Making ProgressMoving Forward with the Progress Report
A Few Reminders . . .adapted from Thomas R. GuskeyGrading and Reporting are notessential to the instructional/learning process.Teachers can teach without grades and reports. Students can and do learn without grades.
A Few Reminders . . .Checking and feedbackare essential. Checking and feedback are diagnostic. - The teacher is an advocate. Grading is evaluative. - The teacher is a judge
A Few Reminders . . .No one method of grading andreporting serves all purposeswell. Recognize growth and progress. Identify areas of strength and challenge. Help chart path for continued learning.Provide a "snapshot" of the students growth.
A Few Reminders . . .Method follows Purpose Multiple purposes require a ... Multi-faceted Comprehensive Reporting system
A Few Reminders . . .The progress report is but oneway of communicating withyou about your childsprogress.Formal/informal notes, student work, Family Conferences, portfolios, exhibitions,conversations, weekly emails, homework . . .
A Few Reminders . . .Grading and reportingprogress always involvessome degree of subjectivity.
A Few Reminders . . .Reporting is more subjectivethe more detailed andanalytical it is. More detailed and analytic reports are better learning tools.
5 Myths about GradingGrades should provide thebasis for differentiatingstudents Select talent or develop talent?
5 Myths about GradingGrade distributions shouldresemble a normal bell-shaped curve Random events or a purposeful and intentional act?
5 Myths about GradingGrades should be based onstudents standing amongclassmatesPeer-driven and competitive or criterion-based (rigorous,challenging, and transparent)?
5 Myths about GradingPoor grades prompt studentsto try harder. Wheres the motivation? Risk aversion and gaming the system
5 Myths about GradingStudents should receive onegrade for each subject orcourse A confounded "hodgepodge grade"• Final projects, papers, and tests count for 50%• Quizzes and Homework count for 20%• Classwork and Conduct count for 30% Product/Process/Progress
Our Guiding Principles• CLARITY (for teachers, students and families)• Grounded in what is actually ASSESSED (skills and content)• Reflects an orientation to GROWTH (not all will move at the same pace)• Commitment to ensuring that ALL STUDENTS meet expectations• Recognizes performance that EXCEEDS EXPECTATIONS
Year-Long Skills/Content• We will report progress on the following scale Still Emerging, Meeting, Exceeding.• We will no longer use the number scale 1-4.• We will continue to use the shared items across all subjects for classwork, homework and conduct.• If there is an "Area of Concern" the teacher will report directly to families to discuss plans.• Unless there is additional communcation from the teacher a rating of "Still Emerging" should be seen as consistent with expected growth.
Quarter Content & Skills• These are the drivers of the report.• They reflect what was assessed/worked on during the quarter.• They are worded to reflect the actual skill/ content that was addressed.• Will not be reported on the 1-4 scale, but rather as "Still Emerging" or "Meets Grade Level Expectations."• Those skills that "Exceed Expectations" will be reported separately on the report.
Quarter Content & Skills• Students and teachers will continue to work on skills that are "Still Emerging" until work "Meets Expectations"• In some cases, this will happen within the regular flow of the curriculum.• In some cases, the student may need to continue to work on the skill outside of the curriculum (i.e., IWP).• In either case, the teachers will continue to monitor and assess performance in this area until the expectation is met.
The Progress ReportOther elements:• Each quarter contains a curriculum statement that provides a narrative account of work completed during the quarter.• The second and third quarters provide a teacher comment on student progress.• The fourth quarter includes a comment by the student on her/his progress.• The fourth quarter also contains a comment from the students advisor.
Questionable Practices• Averaging to obtain a course grade• Across-the-board averaging on all assignments• Giving zeros for work missed or work turned in late• Giving partial credit for corrections• Giving "extra" credit unrelated to class objectives• Taking credit away from students for behavioral infractions
Alternatives• Give priority to the most recent evidence• Give priority to the most comprehensive evidence• Give priority to evidence related to the most important learning goals and expectations
Family ConferencesGoal: To arrive at a holisticunderstanding of thestudent’s learningexperience.The conferences will address, in a general sense,the student’s work to date in all of her/his classes.
Family Conferences• Advisors will help students prepare• Students are active participants• Students share speciﬁc work samples and address speciﬁc areas of strength and challenge.• The conference will run about 30-40 minutes.• The students agenda for the conference comes ﬁrst.
Family Conferences• o"Areas of Concern" Subject area teachers will contact you prior to the conferences o You can alway contact the advisor and/or teacher• Contact the advisor if there are any particular issues that you would like to discuss.• Subject area teachers will also be available for brief 5-10-minute meetings on conference days• If there is a specific issue/question that comes up in a conference, the advisor may encourage you to reach out to the teacher in question who can best respond to the issue.