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Sanborn Regional School District Competency-based Grading and Reporting Guide

SAU #17 17 Danville Road Kingston, New Hampshire 03848

District Administrators

Sanborn Regional School District Competency Guide Table of Contents 3

Developing Competencies and Standards

43

Introduction Dr. Brian J. Blake

4

A Primer for Understanding District Competencies

45

District Vision

6

K-12 District Competencies and Grade Level Alignment

46

7

K-12 District Competencies Overview

47-48

District Big Ideas Graphic

8

Sanborn Work Study Practices

49

Overview of District Big Ideas

9-11

ELA Competencies

50

District Competency Connections Graphic

12

MATHEMATICS Competencies

51

District Competency Connections Descriptions

13

SOCIAL STUDIES Competencies

52

Performance Assessment for Competency Education (PACE)

14

SCIENCE Competencies

53

Components of an Assessment Measuring Competency

15

FINE ARTS Competencies

54

Time-Line for Working with Standards/Competency

16

PERFORMING ARTS MUSIC Competencies

55

Competency Data Collection, Interpretation and Use Flow Chart

17

PHYSICAL EDUCATION Competencies

56

Body of Evidence to Determine Competency

18-19

HEALTH Competencies

57

Work Study Practices Explained

20

WORLD LANGUAGE Competencies

58

District Work Study Competencies Aligned with the State of NH

21

TECHNOLOGY Competencies

59

Key to Un-locking the Power of Competency Education Chart

22

BUSINESS Competencies

60

The Advantages of Teaming, Ann Hadwen

23-24

CAREER AND TECHNICAL EDUCATION Competencies

61

The Power of the Professional Learning Community

25

FAMILY AND CONSUMER SCIENCE Competencies

62

Partnering with the Community

27

GUIDANCE Competencies

63

K-12 Competency-Based Grading and Reporting

28

SRSD ASSESSMENT CALENDAR

65

Components of a Competency-Based System Reviewed

29

SRSD BENCHMARKS

66

Understanding Sanborn’s Grading System

32

SRSD DATA CYCLE

67

District K-12 Grading Scales for Competency Education

34

68-70

District Scales for Assessment Secondary

35 36

SRSD PERFORMANCE ASSESSMENT DEVELOPMENT GUIDELINES YRS 1 AND 2

Genesis of the Three Pillars, Michael Turmelle

District Scales for Assessment Elementary Extended Explanation of the Learning Trend: “A Continuous Model for Assessment” From Traditional to Competency-Based: The Evolution of

37

39

Grading Practices at SRSD, Brian Stack Learning For All District Chart: Assessment and Reporting Flow

Policies and District Documents

All guide charts and articles written by Ellen Hume-Howard unless otherwise credited

42

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District Administrators Dr. Brian J. Blake

Superintendent of Schools

Ellen Hume-Howard

Director of Curriculum

Carol Coppola

Business Administrator

Jodi Gutterman

Director of Student Services

Brian Stack

Principal, Sanborn Regional High School

Michael Turmelle

Assistant Principal, High School Director of Curriculum

Ann Hadwen

Assistant Principal High School, Freshman Learning Community

Alexander Rutherford

Principal, Sanborn Regional Middle School

Michael Shore

Assistant Principal, Middle School

Debora Bamforth Principal, D. J. Bakie Elementary School Ann Rutherford

Assistant Principal, D. J. Bakie Elementary School

Jonathan Vander Els

Principal, Memorial School

Donna Johnson

Assistant Principal, Memorial School

Robert Ficker

Director of Technology

Vicki Parady-Guay

Director of Athletics

Steven Riley

Director of Facilities

COPYRIGHT AND TRADEMARK INFORMATION This document and all the information it contains is the property of Sanborn Regional School District and is protected from unauthorized copying and dissemination by U.S. Copyright law, trademark law, international conventions, and other intellectual property laws. Subject to your full compliance with these terms you are authorized to view the content, make a single copy of it, and print that copy, but only for your own lawful, personal, noncommercial use, provided that you maintain all copyright, trademark and other intellectual property notices.

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Introduction to SRSD Competency-Based Grading and Reporting Guide By, Dr. Brain J. Blake The document you are reading has been five-plus years in the making. At a very base level, it is our attempt to document our journey to become a Competency Based school system. Along the way, there have been many twists and turns in the path leading us to where we are today. The following pages are a compilation of our work to date along with explanation of the how and why we chose this direction. But first, a little geography and a history lesson; the Sanborn Regional School District is located in the Southeastern corner of NH and is made up of Kingston and Newton (additionally, the town of Fremont, NH tuitions their high school- age students to Sanborn Regional High School.) Two elementary schools (one each in Kingston and Newton) and Sanborn Regional Middle School make up the rest of the District. We have approximately 1740 students and 300 staff in the district, making us the largest employer in the towns. Our annual operating budget is the $35 million range. Approximately 6 years ago, the Sanborn Regional School District was in need of significant change. Turnover in top leadership had left the four schools scattered and operating in isolation. Student achievement was low and the educational community did not respect or appreciate the education being provided to the children of the district. Staff morale was low and turnover high. Sanborn was not “the place to be”. In the fall of 2009, a new strategic plan was launched to guide the district into the future. The leadership team “circled the wagons”, looked at all of the programs and initiatives in the district, and started to narrow our focus to just a few areas. Professional Learning Communities became the foundation for all of our future work and remain the most important element of our current structure. In the following pages, you will read more about our now-laser focus in our district. As with any change process, results take time and there have been bumps along the way. While we still continue to learn and grow as a system, we have developed a strong team of teachers and administrators. Our leadership team itself has been intact for the past 5 years, without losing a single member. We have found that consistency is critical for our success. Consistency, Trust, and a focus on what’s best for students have been the hallmarks of the past 6 years. SRSD 2015

