Standards-Based Assessment and Grading and Personalized Learning In order to best prepare students for post-secondary education and a career, the D.C. Everest Area School District (DCE) is converting grades 6 – 12 to a standards-based assessment and grading system that will more accurately measure and communicate a student’s learning, growth and academic achievement. This grading system will also positively affect the classroom — providing teachers with the opportunity to personalize learning for each student based on their specific needs and goals. Currently, 40 percent of DCE teachers in grades 6 – 12 are using standards-based assessments and grading. By 2016, 100 percent of DCE teachers in grades 6 – 12 will have implemented these standards. What is standards-based assessment and grading? A grade has one purpose: to communicate a student’s learning. Standards-based grading is designed to do just that — clearly communicate a student’s academic progress toward mastering a series of clearly defined standards.  Standards are defined for each course. The standards specifically indicate what the student is expected to know and be able to do.  Throughout the course, a student completes tiered assessments that help the teacher track progress — determining how far the student has progressed in mastering a standard and where they may require additional assistance.  Students receive quarter and semester grades for each course standard. Teachers will weigh the most recent assessments more heavily when determining the grade for each standard. (A traditional average will not be used to calculate grades for each standard.)  In addition to each standard grade, students will also receive an overall grade for the course.  Students receive separate grades for Success Skills — respect, responsibility and productivity. What are tiered assessments and what do grades mean? Tiered assessments help teachers determine the student’s level of understanding and mastery of a set standard. Assessments come in a variety of formats: quizzes, tests, projects, essays, etc. Basically, every assessment is designed to distinguish between the levels listed in the DCE Grading Rubric. In standardsbased grading, parents will see grades for each standard and an overall course grade. Students will receive the following grades: A, AB, B, BC, C, CD, D, F. Level Short Description Description A ―I really get it!‖ ―I can do this really well!‖  In addition to showing B-Level understanding, including in-depth inferences and applications that go beyond what was taught in class and expected at grade level are also shown. B ―I get it!‖ ―I can do this.‖  Understanding is shown of the simpler and complex concepts, details, and processes that were taught in class and expected at grade level. C ―I kind of get it.‖ ―I can sort of do it.‖  Understanding is shown of the simpler concepts, details, and processes, but errors or lack of understanding of the complex concepts, details, and processes that were taught in class and expected at grade level. D Incomplete ―I don’t get it.‖ ―I can’t do it alone.‖  Not meeting grade level expectations. Only with help is there any understanding of concepts that were taught in class. F No Evidence ―I didn’t try or finish‖  Incomplete or no evidence of understanding. This is used simply as a placeholder and alert for the teacher and student to know action is needed. Why does each standard grade give more weight to later assessments? Learning is developmental. Students’ knowledge of subject matter and their ability to master specific skills is a product of time, practice and opportunity. Once a teacher has completed teaching a concept, teachers expect students to have more knowledge of that concept than when they started. The table and graph below show five assessment scores for one standard. If a traditional average is used to calculate the grade, this student would receive a B/C. Early assessment scores should not penalize a student’s final grade within a standard. If a teacher uses standards-based grading and weighs the most recent evidence more heavily, this student would receive an A. How does this promote individualized learning? Each student enters a classroom with a different level of background knowledge about the subject matter. In addition, students learn at a different pace and respond to different modes of instruction or assessment.    By providing students with grades on each standard, students and teachers can see what specific skills they have mastered or need assistance with. In essence, teachers see where students ―are‖ on the path to learning and then can adjust instruction to move the student along that path. Teachers can review modes of assessment and instruction and adapt them to each child’s learning style and readiness to learn. Students will be given the opportunity to use a variety of means to demonstrate proficiency. Students drive the pace of their learning and can monitor their progress. If a student shows early mastery of fundamental skills and concepts, they can concentrate on more challenging work. Students who struggle are not penalized for needing more time to learn — they can retest and use alternate assessment until they demonstrate proficiency. What are the D.C. Everest Success Skills? These skills represent non-academic factors such as effort, participation and behavior. These skills play an important role in a student’s academic success, but do not affect the student’s overall grade for an academic standard. Students will receive separate Success Skills grades for respect, responsibility and productivity. These skills will be measured using the DC Everest Success Skills rubric. (E = Exemplary, S = Satisfactory, NI = Needs Improvement) Does