Parent Update 1

1.How are grades identified? 2.What are dispositions? 3.What information will be on the report card? 2

How are grades identified? 3

Our belief 4 In the School District of New Berlin we believe that grades should accurately reflect student knowledge, skills, and performance. As a result, students will have the opportunity to practice new skills and concepts prior to their work influencing the report card. After practicing, student work will be used to inform the report card.

Assignments, Tests, Projects… 5 All work given to students will receive a numerical mark, feedback, or both. A mark is equated to a proficiency level and will be a 1, 2, 3, or 4. Work given to the students is deemed necessary for their academic success and needs to be completed and submitted to the teacher. Homework is not optional and is important to student understanding. Homework may be reflected in the report card grade if the work is not practice for a new skill.

Assignments, Tests, Projects… Determining a Proficiency Level 6 Below Basic 1 Basic 2 Proficient 3 Advanced 4 Has a limited understanding as demonstrated by frequent errors or inability to apply knowledge and skills successfully. Inconsistent demonstration of understanding in applying knowledge and skills successfully. Consistent demonstration of understanding in applying knowledge and skills successfully. Demonstrates a detailed, deep and high level of understanding in applying knowledge and skills successfully Teachers determine the level of proficiency for all assignments, tests, and projects based on the descriptors in the chart below.

There are three types of grades used within the system. 7

8 The report card will have categories listed under each subject area to provide additional information on student performance. This will occur in courses in which teachers have begun standards-based grading. All courses will be involved in achievement-based grading starting in Proficiency levels of 1-4 listed in course categories Possible grades of A through F FUNCTIONS ALGEBRA NUMBERS AND QUANTITY STATS AND PROBABILITY QUARTER GRADE SEMESTER GRADE Algebra 1 Categories will receive scores only in quarters or semesters in which they are taught.

A New Area on the report card will be called Dispositions.  Dispositions are those behaviors that are important to student success, but are not academic in nature.  The dispositions will not influence the academic grade but are key indicators of student success. 9

10  Engagement (Category of graduate = Productive Self Concept) o Works cooperatively within diverse groups o Participates in a manner to contribute to group success o Displays a constructive attitude  Social Behavior o Takes responsibility for self, actions, and materials o Respects others o Observes class guidelines and expectations  Self-Management o Attends to and follows directions o Initiates and completes tasks on time o Strives for accuracy and quality o Works well independently o Seeks help when needed  Perseverance, Creativity, and/or Innovation (Category of graduate = Growth Mindset) o Demonstrates a willingness to try and persevere in problem solving o Demonstrates a curiosity for learning o Can access, organize, and/or create information for solving problems and constructing new knowledge DISPOSITIONS EXAMPLES Bolded Categories appear on the report card.

11 Proficiency Levels for Dispositions 1234 Below BasicBasicProficientAdvanced Lack of or limited demonstration of the dispositions identified in the category Inconsistent demonstration of the dispositions identified in the category Consistent demonstration of the dispositions identified in the category Consistent demonstration of the dispositions identified in the category independent application within course/grade level experiences Dispositions will receive a 1 through 4 grade, but not a letter grade.

Determining a Category Score for the Report Card This chart is used to identify the numerical grade for each report card category. The two most prevalent modes (number that appears most often) associated with each assignment are used. The first number indicates the most prevalent mode, the second indicates the second most prevalent mode. One pair of numbers is identified on the chart, and that category score is assigned. 12 The most prevalent combination of marks is identified and used to determine a category score. For example, if the majority of marks a student earned is 3’s and 4’s, but mostly 4’s, they would get a category score of 4. Score Identification Chart ’s and 3’s3’s and 4’s2’s and 3’s1’s and 3’s 4’s and 2’s2’s and 4’s2’s and 1’s1’s and 2’s 3’s and 2’s3’s and 1’s 4’s and 1’s1’s and 4’s The first score indicates the one that appears most often.

Determining a Category Score 13 Additional EXAMPLE Procedure: All scores within a subcategory are reviewed. The following marks were given on summative assignments. 1, 3, 4, 4, 2, 3, 3, 3, 4, 4, 4, 2, 3, 3 The most prevalent mark is a 3, followed by a appears in the second column which is a category score of 3.

A = The student is able to consistently demonstrate a proficient and/or higher understanding. Scores of 3 or 4 in all categories with evidence of 4’s in summative work. B = The student is able to demonstrate understanding on most standards with limited inconsistency. Scores of 3’s and 4’s in categories with no more than one category at the level of 2. C = The student is able to demonstrate an understanding of the majority of standards with inconsistency. Scores of 3’s or higher in most categories with some categories at 2’s and/or 1’s. D = The student is able to demonstrate a limited understanding of standards. 1’s and 2’s in the majority of categories. F = The student is able to demonstrate minimal or no understanding of standards. 1’s in all categories. 14 Determining a Grade In this system, scores are not averaged. Scores are reviewed using the descriptors below, and a grade is assigned.

Similarities and Differences Subjects have not included subheadings called categories in the past. Categories will be included in all achievement-based grading classrooms. Students received A’s through F’s most often based on percentages. Scores for categories span from 1-4, subjects will continue to have A’s through F’s. Grades are calculated.Grades are identified. Behaviors are commented on but not scored on the report card. Dispositions are scored on the report card and are the same K-12.

16 Proficiency levels of 1-4 listed in course categories Possible grades of A through F FUNCTIONS ALGEBRA NUMBERS AND QUANTITY STATS AND PROBABILITY QUARTER GRADE SEMESTER GRADE Algebra 1

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