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Throughout the many changes we have experienced, our model has been based on a mutual respect and trust for one another on the Leadership team. Work of this type cannot be successful if people are constantly looking over their shoulder. “The Rock Stars” as I refer to them work great together as a team and bring unique qualities to the table. There has not been a problem or issue that has come up that collectively they have not been able to solve. I think this type of leadership is critical for the success of any large-scale change measure. Our teaching staff is second to none. Staff turnover is now very low and Sanborn is a desirable place to work. It is not uncommon to have upwards of a hundred applications for elementary teaching positions in the district. Staff morale is significantly improved and teachers have been willing to take on the difficult work of transforming our school system. In discussions about the work, when asked if teachers wanted to go back to grading and assessing students the way they had done in the past, their response is “that would be educational malpractice. Having gained the knowledge and understanding of current grading practices, they know they can’t go back and that what we had been doing for years was cheating kids. Today, our teaching staff works in professional learning communities to develop rigorous performance assessments to gauge what students know and are able to demonstrate. Student achievement has shown significant improvement over time and we anticipate those improvements to continue. Moving to a competency based educational system has been, and continues to be a journey. We’re not there yet. There remains a significant amount of work to be done. My sincere hope is that this guide will help to get you started on your own journey to becoming a competency based educational system. For the kids, Dr. Brian J. Blake, Superintendent of Schools

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District Vision The Sanborn Regional School District organized the discussion and development about shared values and beliefs around the Correlates of Effective Schools developed by Larry Lezotte (1991). The correlates include: 

Strong Instructional Leadership



Clear and Focused Mission



Climate for High Expectations for Success



Safe and Orderly Environment



Frequent Monitoring of Student Progress



Opportunity to Learn/Student Time on Task



Positive Home School Relationships

Using these correlates, the district’s Leadership Team researched each area identified in the correlates and developed goals for our district in each of these areas. These goals also provided the frame for the district’s strategic plan and the three “big” ideas as a district focus. The districts overarching goal developed by the School Board and Leadership Team: The District’s goal is “To become one of the premiere districts in the State of New Hampshire.” Each school, grade level/content area team developed goals to help achieve the district goal using the correlate goals as an outline. The district’s three big ideas are:  Collaboration  Competency  Culture and Climate These three Cs are the pillars of our district’s work to become a premiere district.

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Genesis of the Three Pillars Approach Michael Turmelle, HS Curriculum Director and Assistant Principal Most educators, at one time or another, have faced the reality of initiative fatigue. When change initiative after change initiative is supported by district and building leaders, it can lead to confusion, frustration, anger, and exhaustion for educators. But, in a field where continuous school improvement is an expectation, how do we continue to evolve in our education practice without succumbing to initiative fatigue? One solution is to have a core set of centering ideals or beliefs and to remain committed to them through resolute leadership and dogged hard work --- to the exclusion of all other potential distractions or initiatives, which can appear in many shapes, forms, and sizes. When the Sanborn Regional School District established its lofty goal of becoming a “premiere district”, the potential for initiative fatigue lurked around every corner. The Five Year Strategic Plan 2010-2015 detailed seven (7) areas for school and district improvement: Curriculum, Culture, Communications, Funding, Technology, Staffing, and Physical Assets. Because lasting change is often realized only after years of dedication and commitment to a goal, even seven (7) areas for improvement can seem daunting. Consider, however, that the Five Year Strategic Plan 2010-2015 listed seventy-one (71) specific goals under the seven (7) major headings. While some of these seventy-one (71) goals were not placed on the plates of classroom teachers, many were. In addition, other potential distractions and initiatives appeared in their various shapes, forms, and sizes. In order to address and neutralize this potential hindrance, district leaders quickly focused on the exploration of centering ideals. Through the use of a visioning protocol, district leaders identified three (3) centering ideals: Collaboration, Culture, and Competency. These centering ideals were chosen because district leaders believed that they were high leverage ideals, having great importance in the overall composition of district values and being pervasive indicators of excellence in any organization. The three (3) centering ideals are now referred to as the Three Pillars in the District’s plan to reach the top echelon of school districts in New Hampshire. There is the strong belief in the District that if our school community can become the best at realizing these three centering ideals, we will, in fact, become a premiere school district. See Figure 1, next page for graphic representation of the three “Big Ideas”.

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DISTRICT GOAL: The Sanborn Regional School district’s goal is to become a premiere school district in the State of New Hampshire. FOCUS: Focusing on the three pillars “big ideas” below, and using those ideas as a lens for our work, we believe that we can achieve our goal.

Figure 1 EHH

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The District “Big Ideas” Competency How can focusing on standards and competencies raise the expectations for student achievement in the district? One of the most important factors in building a competency-based grading and reporting system is defining and promoting understanding about how competencies, standards, curriculum, instruction, assessment, and work study practices all connect together. Competencies Competency is a student’s ability to TRANSFER content and skills in/across content areas. The K-12 district competencies are the ideas and concepts important to each discipline and content area. Students at Sanborn work toward understanding and demonstrating competency annually based on the expectations of the grade-level. These competencies are unpacked and supported by standards that are created for each course and each grade-level. Standards Standards are created for each competency assigned to a grade-level subject or course. Each student is expected to work toward demonstrating proficiency in these standards by meeting the performance indicators communicated in rubrics and assignments. Students are evaluated on these standards based on the expectations of performance throughout the school year, with a final measure of these expectations of student skill levels at the end of the year. Teachers and teaching teams use these standards to design units of study, lessons, and activities that engage students and that support an academically challenging learning environment for students. Topics of study and activities are often common among courses and grade levels, but a strong emphasis is placed on student choice and the skills necessary to be independent learners. Work Study Practices Work study practices are developed and supported at each stage of the learning process in the district. These skills are incorporated into each unit of study and

become an important component of the grade reporting system. They are separate from academic grades so that both academic and work habits are pure measures of student skills. Work study practices are evaluated based on a developmental continuum of learning. For instance, the ability to collaborate with others looks different in Kindergarten than it does in tenth grade. But the focus remains on each student’s ability to collaborate as a component of the learning experience. Elementary, Middle and High School define these habits as: CARES, GLOs, and 21st Century Skills respectfully.

