SBG at the Middle/High School Level

GRADING AND REPORTING STANDARDS BASED GRADING AT

THE CITY OF ST. CHARLES SCHOOL DISTRICT’S SECONDARY SCHOOLS (7-12)

Timeline

2016-2017: Implementation of a Hybrid Standard-Based Grading model at Middle and High Schools for all 7-12 courses.

Implementation Statement

Grading and reporting in a standards-based system is a process of accurately reporting academic and non-academic performance of students. Student performance will be reported in two separate ways:

• 1. Academic Grades- An accurate evaluation of what a student knows and is able to do as defined in the City of St. Charles School District curriculum documents including course specific scales.

  2. Behaviors that Promote Learning- Factors that describe actions and behaviors that support academic achievement.

The Hybrid Grading System is a combination of a more familiar or traditional grading system while incorporating many of the standard-based grading philosophies. Grades will be given and scored using points and percentages while still adhering to standards developed by the teachers through the curriculum process.

Academic Grades/Indicators

A five letter academic grading scale “A”, “B”, “C”, “D”, “F” will be used in grades 7-12. A student’s final course grade is influenced by academic standards/objectives, formative assessments, and Re-Teach/Re-Learn/Re-Assess opportunities. Formative and summative assessments will be the basis of the course grade.

Middle and High School Hybrid SBG Grading Scale

A=100%-90%

B=89%-80%

C=79%-70%

D=69%-65%

F=64% and below

1. Academic Standards- Standards for each course will be defined in District curriculum and used to organize reporting on student academic achievement. Course specific scales will determine the level of proficiency. Teachers will utilize multiple varied assessment opportunities that measure student proficiency of academic standards

2. Formative Assessments and Re-Teach/Re-Learn/Re-Assess

• • Formative Assessments - Formative assessment is the ongoing collection of information that enables teachers to support a student’s continuous progress towards proficiency of academic standards. Formative assessments provide meaningful feedback for students and teachers. Information gained from formative assessment is used to adjust instruction and affect learning prior to summative assessments. These include assignments related to practice and/ or participation. Formative assessments are included in the final grade of the course. Points in the formative assessment category will constitute no more than 10% of the final grade.

  • Re-Teach/Re-Learn/Re-Assess - When a student scores below proficient (below a “F”) on standards/objectives essential to continued academic progress, interventions designed to support student mastery of the standard(s) will be implemented. Re-assessment will be provided after a student has engaged in a re-teaching/re-learning process as determined by the teacher.

3. Summative Assessments and Final Course Grade

• • Summative Assessments - Summative assessments are designed to measure a student’s proficiency of the academic standards. Summative assessments are to be administered after sufficient formative assessment and instruction have occurred. These include all projects, papers, tests, final exams, and end of course exams. Summative assessments combined with practice, participation and homework are the basis for the final grade. All summative assessments will be used to calculate at least 90% of the student’s final grade.

  • Final Course Grade - A five letter academic grading scale “A”, “B”, “C”, “D”, “F” will be used to report final course grade at the middle and high school levels. For high school courses, the semester final course grades will include a final exam. Certain high school courses may require an End Of Course (EOC) exam to be included in the final course grade.

NOTE: Extra Credit is not appropriate in a standards-based system as grades must be accurate measures of achievement standards. Opportunities for re-teaching, re-learning, and re-assessing shall be available.

NOTE: Homework is an important of part of the learning process as it provides preparation and practice for the summative assessments. Student work, whether formative or summative, should always receive feedback to further student learning. Teachers will include homework in the course grade, but it will not be counted for more than 10% of the total grade.

Middle School Behaviors that Promote Learning - Non Academic Standards (7-8)

Behaviors that promote learning will be reported separately on the Hardin Middle School report card as the 4P’s - Prompt, Prepared, Polite and Productive. See the rubric details below for how students will be graded on Non Academic Standards.

High School Behaviors that Promote Learning - Non Academic Standards (9-12)

Behaviors that promote learning will be reported on the high school report card. These are factors, study habits, and skills that influence academic achievement and promote success, but are not directly tied to the curriculum objectives. The list of behaviors are consistent district-wide but vary by grade level (primary, intermediate, middle, and high). Behaviors that promote learning are recorded as responsibility for learning, engagement of learning, and classroom behavior. They are reported in accordance to the non-academic high school scales and are separate from an academic grade.

• 1. Responsibility for Learning- Students are expected to demonstrate a responsibility in their education. The students are required to bring all of their necessary materials to class and complete all of their homework on time.

  2. Engagement of Learning- Students are expected to complete coursework (formative and summative assessments) inside of class. Participation in both activities and class discussions are key to the students’ success.

  3. Classroom Behavior- Students are expected to be responsible citizens. Students should follow the rules of the classroom and demonstrate positive interactions with other students and staff.

NOTE: Student attendance is addressed through the student handbook/code of conduct.

NOTE: Student academic dishonesty is addressed through the student handbook/code of conduct.

Behaviors that Promote Learning - Non Academic Standards (9-12)

Reporting Expectations

For transcript purposes, high schools will report academic grades and behaviors that promote learning on a semester basis. Parents have the option of checking the Home Access Center for student progress and/or attending Parent/Teacher conferences scheduled approximately mid-term. Teachers will regularly update academic and non-academic indicators on the Home Access Center. Lewis and Clark Career Center may report academic grades and behaviors that promote learning on a more frequent basis depending on the sending school’s requirement for grade reporting.

High School GPA, Class Rank, and Scholarships

To accommodate colleges and scholarship organizations, students will still receive a GPA and class rank. This will be determined based on the students’ grades on their final report cards at each semester. This information will allow students to continue to apply for colleges and scholarships in a traditional manner.

Special Populations

Students with disabilities under IDEA 2004 or Section 504 of the Rehabilitation Act of 1973 will participate in the high school’s grading and reporting of academic achievement and behaviors that promote learning the same as students without disabilities unless accommodations or modifications are clearly written into the Individual Education Plan (IEP) or Section 504 Plan. The IEP or 504 Plan should specify when, where, and to what extent the accommodation or modification should occur and who is responsible for implementing the accommodation/modification.

Students identified as ELL (English Language Learners) will participate in the high school’s grading and reporting of academic achievement and behaviors that promote learning. If an identified ELL student requires accommodations or modifications as defined by IDEA 2004 or Section 504 of the Rehabilitation Act of 1973, and the accommodations or modifications are written in an IEP or Section 504 Plan, then the IEP or Section 504 Plan should specify when, where, and to what extent the accommodations/modification should occur and who is responsible for implementing the accommodation/modification.

Students identified as gifted will participate in the high school’s grading and reporting of academic achievement and behaviors that promote learning. In cases of acceleration, achievement on standards beyond grade level curriculum will be conveyed to parents. The student will not be penalized for challenging themselves beyond work expected by grade level.