The District is moving to proficiency based grading. Below is a short explanation of what proficiency based grading is and how it will affect your students. This year, we will be doing proficiency based grading in Math only. The next year, we will move to English Language Arts and so on.
Premise For Proficiency-Based Grading
Grades are meant to show what a student knows and is able to do with respect to classroom content that has been taught. They communicate progress toward competence in subject standards and encourage the student and the teacher to act on feedback.
Proficiency-Based Grading is designed to meet these objectives more clearly and thoroughly than a typical letter grade.
Reinforcing Practices of Proficiency-Based Grading
- Issues of student behavior, participation, punctuality, work timeliness and effort are reflected in a citizenship grade rather than an academic grade.
- “Extra credit” is not included in the academic grade.
- Teachers create frequent opportunities for students to demonstrate concept proficiency.
- Teachers utilize a multitude of evidence in multiple modalities to determine a student’s level of proficiency: assignments, observations, portfolios, assessments, products, discussions, projects, performance tasks, etc.
- Homework is meaningful independent practice which requires time and effort outside the classroom and has an articulated purpose tied to content standards but is not scored.
- Points are not deducted for reasons other than a student’s lack of academic proficiency.
- Classroom assessments tie directly to specific content standards and objectives.
- Gradebook is updated regularly to prompt learning and increase proficiency in content standards.
Shifts in Grading Practice: Proficiency, not points…
With Proficiency-Based Grading, assessments are tied to specific standards to show a student’s progress toward proficiency. These assessments incorporate multiple methods by which students demonstrate their learning rather than serve as a single type of high-stakes test.
Discussing gradebook entries – with the teacher
- Has my child completed the learning activities/homework you have provided?
- Will my student have another opportunity to be assessed on the standard?
- What practice, studying, and/or reteaching opportunities should my student take advantage of prior to the next assessment?
- How might my student demonstrate above level proficiency on the standard?
Discussing gradebook entries – with your student
- What standards do you think you still need to learn?
- What practice, studying, and/or reteaching opportunities should have you completed in preparation for the next assessment on the standard?
- If the student has demonstrated a 3 proficiency on the standard – How might you demonstrate that you are above proficient on the standard? Have you discussed opportunities to demonstrate that you are above proficient with your teacher?