Collaboration How can working collaboratively improve student achievement? Create a beneficial collaborative work environment for teachers and students will ultimately benefit. Collaborative practice in our district includes four components. Each one of the working parts of our collaborative practice model involves understanding the model, executing the model based on best practices, and forging the connections between all the working parts. Professional Learning Communities (PLCs) The Professional Learning Community (PLC) model (Dufour) is a collaborative professional community that provides a framework for meeting and protocols for helping teachers focus on student work. District steps to supporting a true PLC organization have included: • •

• • •

Increased time for PLC work in the professional calendar. PLC goals part of teacher supervision and evaluation model; a positive PLC member is a valuable component to being a successful educator in our district. Encouraging data literacy and collaborative quality assessment practices. Providing tools/opportunities that support collaborative practices such as summer summits, and curriculum mapping tools. Developing and encouraging teacher leadership with PLC and Team Leaders at all levels. SRSD 2015

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Supporting teachers as the experts by creating a training team that is based on teacher needs, meeting teachers where and when they need support.

Teaming Teaming practices encourage collaboration among teachers who share a common grade-level, discipline, or area of focus for the district. Examples of teams and team practices supported in the district: • • • •

Grade level and discipline teams working on common assessments. Shared team goals for academic and work study practices. District Teams meeting across schools to create common practices and shared goals. Working on focused projects that support building a positive school culture and climate.

Peer Training The training team is a professional development group of teachers in the district. The training team is designed to support teachers in all areas of instructional improvement including training in technology integration, literacy and mathematics strategies, using data to support students and learning. Key aspects of the training team: • • • •

Training team members are teachers in the school. Topics for training are identified at each school level. Expertise is shared across schools. Training is on-going and differentiated as teachers become more proficient with using tools or strategies.

Supervision and Evaluation The supervision and evaluation model in the district is designed to be supportive and to be reflective of improved teaching within the classroom. The model is a coaching model that provides multiple points of feedback and data for teachers to reflect on within their three-year recertification cycle. Examples of coaching elements in the supervision and evaluation model

include: •



• •

Data collected for school-wide goals on (literacy across the curriculum, technology integration, and student grouping); shared with teachers when data is collected. Inclusion of PLC work and data goals (Student Learning Outcomes SLOs/Data Cycles); a component of every teacher’s Individual Professional Development Plan and part of a teacher’s body of work in the district. School and PLC goals connected and shared. Yearly feedback requested of teachers to monitor the effectiveness of the model to improve teaching and learning.

Culture and Climate What characteristics of culture and climate support student engagement and a positive and productive learning environment? Culture and climate impact student achievement on many levels. At Sanborn the work to understand the culture and climate of our community and schools has involved looking at all school data and surveying parents, teachers and students. The survey results help gauge the level of engagement of each stakeholder and the needs and concerns identified by each group. School data, such as discipline logs and attendance, was tracked and analyzed to provide evidence of student behaviors and issues to be addressed. Student Engagement Classroom instruction is at the center of creating student engagement for learning. Over the last four years we have re-designed instruction at all levels to support student choice, independence, and the integration of disciplines to build learning connections for students. Examples of redesigning instruction in the district include: • • • • • • •

Small group guided reading and writing. Redesign of core reading at the secondary level. Relearn and Enrich periods to support students. Interdisciplinary teams and projects. Student exhibition and publishing. Internships and Extended Learning Opportunities (ELOs). College course work embedded in the regular SRSD 2015

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• •

program. Individualized online learning opportunities for course work, enrichment, re-learning, and college credit. College awareness activities and goal setting at the elementary, middle and high school through guidance.

Community Engagement The district has developed several pathways to engage the community, including introducing new communication tools as well as forums for community voice. • • • • • •

Constant Contact provides an online newsletter for each school. Alert Now provides parents with timely reminders and information. Partnerships with businesses to offer internships and career speakers that have become a part of a student’s experiences. Volunteer opportunities are offered and encouraged. Community-wide functions continue to be embedded within the calendar. Facebook/Social Media.

Wellness Health and Wellness play a major role in creating a safe and positive learning environment. The curriculum for health and wellness has focused on integrating health topics across the curriculum and in creating opportunities for students to stay physically fit during the school year. Steps taken to improve wellness in the district include: • • • • • •

Curriculum and instructional changes reflective of current best practice in wellness. Dedicated recess time at the elementary level to address developmental needs. Weekly physical activity in grades K-10. Student goals for improving physical fitness K12. Focus on introducing and developing life-long physical activities in physical education units of study. Instruction targeted to address student needs in the areas of risk behaviors and healthy choices.

Discipline Creating a school environment focused on learning and student achievement involves addressing behaviors that disrupt learning in a systematic and positive way. During the last several years programs have been put in place to address behavior and improve the learning environment for all. Examples of steps to improve discipline include: • • • •

Responsive Classroom Restorative justice. Addition of Insufficient Work Shown (IWS) in the grading policy separating work habits from competency in course grades. Stricter tardy policies.

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2

3

6

1

4

5

Figure 2 EHH

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District Competency Connections Descriptions 1 District Competencies Competency is a student’s ability to TRANSFER content and skills in/across content areas. The District Competencies are the overarching competencies for each curriculum content area K-12. Each competency is informed by standards and performance indicators that are reflective of grade level expectations for each competency. The competencies are evaluated using the district scales. During a student’s education career the district competencies are tracked across grade levels.

2 Student Learning Outcomes The student learning outcomes are the district competencies. Teachers create achievement goals for grade levels with their classroom, grade level Professional Learning Community, as a school, or at the district level. Teacher evaluation includes data collected to support these goals.

3 NH Content Competencies The State of New Hampshire worked to create guiding graduation competencies for district’s to adopt. Sanborn has adopted the state’s competencies for ELA and Mathematics (based on the Common Core State Standards), Science (based on Next Generation Science Standards).

