Class Info and Grading
Grading Scale for Math & Science & Seminar:
Grading and show of progress/learning with Math & Science & Seminar will be accomplished through our schoolwide focus on Standards Based Grading (or SBG). Educators are in a transition phase with the philosophy of grading and look to "SBG" as a more, informative picture or judgment on how academic progress can be viewed by parents and students alike.
Grading in Math & Science & Seminar will be in the format of SBG, otherwise known as "Standards Based Grading" for the specific Math content that will be assessed throughout the school year.
Grading in Science will be assessed in similar fashion, through use of rubrics, as we progress through the year with our newly-adopted "Next Generation Science Standards."
Included here is some valuable reference info to help parents better understand the philosophy behind Standards Based Grading.
STANDARDS-BASED GRADING (EXAMPLE AS REFERENCE)
E- Exceeded the Standard
M- Standard Met
N- Nearly Met the Standard
U- Standard Unmet
E: Exceeding grade level standard. Demonstrates advanced level of knowledge and understanding. Indicates the student has advanced understanding and exceeds grade level expectations (can teach the standard). A student demonstrates academically superior skills in that specific area. This student applies learning and concepts in new and varied ways, challenges him or herself to think deeply to make connections, and demonstrates this advanced knowledge at school.
M: Meeting standard. Demonstrates solid knowledge and understanding. Indicates the student has proficient understanding and meets grade level expectations. We want all of our students to reach this level. A student is right on track with our high academic expectations. This is something to be celebrated!
N: Approaching standard. Demonstrates progress toward grade level standard, but not yet at standard. Demonstrates some knowledge and understanding. Indicates the student has basic understanding and is partially proficient at meeting grade level expectations. A student understands the basic concept or skill, but has not yet reached the proficient level. This indicates that the student's performance varies in consistency with regards to accuracy, quality, and level of support.
U: Standard Unmet/Well below standard. Not meeting grade level standard. Showing minimal progress. Indicates the student has minimal understanding and does not meet grade-level expectations. Performance is inconsistent even with guidance and support. Student will need additional support and/or interventions to learn the materials and progress toward meeting standard.
What is a Standards-Based Reporting System?
A Standards-Based reporting system is designed to inform parents about their child’s progress towards achieving specific learning standards. They describe what students should know and be able to do. The SBG will provide more information to parents about student progress on the state and national standards.
What is the purpose of standards-based grades?
The purpose of the standards-based report card is to clearly communicate student performance toward grade level standards and expectations to families.
My child might have received all A’s in their previous school years, what should I expect from him/her to receive in the new Standards Based Grading system?
If your child received all A’s in the past you can most likely expect them to receive some “E’s” or “M’s” in the new reporting system. However, you may see some occasional “N’s” in the gradebook along the way, especially when new concepts are being introduced and learned. Learning in many instances is cumulative and understanding grows and develops. As we align our grading practices, and at the same time implement more rigorous national standards, we may see that the obtainment of “E’s” is more rare. This is not an indication that your child has changed or is struggling, it is an indication of higher and more aligned standards across our system, state, and even nation.
An “E” means that a student is significantly exceeding the standard and can in turn teach the standard with their knowledge and conceptual depth of knowledge. Our goal for all learners is to reach the “M” level, to show that they are meeting our challenging grade level standards and expectations. In the new system, an “M” is to be celebrated! Within this goal of all learners earning M’s, we also need to continue to recognize individual student performance, goals and achievements. For some students the goal of an “E” is the correct reach and the system should challenge and motivate them to demonstrate their understanding in ways to earn the “E” level, significantly exceeding the standard.
It is difficult to compare letter grades with the SBG system because they stand for completely different things. In a standards based system the score represents what is learned – where the student is in relation to the expectation or standard. In a letter grade system the grade mark indicates how many points a student has accumulated, through assignments, extra credit, participation, etc. In that system, the goal of the student was to gather as many points as possible to get to an A. Now we are looking at where student work is in relation to a standard (performance expectation), rather than an accumulation of points.
How can my child exceed the standards?
Another change for students is understanding the concept of exceeding the Standard. Exceeding is not the equivalent of an A on a traditional report card. For example, if a fifth-grader received A’s on every math test during the marking period, he or she would probably receive an A on a traditional report card. If those math tests measured only the concepts fifth graders are expected to master, those A’s would be the equivalent of meeting the standard on a Standards-Based report card; the student is doing what he or she should be doing very well, but not necessarily more. Standards-Based report cards encourage students to demonstrate their ability to apply skills and knowledge beyond grade level expectations. Performance is characterized by self-motivation and the ability to apply skills with consistent accuracy, independence, and a high level of quality.
