Be a district respected by others as a model of excellence in student achievement.
To prepare our students with exceptional character, knowledge and skills to thrive in their changing world.
Our Standards-Based Grading Philosophy
Why - To provide fair and accurate grading practices that illuminate what will be learned and how success will be measured against the standards. Utilizing transparency and clear expectations to open the door to continued learning and growth for all students.
How - Through the proper and transparent application of grading practices, reassessment, formative feedback, summative assessments, rubrics, and clear communication with students and parents.
Result - Grading will be fair, accurate, and informative in order to drive maximum learning and growth for each student.
SCC HIGH SCHOOL SBG INFORMATION
What does the research say about standards-based grading? Matt Townsley & Tom Buckmiller
Call to Action for Equitable Grading Joe Feldman
How Teachers Are Changing Grading Practices With an Eye on Equity KQED, Katrina Schwartz
Fair and Accurate in our Grading Practices
Focus our work on student learning not teaching and grading.
Determine a student’s proficiency level using essential standards for the course.
Determine a student’s proficiency level using summative assessments, not formative practice.
Ensure the proficiency of essential standards through reteaching and reassessing.
Report life skills separately and not as part of the academic proficiency level.
Not use extra credit.
Assess students individually even when they are working in groups.
Not assign academic consequences for late work & we will look for evidence of proficiency no matter when it happens.
Use professional judgment in conjunction with performance data to determine a student’s overall proficiency level.
Provide students with opportunities to exceed proficiency.
The adult should lead and the student must actively participate in the process in a meaningful way
It’s about learning - ensuring that students learn - all students will learn
Our task is to measure, record, and provide feedback on the demonstration of learning whenever it takes place
Adults should model, teach, and correct behavior - care, organization, self-regulation, time management, follow-through...etc
If the student doesn’t learn it, we will search for alternative methods or interventions to ensure learning takes place
We focus on demonstration of the standard - not the task
The reassessment process cannot be punitive and should not create an undue burden on the student
Reassessment creates success - success leads to hope - hope leads to self-efficacy - self-efficacy leads to engagement.
Two Ways to Initiate a Reassessment
Student performance/score falls below minimum expectations (i.e. 2.0)
Student performance/score falls below formative indicators. Summative assessment falls outside predicted performance based on formative assessments
The student believes they performed below their true level of learning
See the reassessment guide provided by each department