4 SMARTERBALANCE Assessment The SMARTER BALANCE Assessment is designed to evaluate student progress in meeting the Common Core State Standards claims for ELA and Mathematics. Each grade level is assessed based on the expectations for that levels competency; the test adapts to students to demonstrate competency at their grade level and provides questions to probe and collect evidence of their instructional level.

5 Work Study Practices The Work Study Practices represent those skills and behaviors that support students as they acquire college and career ready skills. These practices are an integral component to student competency work and are assessed and reported as separate information to parents and students.

6 PACE Performance Assessment for Competency Education PACE is the State’s initiate to develop an accountability system that includes classroom performance assessments as a component of evaluated student progress and student achievement for state reporting. Performance assessments are embedded in units of study, utilize different learning cycle durations, and result in a student product that reflects a Depth of Knowledge of (DOK) 3.

[Figure 2]

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Performance Assessment for Competency Based Education The 2014-15 school year marks the beginning of our work to design an internal accountability model for our district. As we developed our goals and outcomes for each stage of our journey to become a competencybased grading and reporting system, we have been cognizant of the significant role that assessment and specifically how the role of quality performance assessment impacts determining student competency. The focus is on the student and the student’s depth of understanding and application of their competency. The transformation of our district has taken us to several areas of our educational organization, including looking and revising grading policies, instructional practices and structures, role of students in determining what they need to learn, inclusion of the priorities of a 21st century curriculum, and the first stages in designing a continuum on learning beyond the confinements of time (school year) or course. All of this work cycles back to how we assess student learning. Our next steps are to continue to measure the impact of these changes and to evaluate how our district is creating personalized learning for students.

Personalized Learning

Comprehensive Student Agency Supports

Anytime, Anywhere Learning

Customized Pathways

Clear, High Expectations

CompetencyBased Education

National Center for Innovation in Education

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Components of an Assessment Measuring Competency Performance Assessment for Competency-Based Education (PACE) is a part of our assessment work to measure student achievement in a competency-based educational system. Student competency is measured taking into account the following measurable attributes of assessment tasks and the products created and completed by students:

Depth of Knowledge

Common Assessment

Transfer of Learning

•Students are asked to demonstrate their knowledge, understanding, and skills by producing a product that is original, and which demonstrates a depth of knowledge of level 3 or higher. This would involve students analyzing and integrating knowledge and understanding, and demonstrating transferrable skills.

•Students are enrolled in courses where common assessments are used to measure competency. Common assessments include expectations for student perfromance that define competency. Assessments provide students with multiple modalities to demonstrate competency and continued opportunities to improve their performance with additional evidence.

•Students are asked to demonstrate their competency beyond the course and to other courses taken within the school including; advanced courses, independent work, extended learning opportunities, and districtwide assessments measuring college and career readiness.

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District Time-Line for Working with Standards and Competencies 2010-2011 • • •

K-8 Standards & 9-12 Competencies Development of Common Assessments. Implementation of a standards/competency reporting system

2011-2012 • • • •

• • •

Standards/Competency-Based Progression

Focus on assessment literacy Administration of the Smarter-Balanced Assessment Spring 2015 Administration of the PACE [select grade-levels] initiative during the school year

2015-2016 • • •

Standards/Competency-Based Progression

Implementation of the State of NH competency statements District-wide assessments reviewed vertically Implementation of performance tasks for identified standards and competencies K-12 in all courses. Adoption of the State of NH competency statements for Science and Work Study Practices.

2014-2015 • • •

Standards/Competency-Based Progression

On-going Standards Alignment with the Common Core State Standards Adoption of District-wide Competencies Publishing district curriculum documents that include: knowledge, understandings, and tasks to demonstrate competency. Development of Rubrics for evaluating student performance Development of Performance Assessments Adoption of the State of NH competency statements as the over-arching big ideas for High School competencies that guide the development of course competencies.

2013-2014 • • • •

Standards/Competency-Based Progression

Review of the Standards/Competencies Analysis of Common Assessments Editing Common Assessments Development of district-wide competencies

2012-2013 • • •

Standards/Competency-Based Progression

Standards/Competency-Based Progression

Focus on assessment literacy Administration of the Smarter-Balanced/SAT Assessment Spring 2016 Administration of the Year 2 PACE K-12 initiative during the school year

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COMPETENCY DATA COLLECTION, INTERPRETATION, AND USE FLOW CHART District • • •

SMARTERBALANCE, COMMON PERFORMANCE ASSESSMENT, NWEA, PACE ASSESSMENT

State/District data analyzed at the SAU level District goals developed Data distributed to schools

School • • •

COMPETENCY GRADES, PERFORMANCE ASSESSMENT, PSAT, SAT, AP, ASVAB, ACT, FOUNTAS & PINNELL

District/School data analyzed at the school level School goals developed Data distributed to PLCs UNIT ASSESSMENTS, SUMMATIVE , PERFORMANCE ASSESSMENT, COMMON ASSIGNMENTS

PLCs • • •

School/Grade Level data analyzed at the PLC level PLC goals developed Data distributed to teachers

Classroom   

RUBRICS, STUDENT EXEMPLARS, FORMATIVE, SUMMATIVE, DIAGNOSTIC ASSESSMENT, UNIT ASSESSMENTS, PERSONALIZED LEARNING PLANS

Grade level/Classroom data analyzed by teacher Classroom goals developed Data distributed to students

Home   

Student goal setting and student led conferences Teacher/parent discussions Competency-Standards-based Report Card communication