How does a standards-based reporting system motivate my child to excel?
Research has shown that letter grades do not motivate students to learn. On the contrary, research has found three consistent effects of using - and especially, emphasizing the importance of - letter or number grades:
My child is academically strong. How will standards-based teaching, learning and grading challenge my child?
Through standards-based instructional methods of pre-assessment, teachers will know if students have already mastered concepts prior to a lesson or unit. It will give teachers an early opportunity to provide meaningful and challenging work for these students. In the classroom, teachers have always been, and continue to be, required to challenge the students who are achieving at or above grade level. Teachers differentiate instruction so that students continue to grow and progress. This will be no different with the new reporting tool. In fact, more than ever, they will be able to see who really has mastered the standard and who needs additional instruction or intervention.
Grades: Updated grades will be posted online through the Aeries grade portal weekly for parents to check. Aeries features both parent AND student log-in access, which allows parental access to your child's attendance, grades, and other valuable resources. Even though Aeries is a valuable resource, once in a while this has some "bugs" and does not update as accurate or timely as say a teacher's access.
Grading and show of progress/learning with Math & Science & Seminar will be accomplished through our schoolwide focus on Standards Based Grading (or SBG). Educators are in a transition phase with the philosophy of grading and look to "SBG" as a more, informative picture or judgment on how academic progress can be viewed by parents and students alike.
Grading in Math & Science & Seminar will be in the format of SBG, otherwise known as "Standards Based Grading" for the specific Math content that will be assessed throughout the school year.
Grading in Science will be assessed in similar fashion, through use of rubrics, as we progress through the year with our newly-adopted "Next Generation Science Standards."
Included here is some valuable reference info to help parents better understand the philosophy behind Standards Based Grading.
STANDARDS-BASED GRADING (EXAMPLE AS REFERENCE)
E- Exceeded the Standard
M- Standard Met
N- Nearly Met the Standard
U- Standard Unmet
E: Exceeding grade level standard. Demonstrates advanced level of knowledge and understanding. Indicates the student has advanced understanding and exceeds grade level expectations (can teach the standard). A student demonstrates academically superior skills in that specific area. This student applies learning and concepts in new and varied ways, challenges him or herself to think deeply to make connections, and demonstrates this advanced knowledge at school.
M: Meeting standard. Demonstrates solid knowledge and understanding. Indicates the student has proficient understanding and meets grade level expectations. We want all of our students to reach this level. A student is right on track with our high academic expectations. This is something to be celebrated!
N: Approaching standard. Demonstrates progress toward grade level standard, but not yet at standard. Demonstrates some knowledge and understanding. Indicates the student has basic understanding and is partially proficient at meeting grade level expectations. A student understands the basic concept or skill, but has not yet reached the proficient level. This indicates that the student's performance varies in consistency with regards to accuracy, quality, and level of support.
U: Standard Unmet/Well below standard. Not meeting grade level standard. Showing minimal progress. Indicates the student has minimal understanding and does not meet grade-level expectations. Performance is inconsistent even with guidance and support. Student will need additional support and/or interventions to learn the materials and progress toward meeting standard.
What is a Standards-Based Reporting System?
A Standards-Based reporting system is designed to inform parents about their child’s progress towards achieving specific learning standards. They describe what students should know and be able to do. The SBG will provide more information to parents about student progress on the state and national standards.
What is the purpose of standards-based grades?
The purpose of the standards-based report card is to clearly communicate student performance toward grade level standards and expectations to families.
My child might have received all A’s in their previous school years, what should I expect from him/her to receive in the new Standards Based Grading system?
If your child received all A’s in the past you can most likely expect them to receive some “E’s” or “M’s” in the new reporting system. However, you may see some occasional “N’s” in the gradebook along the way, especially when new concepts are being introduced and learned. Learning in many instances is cumulative and understanding grows and develops. As we align our grading practices, and at the same time implement more rigorous national standards, we may see that the obtainment of “E’s” is more rare. This is not an indication that your child has changed or is struggling, it is an indication of higher and more aligned standards across our system, state, and even nation.
