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Progress Reports

The document discusses principles for effective grading and reporting of student progress. It emphasizes that grading should provide clarity, reflect growth over time, and recognize performance above expectations. Grades should be based on specific skills and content rather than comparisons to peers. The reporting system uses ratings of "still emerging," "meeting," and "exceeding" expectations rather than numbers. Family conferences involve students sharing work with families to discuss strengths and challenges. The goal is a holistic understanding of the student's learning experience.

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Making Progress Moving Forward with the Progress Report
A Few Reminders . . . adapted from Thomas R. Guskey Grading and Reporting are not essential to the instructional/ learning process. Teachers can teach without grades and reports. Students can and do learn without grades.
A Few Reminders . . . Checking and feedback are 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 and reporting serves all purposes well. Recognize growth and progress. Identify areas of strength and challenge. Help chart path for continued learning. Provide a "snapshot" of the student's growth.
A Few Reminders . . . Method follows Purpose Multiple purposes require a ... Multi-faceted Comprehensive Reporting system
A Few Reminders . . . The progress report is but one way of communicating with you about your child's progress. Formal/informal notes, student work, Family Conferences, portfolios, exhibitions, conversations, weekly emails, homework . . .
A Few Reminders . . . Grading and reporting progress always involves some degree of subjectivity.
A Few Reminders . . . Reporting is more subjective the more detailed and analytical it is. More detailed and analytic reports are better learning tools.
5 Myths about Grading Grades should provide the basis for differentiating students Select talent or develop talent?
5 Myths about Grading Grade distributions should resemble a normal bell- shaped curve Random events or a purposeful and intentional act?
5 Myths about Grading Grades should be based on students' standing among classmates Peer-driven and competitive or criterion-based (rigorous, challenging, and transparent)?
5 Myths about Grading Poor grades prompt students to try harder. Where's the motivation? Risk aversion and gaming the system
5 Myths about Grading Students should receive one grade for each subject or course 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.
Year-Long Skills/Content
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
Quarter Content & Skills
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.
Quarter Content & Skills
Quarter Content & Skills
The Progress Report Other 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 student's advisor.
On Grading
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 Conferences Goal: To arrive at a holistic understanding of the student’s learning experience. 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 student's 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.