REPORT CARDS & PROGRESS REPORTS, ASSIGNMENT RUBRICS Figure 3 EHH

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Competency Data Collection, Interpretation, and Use A Body of Evidence The following list indicates some of the types of evidence teachers will collect in preparation for an evaluating student performance based on competency. There are district-wide assessments and common grade-level assessments that all students participate in as well as different types of data profiles providing evidence of student’s skills and products produced, that teachers use to evaluate student performance It is important for teachers to collect evidence that gives them a well -rounded picture of a student’s strengths and needs and this body of evidence profile helps teachers better analyze a student’s progress towards meeting competency benchmarks throughout the school year and in meeting grade-level standards/competencies at the end of the year. [Figure 3] SMARTER BALANCE (SBAC) Reading (Grades 3-8, 11) Mathematics (Grades 3-8, 11) PACE Performance Assessments ELA MATHEMATICS SCIENCE NWEA Measures of Academic Progress (MAP) K-12 Primary Reading Grades K-2 Primary Mathematics Grades K-2 Reading Language Arts Mathematics Dynamic Indicators of Basic Early Literacy Skills (DIBELS) K-2 Phonemic Awareness, Blending Beginning sounds, rhyming Letter names, sounds Word recognition, concepts of print Fountas & Pinnell Benchmark Assessment K-5 Determines independent and instructional reading levels Trails Grades 3-12 Information literacy assessment Unified and Performing Arts Performance Tasks Musical Performance Art Exhibition Waterford Early Reading Program K-2 Targets areas of reading needing practice and reinforcement. Progress reports daily to teachers K-12 Classroom/Course Assessments Common summative assessments for units of study. Independent Reading Logs Running Records Performance Assessment

Social Studies/Science Summative assessments for units of study Student constructed responses Critical Thinking and Science Inquiry Assessments Presentations of Concepts and Research Projects Performance Assessments K-12 Writing Constructed responses on each summative assessment Common writing prompts at each grade level Common writing assignments for courses Mathematics Grades K-12 mathematics courses common summative assessments Math Practices Monitoring Performance Assessments STAR Math SATs/PSAT/ACT Critical Reading Mathematics Writing Subject Level Tests AP Tests Technology Electronic portfolio Evidence of technology integration across the curriculum VLACS, NOVANET courses College and Career Common Core State Standards for College and Career Readiness Monitored in ELA and Mathematics District CCR Competencies for all courses and grades Products and evidence of applied skills in practice Completed college course work Physical Education & Wellness Physical fitness monitoring Nutrition Journals Work Study Practices Monitor student growth and goals for work study practices Embed work study practice expectations in Performance Assessments

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Determining Competency Competency is a student’s ability to TRANSFER content and skills in/across content areas. In order to determine competency, a teacher should analyze a student’s progress using the following process: Step 1: Analyze Student Work for Completeness Assure that there is sufficient evidence for each of the competencies. Gather additional evidence as needed. Key questions to consider: What is a body of student work? How does the evidence align with the standards and the content strands? Is the body of evidence complete? If not, how will you collect what you need? Step 2: Analyze the Student Work for Quality Analyze the quality of student work across the reporting period using content area curriculum embedded rubrics as appropriate. Teachers and grade level teams have developed rubrics that provide a continuum of expectations for students that identify what evidence a student should demonstrate to be meeting the standard. Additionally, the rubrics provide what to look for if students are exceeding the standard. At the end of a reporting period, organize and synthesize these assessments to determine the proficiency level for each reporting competency. Key questions to consider: What is the quality of the body of student work? What parts of the body of evidence are proficient? In progress? Limited Progress? Exemplary? How do you know? Step 3: Analyzing Student Work for Competency Using Depth of Knowledge Analyze the quality of student work based on assessment questions that reflect a depth of knowledge of level 3 (Hess Rigor Matrix.) Evaluate student work to attain competency based on pathways for learned designed by students and monitored by teachers. Key questions to consider: Does the work sample provide sufficient evidence that the student can transfer their competency to future work? What different pathways can a student take to achieve competency? Does the student demonstrate competency in varying tasks?

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Work Study Practices In 2014 the State of New Hampshire adopted a set of Work Study Practices that encompass the habits and dispositions that students need to be successful and college and career ready. COMMUNICATION-CREATIVITY-COLLABORATION-SELF-DIRECTION

[Figure 4]

These work study practices play a major role in how our students are assessed at each level in the district.

At the elementary level the work study practices are called CARES. CARES (Cooperation, Assertion, Responsibility, Empathy, Self-Regulation) come from the Responsive Classroom Model practiced in every elementary classroom. The Responsive Classroom model provides an instructional frame for students to learn what it means to build, support, and contribute to a positive and productive classroom community. At the middle and high school level the work study practices are called GLOs (General Learning Outcomes) and 21st Century skills. These outcomes were developed to blend both the core values of the schools as well as the work study practices for college and career readiness. Work Study practices are evaluated within units of study and are part of interdisciplinary units. Teams also have competencies designed for meeting the goals of work study practices as members of the team. The assessment of these work study practices allows teachers to focus on the practices and skills as well as to balance the developmental needs of students; the practices are assessed separately from the academic competencies. This allows both the academic assessments and the work study practices to be reported as pure measures of the competencies and as focused indicators of student learning. The work study practices are embedded in units of study, so that students make connections between the work they do and the work study practices that could enhance their completion of a complete product. Instruction in what is expected of students and what their practices should look like a clearly articulated to students at the beginning of each unit of study. Rubrics are provided to students with performance indicators, so students are clear about what the expectations are for the work study practices during a unit of study and so they can see what a progression of these skills looks like. These indicators are part of classroom instruction. The scale for work study practices provides feedback on the “level of progress” a student is making in reaching the expected performance in the work study practices. It is important that the work study practices also be personalized and reflective of individual student goals for learning. It is these work study practices that provide the foundational skills that support students as they explore careers, extend their studies, work independently, contribute to the learning community and define themselves as citizens. [Figure 5]

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DISTRICT-WIDE WORK STUDY PRACTICES STATE OF NEW HAMPSHIRE: WORK STUDY PRACTICES COMMUNICATION

CREATIVITY

COLLABORATION

SELF-DIRECTION

Use various media to interpret, question, and express knowledge, information, ideas, feelings, and reasoning to create mutual understanding.

Use original and flexible thinking to communicate my ideas or construct a unique product or solution.

Work in diverse groups to achieve a common goal.