An “E” means that a student is significantly exceeding the standard and can in turn teach the standard with their knowledge and conceptual depth of knowledge. Our goal for all learners is to reach the “M” level, to show that they are meeting our challenging grade level standards and expectations. In the new system, an “M” is to be celebrated! Within this goal of all learners earning M’s, we also need to continue to recognize individual student performance, goals and achievements. For some students the goal of an “E” is the correct reach and the system should challenge and motivate them to demonstrate their understanding in ways to earn the “E” level, significantly exceeding the standard.
It is difficult to compare letter grades with the SBG system because they stand for completely different things. In a standards based system the score represents what is learned – where the student is in relation to the expectation or standard. In a letter grade system the grade mark indicates how many points a student has accumulated, through assignments, extra credit, participation, etc. In that system, the goal of the student was to gather as many points as possible to get to an A. Now we are looking at where student work is in relation to a standard (performance expectation), rather than an accumulation of points.
How can my child exceed the standards?
Another change for students is understanding the concept of exceeding the Standard. Exceeding is not the equivalent of an A on a traditional report card. For example, if a fifth-grader received A’s on every math test during the marking period, he or she would probably receive an A on a traditional report card. If those math tests measured only the concepts fifth graders are expected to master, those A’s would be the equivalent of meeting the standard on a Standards-Based report card; the student is doing what he or she should be doing very well, but not necessarily more. Standards-Based report cards encourage students to demonstrate their ability to apply skills and knowledge beyond grade level expectations. Performance is characterized by self-motivation and the ability to apply skills with consistent accuracy, independence, and a high level of quality.
How does a standards-based reporting system motivate my child to excel?
Research has shown that letter grades do not motivate students to learn. On the contrary, research has found three consistent effects of using - and especially, emphasizing the importance of - letter or number grades:
- Grades tend to reduce students' interest in the learning itself. One of the most well-researched findings in the field of motivational psychology is that the more people are rewarded for doing something, the more they tend to lose interest in whatever they had to do to get the reward (Kohn, 1993). Thus, it shouldn't be surprising that when students are told they'll need to know something for a test - or, more generally, that something they're about to do will count for a grade - they are likely to come to view that task (or book or idea) as a chore.
- Grades tend to reduce students' preference for challenging tasks. Students of all ages who have been led to concentrate on getting a good grade are likely to pick the easiest possible assignment if given a choice (Harter, 1978; Harter and Guzman, 1986; Kage, 1991; Milton et al., 1986). The more pressure to get an A, the less inclination to truly challenge oneself. Thus, students who cut corners may not be lazy as much as rational; they are adapting to an environment where good grades, not intellectual exploration, are what count.
- Grades tend to reduce the quality of students' thinking. Given that students may lose interest in what they're learning as a result of grades, it makes sense that they're also apt to think less deeply. One series of studies, for example, found that students given numerical grades were significantly less creative than those who received qualitative feedback but no grades. The more the task required creative thinking, in fact, the worse the performance of students who knew they were going to be graded. Providing students with comments in addition to a grade didn't help: the highest achievement occurred only when comments were given instead of numerical scores (Butler, 1987; Butler, 1988; Butler and Nisan, 1986).
My child is academically strong. How will standards-based teaching, learning and grading challenge my child?
Through standards-based instructional methods of pre-assessment, teachers will know if students have already mastered concepts prior to a lesson or unit. It will give teachers an early opportunity to provide meaningful and challenging work for these students. In the classroom, teachers have always been, and continue to be, required to challenge the students who are achieving at or above grade level. Teachers differentiate instruction so that students continue to grow and progress. This will be no different with the new reporting tool. In fact, more than ever, they will be able to see who really has mastered the standard and who needs additional instruction or intervention.
Grades: Updated grades will be posted online through the Aeries grade portal weekly for parents to check. Aeries features both parent AND student log-in access, which allows parental access to your child's attendance, grades, and other valuable resources. Even though Aeries is a valuable resource, once in a while this has some "bugs" and does not update as accurate or timely as say a teacher's access.
I'm very consistent with providing notes/grade updates in Aeries, to help parents and students understand their current grade and if a student wants to have their retake opportunity on a particular assessment or want some additional tutoring centering on specific skills being taught- these details are provided in a student's Aeries grade portal. Students will be guided in the start of the school year on how to access these details and if parents need help, this guidance can also be explained to anyone needing support.
