academics

How does standards-based grading differ from traditional grading?
Standards-based grading reports tell us how students are performing on a set of clearly defined learning outcomes.  There is no single mark for a course as is traditionally generated by averaging or combining multiple scores across the duration of a class. Unlike traditional grade reports, standards-based grading measures students’ knowledge of grade-level content by reporting the most recent, consistent level of performance. So, a student might struggle in the beginning of a course with new content, but then learn and demonstrate proficient performance by the end of the course. 
For example:  In traditional grading, the student’s performance for the whole quarter would be averaged . Early quiz scores that were low would be averaged together with proficient performance later in the course resulting in a lower grade than current performance indicates.  Standards-based grading reports separately on academic tasks and work habits in order to give a more accurate report of student progress in both affective and academic areas.  Measures like effort, participation, timeliness, cooperation are not blended into the mark for academic performance.

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Where else in the area is standards-based grading being implemented?
 It is good to note that our own elementary schools have been utilizing standards based grading and reporting for nearly ten years, so it will not be new to the majority of our families.  It is also under study, or already implemented, in Auburn, Federal Way, Franklin Pierce, and Puyallup school districts. 

How should we look at a student’s grades if the system of A-F changes to 4-1?  What should be an A, in the new grading system?
You cannot compare the two grading systems. As they say it is like comparing “apples to oranges”. Standards-based grading philosophy defines a standard, and asks whether or not a student is meeting the standard at given points in the school year, and does not average performance over he duration of a course.  A score of 3 is defined as meeting grade level standards and indicates that a student has demonstrated the skills expected for this reporting period or for the next grade level.  

Some think it is impossible to earn a Level 4?  Is it possible to achieve a Level 4?
Yes it is. However, a level 4 indicates performance that is consistently above performance expected for that point in the school year. Level 4 work shows depth application, connection, and extension, or acceleration beyond the targeted goals. 

If a student is being accelerated in any subject with above grade level standards or materials, is that student required to get a 4 on his report card? 
By definition, level 4 work shows application, connection, extension, or acceleration of the targeted goals. While being instructed above grade level is not required for achieving a level 4, students who are taught above grade level have consistently shown mastery and application of the subject at their current grade.  It would be likely that these students would receive a 4.  Achieving a 4 does not preclude a teacher from suggesting areas for improvement in the comment section of the report card. Receiving 4s does not guarantee that these students’ performance would remain at this level across all reporting periods or for all course components. Student performance may or may not consistently demonstrate application, connection, extension, and acceleration beyond what is expected for that point in the school year.

How will a standards-based report card impact determining athletic eligibility?
In the absence of a GPA (which will not be generated by the standards-based report card), building athletic directors will be able to determine eligibility based on gradebook reports indicating which students are not performing in their classes. These reportsaddress WIAA compliance needs and help identify students in need of extra support.   

If a student receives 1’s or 2’s all year does that mean that the student will be retained?
Intervention classes are in place at all three middle schools to support learners who are behind in math and reading. In most cases, retention can be avoided. The decision to retain a child is never an easy one.  A small number of students are retained each year. If a student receives 2’s, it means his/her work is not as yet meeting the grade level standard.  If a student’s reading, writing or math levels are not meeting the standard for the entire school year, that student could be considered for retention. Many factors enter into this type of decision. 

How will honor roll be determined?
The Honor roll—which excludes the majority of students from recognition for academic growth—is a questionable practice in a standards-based environment. School staffs have been developing recognition programs that acknowledge the academic accomplishments of all students.

How will grading policies be communicated to parents?
School newsletters, Message Center in Family Access, your school’s webpage, and course syllabi will communicate grading pilot information. Parents will be asked for feedback throughout the process. This feedback will be extremely valuable in helping us adjust the card and the process along the way. Since students are the primary audience, we will request their viewpoints as well. Parents and students from each building will be joining the committee to represent their voices.

Will my student still receive teacher comments?
Yes.

How are my child’s marks determined?
A student’s performance on a series of assessments is the justification for a standards-based grade. Practice assignments are just that, practice, and should serve primarily as a source of feedback and instructional support for both the student and the teacher. Practice should not be used as the justification for a component grade. Teachers are encouraged to assess students only after the student practice work indicates a high likelihood of success on the assessment. Teachers may require students to complete their practice work before allowing them to take or retake assessments.

How will I know if my child needs help?
Receiving 1, 2, or IE (insufficient evidence) marks on their progress report can be a sign that students need extra support in the component area where they are receiving low marks. This is one benefit of a standards-based report card—areas in need of support are clearly evident.

What policies are in place to ensure consistency across schools?
The committee has developed clear criteria for each mark and trained pilot teachers on how to apply these criteria to rubric development in their content areas. On-going professional development will help teachers to maintain common expectations at the classroom level.

How will grades for high school level math courses taken in middle school be determined?
Students will earn a 4, 3, 2, 1, mark from their middle school math teacher. Once students enroll in high school, they can decide at any point during high school to have their Algebra or Geometry course transcribed. The high school registrar will use a conversion table developed by high school math teachers to translate the middle school teacher's numeric mark into a letter grade with a GPA value. The letter grade will be based on the numeric marks students earned across all 5 or 6 math report card components.

Standards-Based Grading and Reporting Committee Vision Statement
We envision a student-friendly report card with clearly defined grade mark criteria that bridges elementary and high school grading formats.  The report card will provide meaningful feedback so students can track their progress toward mastery, reflect on their strengths and weaknesses, and identify next steps for learning.

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