Initiate and manage my learning through selfawareness, self-motivation, self-control, selfadvocacy and adaptability as a reflective learner.

Graduating seniors will be able to demonstrate that they can: Communicate effectively using multiple modalities Interpret information using multiple senses Demonstrate ownership of the work

Graduating seniors should be able to demonstrate that they can: Think originally and independently Take risks Consider alternate perspectives Incorporate diverse resources

Graduating seniors will be able to demonstrate that they can: Contribute respectfully Listen and share resources and ideas Accept and fulfill roles Exercise flexibility and willingness to compromise

Graduating seniors will be able to demonstrate that they can: Persevere in completing complex, challenging tasks Use self-reflection to influence work and goals Engage stakeholders to gain support

High School Grades 9-12 21ST Century Skills Effectively Communicate Use various media to interpret, question, and express knowledge, information, ideas, feelings, and reasoning to create mutual understanding

Creatively Solve Problems Use original and flexible thinking to communicate ideas or construct a unique product or solution

Contribute To Their Community

Self-Manage Their Learning

Produce Quality Work

Responsibly Use Information

Work in diverse groups to achieve a common goal

Initiate and manage learning through self-awareness, selfmotivation, self-control, selfadvocacy and adaptability as a reflective learner

Recognize and produce work of high quality

Demonstrate a proficiency to effectively and ethically find and use information

Middle School Grades 6-8 General Learning Outcomes Effectively Communicate Use various media to interpret, question, and express knowledge, information, ideas, feelings, and reasoning to create mutual understanding

Creatively Solve Problems Use original and flexible thinking to communicate ideas or construct a unique product or solution

Contribute To Their Community

Self-Manage Their Learning

Produce Quality Work

Responsibly Use Information

Work in diverse groups to achieve a common goal

Initiate and manage learning through self-awareness, selfmotivation, self-control, selfadvocacy and adaptability as a reflective learner

Recognize and produce work of high quality

Demonstrate a proficiency to effectively and ethically find and use information

Elementary School Grades K-5 C.A.R.E.S COOPERATION Works productively in a group. Displays a positive attitude.

ASSERTION Shows initiative and effort. Seeks help when needed. Participates in class. The ability to demonstrate creativity, critical thinking and problem solving strategies.

RESPONSIBILITY Works to the best of their ability. Completes assigned tasks. Completes homework.

EMPATHY Shows respect for others and their property. Shows respect for other’s opinions. Values the community of the classroom and school.

SELF- REGULATION/CONTROL Listens attentively. Follows school and classroom rules. Stays on task (stamina-perseverance). Demonstrates self-control in structured settings.

Figure 4 EHH

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Figure 5 EHH

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The Advantages of Teaming By Ann Hadwen High School Assistant Principal In a traditional high school one would typically find faculty held loosely together within a department structure. The department structure often does little more than ensure that curriculum is properly aligned and that, the appropriate supplies and content materials are ordered at the conclusion of each year. How content is delivered and assessed is not typically the concern of the department. Nor do teachers typically stay connected to a student once they have left their classroom for another. A colleague of mine describes this type of high school as having, teachers working as independent contractors. Students in a high school with a department structure often must fend for themselves in this sink or swim environment. At Sanborn we recognize that students at each grade level have unique needs that cannot adequately be met using a department structure. To remedy this we have redesigned our high school around grade-level teams. The reality is that students at each level, from kindergarten to senior year of high school, can achieve academic success if provided with what they need, when they need it. For example, ninth graders who are plunged into the sink or swim environment of a traditional high school may often sink with no help in sight. Research tells us that students who are not successful as freshmen are the most likely to fail to graduate in four years and may not complete high school at all. Recognizing that our data mirrored what researchers in the field have discovered, the administration at SRHS took drastic steps to address the issues facing freshmen. We realized that our current structure was detrimental to freshmen. In good conscience we could not expect ninth grade students to arrive in September already understanding the academic and social rituals of high school. It was obvious that our freshmen needed a comprehensive transition program in their first year of high school. Our answer was to create a freshman team, the Freshman Learning Community (FLC), to assist incoming ninth grade students with the transition to high school. The FLC was based on the same student centered principles found in most middle schools. In the first year of its implementation, the FLC saw a drastic decrease in student failure and discipline issues. Later that same year, the FLC won the prestigious Magna Award from the National School Board Association. The award was in recognition of our efforts to improve the academic and social experience for freshmen, essentially giving students what they needed, when they needed it.

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It came as no surprise that after the success of the FLC, teachers, parents, students, and administrators questioned; what comes next? How will this success continue through the sophomore year? As a school we were already committed to the idea of personalizing learning for each student. So, we asked: What do sophomores need to be successful? After a year of careful planning around the ideas of interdisciplinary projects and leadership, the Sophomore Experience Team was created. The Sophomore Experience has provided students with the opportunity to understand how the core subjects of Biology, English, and Government can be used together to solve problems in our community. Students in the sophomore team experienced the interconnectedness, of not just subjects in school, but also individuals within a community. For students in their junior or senior year, the team structure looks a little different; however, the focus remains on personalizing learning, in this case, for the needs of our more mature students. The Junior/Senior team emphasizes college and career readiness in a very tangible way. Students at Sanborn are able to select one of the following four career pathway learning communities: Arts, Communication, and the Humanities; Business & Manufacturing; Human Services; and STEM. After selecting a pathway, students are assigned to a pathway advisor and have the opportunity to participate in a variety of enrichment activities related to their future career goals. It’s not only our students that have benefitted from our non-traditional teaming structure; teachers as well have discovered the advantages of working as a team, with a smaller group of students. Teams that work well together quickly discover that collaboration lightens the workload for individuals and usually results in more engaging and sophisticated lessons. Teams at Sanborn meet twice a week to discuss students, view student work, and evaluate lessons, and performance assessments. Teams also benefit from being granted the autonomy to evolve and adapt to the needs of their students. As high schools continue to look for ways to engage students and adapt to the increasing demands placed upon them, teaming is one way to increase rigor in a way that supports students and teachers. Adjusting the structure of human resources can be the impetus for great change and can pave the way for schools to truly personalize learning for each student.

