Academic Achievement Grades

• End of Course Exams • Chapter/Unit Tests• Alternative Assessments (oral exams,

rubrics, labs, projects, portfolios, etc.)• Benchmarks (Not baseline)• Individual Class Work (essays, research

papers, note-taking, etc.) 15

Student Progression Plan:Academic Achievement Grade

• Accommodations for ELL and ESE students must adhere to the individuals’ IEP or 504 Plan.• A student’s academic achievement

grade shall not be lowered as a disciplinary measure according to SDIRC School Board Policy, Pupil Personnel 5.14. 16

Student Progression Plan:Work HabitsWhen determining a student’s work habit grade the evaluation shall relate to:1. learning practices that lead to the

mastery of current K-12 FLDOE standards and

2. behaviors and personal responsibilities that contribute to student success.

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Student Progression Plan:Work Habits

The work habit grade shall be based on measurable evidence such as:• Conduct/Behavior• Class Work/Homework Completion• Individual and Group Participation• Organization• Preparedness• Punctuality • Attendance• Honesty (Code of Student Conduct, Statement of

Academic Honesty)

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Student Progression Plan:Report Cards

• A report of student academic achievement, work habits in each subject area, and attendance shall be made each nine weeks during the school year.

• ONLY academic achievement grades will be used to calculate semester grades.

Report cards and eSembler need to be revised to reflect recommended grading practices. 19

Student Progression Plan:Report CardsIncompletes

Evidence of learning must be demonstrated within twice as many days as missed with excused absence(s) not to exceed ten days without administrator approval or the grade will convert to an F {FS 1003.437(6)}.

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Student Progression PlanConsistent changes are needed at all levels (K-12)

as well as changes that are level-specific.

Levels:• Grading and Reporting for Kindergarten to Fifth

Grade (16)• Grading and Reporting for Sixth to Eighth (25)• Grading and Reporting for Ninth to Twelfth (43)

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Code of Student Conduct:Statement of Academic Honesty

In addition to the consequences applied by the teacher, a cheating or plagiarism

violation may be referred to the administration. Refer to the “Matrix of Infractions and Consequences (For

Formal Discipline)” on page 18 within this booklet for a listing of consequences relating

to violations of academic honesty.22

Next Steps

Upon School Board Approval, implement and evaluate recommendations • Revise report card and eSembler to reflect

academic achievement and work habits separately, include ESE and ELL personnel in development.• Develop common formative and summative

assessments based upon the standards.• Provide training for all stakeholders regarding

new procedures and report cards.• Consider additional “focuses” regarding grading

practice procedures. 23

Questions???

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THANK YOU!