homework matter? Absolutely! While homework does not affect a student’s grade, homework is synced with learning objectives and designed to help students develop the knowledge and skills they need to master the defined standards. Teachers will provide feedback on homework assignments as needed to provide students with direction. The goal of homework assignments is to have students practice concepts learned in class, determine how well they understand the material and determine how well they can apply the material to other situations. A student’s homework behaviors (completion, timeliness, etc.) will be reflected in his or her Success Skills grades. Why are students allowed to retake tests or redo assignments? Standards-based assessment and grading is concerned with measuring a student’s academic achievement. As adults, job performance is judged by the quality of one’s work. The ability to assess the quality of one’s work is a learned skill. By allowing students to resubmit substandard work or retake a test, students play a more active role in their education and assume responsibility and control of their grades while learning to measure the quality of their work. Students who elect to resubmit an assignment or retake a test work hard to do so. Test retakes are scheduled during their ―free‖ time, thus requiring them to sacrifice that time in order to improve themselves academically. Reassessment by a teacher and student gives the student the opportunity to relearn the material and do better, while helping the student improve specific success skills. Why isn’t a GPA shown on the quarter report card? A student’s GPA is determined by semester — not quarter — grades. To avoid confusion, the GPA will only be shown on semester report cards. What will the new report cards look like? As the District transitions to standards-based assessment, parents will notice a change in report cards. For now, report cards will be a mix of traditional and standards-based grading. (See attached). On this report card, you will see standards-based grades for the first time. The teachers listed below are using this grading system. For more information about how standards-based grading is used, please visit your school’s website, the district homepage at: www.dce.k12.wi.us or the district Facebook page at: DC Everest Area School District. Art CTE English Math Music PE/Health Reading Science Social Studies World Lang. Middle School Tim Feathers Jeanne Archiquette Stacy Heise Tim Rochester Elizabeth Frey-Neufeld – 7th Lori LaPorte – 7th Alexa Kirschling – 7th Karl Marquardt Barb Strahota Kelly Ziegelbauer Scott Strand Erin Stoffel Marla Day Wendy Torgerson Lisa Phalen Ann Johnson Brenda Zimmerman Julie Burgess Cory Heckel Jennifer Saari Dave Langbehn Jamie Betry (PE & Health) Junior High Kelly Schiefelbein Jeanne Archiquette Chad Brecke Tim Rochester Senior High Melissa Clay-Reissmann Tim Feathers Joe Finnegan Julie Burgess Diane Goetsch Ann Johnson Ted Aarrestad Cristie Bates Jodi Lehrke Mike Brandt Rick Meyer Tim Strehlow Dave Wanta Jo Bailey Jean Durski Allisha Blanchette (PE only) Mike Plaza (PE only) Karen Wegge Blanchette/Plaza health may use SBG S2 Tammy Bohlman Wendy Coenen Leah Fisher Jaymi Hughes Jenni Seibel Tammy Silveston Cindy Skadahl Jan Krueger D.J. Huddleston Scott Schaefer Erik Beitzel Eric Lehrke Kate Wollerscheim Julie Klinner Megan Thompson Phil Beck Yauo Yang Nancy Gajewski Christian Ammon Mark Bohlman C.J. Hansen Ben Gensler Rita Jasurda Libby Plamann Don Abel Yolanda Lloyd Ernest Luedke Scott Jirik Tom Davies Mike Teuke Bree Sandquist Glenn Olstad Travis Greil Michele Vinje Brad Seeley Mike Soehl Ben Gensler Spanish 3 Sarah Bailey (Chinese) D.C. Everest Senior High SAMPLE STUDENT 6500 Alderson St Weston, WI 54476 (715)359-6561 2014 - 2015 Report Card Grade: 11 GPA Summary: Cumulative GPA 3.968 Attendance Summary: Q1 SA Terms: Course MAT17S1 ALGEBRA II SOC19S1 AP EUROPEAN HIST ENG43S1 AP LANG & COMP SCI17S1 CHEMISTRY HONORS PHY15 LIFEGUARD TRNG WLA05S1 SPANISH 5 Total Absent 0 0 Tardy 0 0 Absent 0 0 Tardy 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 **This Report Card only lists absences. Lack of attendance means there were no absences. PL M Grade Report: Course ENG43S1-3 AP LANG & COMP [SOEHL, MICHAEL ] Task Quarter Grade MAT17S1-4 ALGEBRA II [NATZKE, ANDREW ] Quarter Grade Respect Responsibility Productivity Quarter Grade Demonstrates competency in a variety of motor skills and movement patterns Applies knowledge/principles/strategies/tactics to movement & performance. Demonstrates knowledge/skills to achieve/maintain healthy PA & fitness. Exhibits responsible personal & social behavior that respects self & others Recognize the value of PA for health/enjoyment/challenge/social interaction Respect Responsibility Productivity Quarter Grade Respect Responsibility Productivity Quarter Grade Reasoning, comprehension, and writing skills Student understands political and diplomatic themes Student understands social & economic themes Student understands cultural & intellectual themes Respect Productivity Progress Grade Quarter Grade Q1 A Term 1 Comments:Attentive and enthusiastic. PHY15-2 LIFEGUARD TRNG [WANTA, DAVID ] SOC19S1-2 AP EUROPEAN HIST [OLSTAD, GLENN ] WLA05S1-1 SPANISH 5 [DICKERSON, LESLEI ] Term 1 Comments:Pleasure to have in class To Parent/Guardian of SAMPLE STUDENT 1234 SAMPLE Ln SCHOFIELD, WI 54476 A A AB B E E S AB E E S B B BC A B E E AB AB E SCI17S1-3 CHEMISTRY HONORS [HEEREN, WILLIAM ] BC E S S AB B SAMPLE STUDENT Course Task Respect Responsibility Productivity Academic Performance Level for Success Skills S Satisfactory E Exemplary AB AB B B Academic Performance Level for AB rubric BC C BC C NI Needs Improvement CD CD D D F F E PL M SA A A Q1 E E E