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The Power of the Professional Learning Community to Support Competency Education By Jon Vander Els Principal, Memorial School Our district’s commitment to building highly functioning Professional Learning Communities within each school has been the driving force behind the significant changes that have taken place in our district over the past five-plus years. Professional Learning Communities are the foundation for any of the work we have been engaged in during this time. Our success in implementing a competency-based educational system within our district is evidence of this PLC work, and would not be as successful without our interdependent teams working together as they have. At Sanborn, we have applied the DuFours 4 Critical Questions for Consideration to guide our work with students. Throughout our journey, these four questions have assisted us in ensuring we are providing appropriate and meaningful opportunities for all of our students to demonstrate competency. 1.) What is it we expect students to learn? •

Our teachers are clear about what students are expected to know and demonstrate in their learning. This should never be a mystery, and through backwards design planning, the outcomes for any unit are established and made clear to our learners.

2.) How will we know when students have learned it? •

Team-designed rubrics outline precisely what students are expected to know. Competency is defined as the ability for students to "transfer" their learning, therefore, our teachers provide real-world problems and assessment opportunities for students to demonstrate this transfer of knowledge into other applicable situations.

3.) How will we respond when students don't learn? •

This is an imperative component of any educational system. Our district has integrated multiple tiers of support, K-12, for all learners. Not learning this foundational knowledge is not an option in our

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system. We have committed to providing the time and resources within our daily schedule at all levels to ensure ALL students learn. 4.) How will we respond when students already know it? •

A competency-based educational system lends itself very well to those students needing challenge, as well. The same tiers that provide support provide various opportunities for extension, as well. Students are provided opportunities to demonstrate a deeper level of knowledge (Level 4 DOK) within their assignments, and are provided with opportunities to extend through personalized experiences.

A majority of the "behind-the-scenes" work in a competency-based system is accomplished during PLCs. Teams must identify the competencies that are going to be assessed in their units of study, build performance assessments that truly assess these competencies, run these performance assessments through a “vetting” process for quality assurance, review and assess student work together, and make any necessary changes for improvement. In addition, teams of teachers must provide re-teaching and opportunities for extension based upon the assessment results. This must be coordinated within the teams to ensure that every student is receiving what he/she needs. PLCs are imperative for this work to occur and for it to occur at a high level. The result, high levels of student growth and learning.

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Partnering with the Community By Alexander Rutherford Principal, Middle School Through trial and error, we have come to realize that the literature is correct: “All forms of parent engagement, no matter how small, are beneficial.” Sanborn, like every school and district, has parents who are consistently engaged in thoughtful communication and are comfortable asking the questions that they feel are integral to their child’s success. These parents know how to make a difference; these parents are our healthy canaries in the school coal mine. Other parents need a little more encouragement and information in order to successfully navigate and accept any major changes in policy or operation. All parents want their children to understand the school’s educational expectations and perform well. They want their children to be cared for, appreciated, and recognized as great students. Parents also have other hopes that their children will be able to give them the full story, i.e., when they ask how everything is at school, or when their child says they have no homework assignments, is this accurate? But beyond these hopes, parents count on teachers and school administrators to fill in the inevitable communication gaps and make sure all is truly going well. In the beginning of our transformational journey, we focused on two major beliefs. First: most parents’ desire to be helpful and supportive of their school community. Second: if we consistently provide a plethora of accurate information to all stakeholders and utilize a variety of informational platforms (email, Facebook, Twitter, etc.), confusion will be less, and a greater understanding of the required changes will gradually develop. We have found these beliefs to be accurate.

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K-12 Competency-based Grading and Reporting This year marks our seventh year of transition to a competency-based K-12 system and of implementing a competency-based report card. At each point in the implementation process we have closely reviewed the reporting system to assure that the system reflects our goal of raising student achievement K-12. Changing practices and gaining new knowledge takes time, collaboration, experimentation and reflection. Continued success in redesigning and moving towards a personalized education for students will require patience, persistence and the commitment of all stakeholders. The work to prepare for this redesign began several years ago. Teachers and administrators researched and reviewed “best practices” in curriculum and instruction, assessment and grading and reporting. In addition, teachers worked with the standards and competencies to clearly define the expectations for student performance at all levels and in all courses. Since 2006, The Sanborn Regional School District (SRSD) has been developing and implementing rigorous: •

Essential standards (Power Standards)



Course Competencies



Benchmarks (learning goals that make clear what is expected to be taught at each grade level)



Standards-based rubrics (definitions of proficiency for each of the standards) using performance indicators



Common Assessments



Performance Assessments



College and Career Readiness Skills



Work Study Practices



Alignment of district standards to the Common Core State Standards



Innovative Learning Environments

Recognizing that reading is the key to learning everything else, each discipline is required to include in their standards, skills in reading, writing, and speaking. In addition to literacy skills, technology skills are embedded in each course so that our students will continue to acquire the skills they need to meet the challenges of the 21st Century; our students will also need to leave our district with technology skills that support their continued learning. SRSD 2015

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Components of a Competency-Based System

These are the four essential components of a competency-based system: 1.

The content standards, (as outlined by the New Hampshire Department of Education) and the Common Core State Standards that describe what a student should know , understand, and be able to do at a given grade-level; These provide the indicators for performance for a competency.

2.

The standards-based curriculum or road map a teacher uses to ensure that instruction targets standards; and addresses competencies.

3.

The assessments that a teacher uses to measure learning and the extent to which a student has met the standards and is demonstrating competency; and finally

4.

