Something else. We have reviewed several options and received feedback from several groups, but the reality is that in a standards-based system, if the student demonstrates proficiency, then they have met the learning target and/or standard. Students must “meet” every learning target for each power standard in order to meet the power standard (two reliable measures for each learning target, 3 to 5 LTs per standard). Subsequently, students must meet 70% of the power standards for the subject area in order to pass. The grading scale starts there for both elementary and secondary.

Currently, yes. In a standards-based system, exceeding would suggest that the student needs to move up to the next level/grade.

In Standards-Based Education (SBE), a grade is a tool to communicate student’s progress. It is not a form of compensation between the teacher and the student.

Beginning in the 2011-2012 school year, district assessment scores will no longer reflect points or percentages. Instead, they will reflect a student’s performance based on specific learning criteria. Grades will reflect the student’s level of knowledge through the percentage of power standards that he or she meets.

In the current system, a grade represents different criteria, depending on the teacher or the course. The grade may reflect extra credit, class participation, attendance, effort and work habits. Each teacher grades according to what he or she believes is most important, and grading often measures a student’s standing relative to his or her classmates. Sometimes, grades are used punitively, which can cause more damage than motivation.

In a standards-based approach, parents and students will see consistent grading standards throughout each school—and throughout the district. Teachers will grade based on what each student has learned and how that student meets standards.

In our standards-based education system, students have multiple opportunities to achieve a standard by retaking a test or portions of a test. What does this teach them about the real world where it’s necessary to do one’s best?

In the real world, only people who master certain information or skills are able to receive certain privileges. Our new system puts more focus on student learning, and yes, it allows for multiple attempts for success. It’s actually a more accurate reflection of real-world experience, where a person must meet a certain standard before receiving certain privileges.

Some “real life” parallels are the ACT, SAT, professional exams—even the driver’s test. There are no penalties for the number of attempts on these tests, but failing them gets expensive and wastes time. A person who truly wants the privilege becomes intrinsically motivated to succeed because he or she wants the benefit that goes with passing the test, i.e., getting accepted into a good college, getting licensure in a certain profession—or driving a car.

The standards-based system still features deadlines, also a real-world concept. The teacher has discretion over accepting late work, such as the end of a unit. Policy 2420 reads, “The teacher may limit the number of re-take attempts.”

Reliability is the extent to which a test is repeatable and yields consistent results. Further more, all measurement procedures have the potential for error, so the aim is to minimize this error. Reliability can be improved by getting repeated measurements using the same test and, getting many different measures using slightly different techniques and methods. That being said an observed test score is made up of the true score plus measurement error and therefore is the most highly reliable. Simply put, teacher observation of a student is the most reliable measure.

This speaks to "validity." Two is only the starting point and is the minimum amount. Teachers are the professionals and should use their best judgment. They can always use more.

No, an assessment does not have to be paper/pencil. It can include observations, student feedback, on-demand measures, presentation, etc… The key is providing the student the clear understanding of what he/she needs to do to demonstrate standard (the rubric) and provide the student numerous opportunities to meet it (if needed).

Grading will be based upon Meeting or Not Meeting for power standards converted to a grade (HS Credit Courses) or BAME (K-8).

We will communicate student grades through report cards and progress reports. We will still have GO and we are reviewing options for Parent View or GO for elementary. Parents will continue to see letter grades and the respective levels.

• A, B, C, I, or F for High School
• B, A, M, E for Middle and Elementary

We are working on various options for staff to use for the upcoming school year. However, learning behaviors will not calculate into academic course grades. Currently, staff can use the comment section of the report card to communicate learning behaviors.

Grading will be based on BAME, but we do not yet have specifics on what the different pages will look like.

Parents can go to the SBE website to learn more about Standards-Based grading and reporting. The district will continue to add more information in the coming months, such as graphic organizers, sample report card views, and screenshots of the grade book.

Both are part of the Global Scholar platform. Pinnacle instruction (PI) is the name of the assessment side of the platform. Assessments scored by the PI systems are done so by component (ie standard or learning target) and the results are "pushed" into the Gradebook. The "power" of the platform is that it allows for clear and immediate results, item analysis, learning trend measures, various testing options and numerous summary reports. The "power" of the tool is that it provides teachers with immediate results and the data shows the students who need re-teaching on the specific skill. The system has built-in charts that teachers can show parents and students to help them better understand where an individual student is showing improvement and where growth is still needed. Rather than waiting for the assessments to be scored by hand, entered one score at a time, and each teacher doing his or her own analysis, the system does it for you.

Yes. Individual teachers and teams of teachers will have the option to create assessments that can be used daily in their classrooms. In addition, in fall 2011, we will be piloting science assessments via PI. As we further develop power standards, learning targets, and scales, more common assessments will be created for potential use via Pinnacle Instruction.

Yes. Staff has been receiving training in Gradebook since 2005. Additional training will be provided through the spring and fall. By April 2011, 19 elementary staffs will have received intensive training on the PI system with continued follow-up and support for the Gradebook. Additionally, the Sequoyah and Kilo math teams, and 4 Math teachers at TJHS are piloting the PI system. For fall 2011, the remaining 4 elementary schools as well as the secondary schools will all receive intensive training and support. All teachers are tentatively scheduled to receive training on the new grade book, power standards, learning targets, and SBE in late August.

Several responses come to mind. Time is one. The PI system allows for assessments to be scored "automatically" and "pushed" into the grade book easily. This includes district computation and DCAs. This shortens the turnaround time for results. The results also provide increased clarity regarding student deficiencies as well as the identified "targeted" assistance. Because of the high mobility rate of our students we anticipate that student progress recorded in the "Gradebook" will also follow the student. If a student moves from one school to another, the grades will move with the student to his or her new school. This will allow teachers to have a clearer picture of a student’s progress upon entering their classroom.

Yes. This spring, we will be piloting "views" in Informer.

Several teams are reviewing the options and possibilities this spring. In short, there will be several options for meeting the unique needs of individual programs that are consistent with the district policy.

This spring we will begin the re-calibration and alignment of our math assessments. This will include more than 35 teachers from all levels coming together to "rate" our current math assessments, apply cognitive demand (depth of knowledge) levels to each item, and work to ensure that each item is accurately aligned with power standards and learning targets created by the Standards-Based Math Group.

No, the diagram mentioned is not a screen shot of the Gradebook. Consider this a graphic organizer that represents the process that will be used to calculate the student's progress. As mentioned in an earlier question, we will be testing out a "virtual school" this spring and hope to provide several related screen shots of what it might look like.

At minimum parents will see something similar to what is on GO now. There are other options and layers that are under consideration.