Secondary WOLT Grading Committee Recommendations to Support District Benchmarking Initiative

Secondary WOLT has determined that benchmarking will begin fall 2007 Secondary WOLT has determined that benchmarking will begin fall th Grade: Math and ELA 6 th Grade: Math and ELA 9 th Grade: Algebra, English I, and Biology 9 th Grade: Algebra, English I, and Biology Committee created to determine grading changes that will support and facilitate benchmarking Committee created to determine grading changes that will support and facilitate benchmarking Current proposal represents significant research coupled with large number of meetings, discussions, and feedback Current proposal represents significant research coupled with large number of meetings, discussions, and feedback Secondary Grading Committee Brief Overview

Secondary Grading Recommendations Letter Grades Continue to use letter grades to communicate student achievement (A, B, C, D, I, F) Continue to use letter grades to communicate student achievement (A, B, C, D, I, F) Letter grades will result from the consistent application of common weighting standards across departments. Letter grades will result from the consistent application of common weighting standards across departments. Common Weighting: Common Weighting: Minimum of 70% for common assessments Minimum of 70% for common assessments Remaining 30% considers other factors with a cap of 10% on homework. Remaining 30% considers other factors with a cap of 10% on homework.

Mastery of the viable curriculum Mastery of the viable curriculum Track mastery of the expectations that define the viable curriculum via common assessments. Track mastery of the expectations that define the viable curriculum via common assessments. Mastery of the viable curriculum results in a grade no lower than “C”. Mastery of the viable curriculum results in a grade no lower than “C”. Note: Ongoing reporting would reflect “current status”. Override would be applied to final grade. Secondary Grading Recommendations Letter Grades

Mastery of the viable curriculum – Example Mastery of the viable curriculum – Example Mastery of the Viable Curriculum Rationale % Assessments = 765/900 70% Assessments = 765/900 10% Homework = 0/130 10% Homework = 0/130 20% Other = 0/260 20% Other = 0/260 Total = 765/1290 = 59% F Total = 765/1290 = 59% F Override would apply and the student would receive a “C” for a final grade Override would apply and the student would receive a “C” for a final grade

Secondary Grading Recommendations Mastery of Benchmarking Expectations Benchmarking Expectations – The viable curriculum is defined by specific, well articulated expectations that students are to master. Benchmarking Expectations – The viable curriculum is defined by specific, well articulated expectations that students are to master. Mastery of individual or groupings of benchmarking expectations will be set between 70% and 80% as determined by the needs of each department. (Most departments will use 75%.) Mastery of individual or groupings of benchmarking expectations will be set between 70% and 80% as determined by the needs of each department. (Most departments will use 75%.) Note: Scores on a given rubric will be equated to mastery. These scores can be converted into numbers or percentages.

Secondary Grading Recommendations Mastery of Benchmarking Expectations Common assessments will provide benchmarking data to allow: Common assessments will provide benchmarking data to allow: Intervention MS & HS Intervention MS & HS Course repeat HS Course repeat HS Benchmarking data must be collected to plan for, provide, and measure student achievement relative to state standards. Benchmarking data must be collected to plan for, provide, and measure student achievement relative to state standards.

Secondary Grading Recommendations Mastery of Benchmarking Expectations Common assessments will continue to be created to measure student achievement relative to benchmarking expectations. Common assessments will continue to be created to measure student achievement relative to benchmarking expectations. Benchmarking data will come from individual expectations OR groupings of expectations as determined by the needs of the department. Benchmarking data will come from individual expectations OR groupings of expectations as determined by the needs of the department.

Examples: Scenario 1 Mastery of Benchmarking Expectations %78%50% Individual Expectations Support/Intervention Change score when mastered All scores used in grade calculation

Examples : Scenario 2 Mastery of Benchmarking Expectations Groups of ExpectationsT1E1E2E383xxx Overall test score > 74% (Mastery level at 75%) All expectations mastered Score used to calculate grade

Examples : Scenario 2 Mastery of Benchmarking Expectations Groups of ExpectationsT1E1E2E350xx Overall test score < 75% (Mastery Level at 75%) Record individual expectations Score used to calculate grade Support/Intervention Score changed when mastered

Examples : Scenario 2 Mastery of Benchmarking Expectations Infinite Campus Gradebook Score above the cut – all expectations mastered.

Examples : Scenario 2 Mastery of Benchmarking Expectations Infinite Campus Gradebook Score below the cut – enter the expectations mastered.

Secondary Grading Recommendations Summary 1.Letter grades from common weighting A, B, C, D, I, F A, B, C, D, I, F Minimum 70% from common assessments Minimum 70% from common assessments Maximum 10% from homework Maximum 10% from homework 2.Benchmarking Expectations Mastery between 70% and 80% as determined by needs of department Mastery between 70% and 80% as determined by needs of department Mastery of the viable curriculum results in a grade no lower than “C” Mastery of the viable curriculum results in a grade no lower than “C” 3.Benchmarking Data  Individual or groups of benchmarking expectations as determined by the needs of the department