Grading opportunities will include some or all of the following, depending on a particular subject: Weekly Binder Checks; Journals for note-taking; IReady online tasks and assessments; Class formal and informal Assignments (assignments will only earn a work habits grade) & Projects; and Assessments (with SBG, assessments will be graded and provided in Aeries). Progress reports will be generated and available to students/parents at a designated time within each semester. Aeries online student/parent portal for grades, teacher-parent communications, and progress reports will help parents stay informed about their child's progress and subject areas that may need extra student attention to allow students opportunity for academic growth and success.
Grading opportunities will include some or all of the following, depending on a particular subject: Weekly Binder Checks; Journals for note-taking; IReady online tasks and assessments; Class formal and informal Assignments (assignments will only earn a work habits grade) & Projects; and Assessments (with SBG, assessments will be graded and provided in Aeries). Progress reports will be generated and available to students/parents at a designated time within each semester. Aeries online student/parent portal for grades, teacher-parent communications, and progress reports will help parents stay informed about their child's progress and subject areas that may need extra student attention to allow students opportunity for academic growth and success.
Retake Policy: details for retake opp are provided within Aeries once grades are input into system; I frequently explain this guidance to students and families, so they can be aware when and where to find these details in Aeries
Tutoring: normally 2 times per week during lunchtime TBD once school year starts; all these details are provided in Aeries, for tutoring opps and also retake opp date timeframe; for tutoring and not retake opp, tutoring is available during the 2 times per week when my lunch tutoring happens on weekly basis
Student Responsibilities: Please remind your child that it is a student's responsibility to be an active participant in their learning. This is always a challenge for most 6th graders, coming into a new learning environment (with challenging learning expectations). This includes scheduling time to come in at specified lunch times during the week for tutoring/questions, when needed, properly using technology for educational purposes, and using class time appropriately to better learn and understand the specific content.
Parent-Teacher Communication/Behavior Management: In addition to Aeries (resource for Grades and more) and my webpage, found under the "Staff" tab at the school website, you are welcome to reach out with any questions for me regarding your child's experience and current grade in my class. I will be proactive and do the same if I recognize that a student is starting to have some struggles in class.
I will periodically text class-related needs or student progress/challenges that may arise throughout the year, through our school's Parent Square app. From time to time, I will also make phone calls/texts for parents to understand that their child is doing a great job and those calls home for students that may be making some poor choices with their behaviors. I believe open communication about these issues is important so parents can stay informed with their child's progress at school.
Homework: With my classes beginning to learn appropriate procedures for the Chromebooks and incorporating the valuable Math program called IReady, students will soon be consistently using several resources to improve their math knowledge and skills. I will supplement the use of IReady with in-class, individual and collaborative activities/Project-Based Learning activities (through the Eureka Math Squared curriculum and Khan Academy) to strengthen and improve on a student's math progress.
Work Habits/Practice Grades: work habit grades (3-2-1 basis); grade based on complete (3), partially complete (50% for 2), minimally complete or not completed (0-49% for 1); work habits overall grade officially provided at quarter/semester timeframe BUT this progress is tracked by me for the HW assigned and graded, and these details can be provided to families any time they need these details
Late Policy for work: HW policy for students present in class, if not turned in when expected, then receive a 1 in work habit grade for a specific HW; if absent, will provide guidance but will not hold a missed assignment/HW grade against them if not completed due to absence; for missing assessments, details/guidance verbally given as well as given in Aeries info description for 1 week time to take assessm missed (unless student/family extended absence situation arises where additional time will be provided)
Late Work: If a student does not submit (through technology like Google Classroom or workbook assignments through Math or Science) an assignment on a specific due date, it is considered late, BUT it is expected that a student understands that there is still value to the assignment and needs to be turned in completed as soon as possible.
Absences--are often unavoidable but it is the student's responsibility to check for any work missed. Assignments are given clear due dates and students are reminded of them continuously. It is the student's job to obtain, complete, and submit the missed assignment(s) by the extended due date. Missed tests will be made up at an appropriate and convenient time for both the student and myself. For extended absences related to illness or leave from school, there is an appropriate plan to follow and I will follow those guidelines as expected to help the student with additional time needed for make-up work.
** I remind my students on a regular basis about these rules and also provide numerous opportunities for support/help/guidance that students will need to take advantage of within my classroom for extra help on questions.