The reporting tool that allows a teacher to communicate accurately a student’s progress towards meeting competencies at critical junctures throughout the school year. The competency-based report card completes our system

District-wide Competencies Competency is a student’s ability to TRANSFER content and skills in/across content areas. Each course and grade-level, include district-wide competencies for students to work toward. Each competency includes standards which are specific to each grade-level and course, and which detail the progression of skills that students need to acquire to be competent. The standards reflect the developmental level of the student as well as the expectations for acquired skills during the instructional period. Instructional rubrics provide performance indicators for student performance on the standards ranging from limited proficiency to exemplary performance. With these new standards and expectations, come opportunities to define and highlight how our curriculum and instruction provide challenge, clarity and consistency. The challenge is there for everyone; students, SRSD 2015

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teachers, parents-to help students achieve at higher levels. The standards make clear what we expect all students to know, understand, and be able to do. When all schools use the same standards, there is consistency across the district in what is being taught and learned. Developing innovative and responsive instructional models to deliver the standards has enhanced the instructional climate of each school. Currently each level has developed a flexible instructional time dedicated to addressing re-learning of skills for some students and the depth of understanding of others. In addition each discipline has adopted varying interdisciplinary instructional practices that encourage students to learn the “big ideas” of each discipline and to see the connections to all the ideas they are studying. This approach to curriculum and instruction provides a connected thread to the learning of the standards and competencies. Collaborative practice is the foundation of all of our professional work in the district. Teachers work in Professional Learning Communities (PLCs). These PLCs review student work, analyze achievement results, create learning goals, evaluate the effectiveness of instructional strategies, and monitor the learning progress of students. Teachers share unit and lesson planning, common and alternative assessments, and resources using ATLAS curriculum software; creating a seamless exchange of ideas, expertise and support at every gradelevel. Assessment is at the heart of the most exciting and fundamental change in the district. At every grade-level and in every course there are shared common expectations outlined to improve student achievement. Clearly developed lessons, learning experiences and assessments for and of learning, communicate to students what they need to know, understand, and be able to do to demonstrate their competency. Providing students with opportunities to demonstrate knowledge, understanding and skills through performance assessments enhances each child’s purpose for learning and connects our lessons to experiences outside our classrooms.

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Traditional State Assessments

NEW Common Core State Standards

Common Performance Tasks

Student Designed Projects

Learning Tasks

CONTINUUM OF ASSESSMENT FOR DEEPER LEARNING

Standardized, multiple

Standardized tests with

Standard performance task

Performance tasks that

Longer deeper

choice tests of routine skills.

multiple choice and open

lasting 1-3 weeks that

require students to carry

investigations lasting

ended items, plus 1-2 day

include structured inquiry

out inquiries, analyze

2-3 months requiring

performance tasks of

and demand more

findings, and revise in

students to initiate,

some applied knowledge

integrated skills.

response to feedback.

design, conduct,

and skills.

Measuring competency

analyze, revise, and

using Depth of Knowledge

present their work in

(DOK 3).

multiple modalities.

NWEA, NECAP

SMARTER-BALANCE

COMPETENCY ASSESSMENT

NEW SAT

PACE

GRADUATION PROJECTS

INTERNSHIPS, ELOs

While much work lies ahead, we are confident in our ability to meet the on-going challenges of the standards, competencies and accountability reform movement. Efforts will continue beyond the upcoming year to put the best information and resources into the hands of teachers and to provide the professional development necessary to assist teachers in meeting the challenges we face. The Sanborn Regional School District remains committed to furthering our reform efforts in the area of curriculum, instruction, and assessment and to instituting standards-based tools and resources for use in the classroom. Our goal is to provide our students with a first class education that relies on best practices in instruction and assessment and that supports the development and extension of competency, relies on positive and productive

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Understanding Sanborn’s Grading System High School Leadership team

Sanborn Regional School District uses a competency-based grading and reporting system for all of its courses and grade- levels. What is a competency? A competency is the ability of a student to apply content knowledge and skills in and/or across the content area(s). At Sanborn, there are two kinds of competencies used in grading: School-Wide: Sanborn has six “21st Century Expectations for Learning” also known as the P.R.I.D.E. standards at the High School, “General Learning Outcomes GLOs” at the Middle School, and CARES at the Elementary level that are based on social and civic “work practices” expectations. These are assessed regularly on summative assignments by each teacher in each course using a rubric. These grades are NOT included in the final grade calculation for courses but a summary of these grades appears on each student’s report card and final transcript that is made available to employers and colleges. These grades are also used as eligibility criteria for various awards, honors, and privileges at the school. Course-Based: Each course at Sanborn has competencies that are specific to each course. These competencies are the “big ideas” of the course and answer the question: What is it we want our students to know and be able to do in this course? These competency grades are printed each quarter for each course on Sanborn’s report card and ARE included in the final grade calculation for courses. How are the competencies linked to grades? Formative Assessment: A formative assessment is an assessment for learning and can be broadly described as a “snapshot” or a “dipstick” measure that captures a student’s progress through the learning process. It explains to what extent a student is learning a concept, skill, or knowledge set. Formative assessments are “practice” and are not heavily weighted in the grading system. Examples of formative assignments include class work, homework, and quizzes. Summative Assessment: A summative assessment is a comprehensive measure of a student’s ability to demonstrate the concepts, skills, and knowledge embedded within a course competency. It is an assessment of learning that is heavily weighted in our grading system. At Sanborn, each summative assignment is linked to at least one (or more) of the course-based competencies. Examples of quality performance-based summative assignments include research projects, presentations, labs, writings, tests, and other similar performance tasks. A student’s overall grade is based as a cumulative, score over the entire length of the course (not an average of quarter grades or trimester grades). Summative assessments are weighted at least 90% of the overall course grade at the

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secondary level. Elementary level reports on student progress on the competencies for each content area. Competencies are reported as a level of performance at all levels using the letter scale below. What is the grading scale that all teachers use? At Sanborn, all assignments are graded on a 4.0 rubric scale. Teachers report assignment grades as an individual letter. Final course grades are reported as a numerical score based on the following ranges: Middle School and High School

Elementary School

Exemplary (E):

Final grade of 3.50-4.00

Exemplary

(E)

Proficient (P):

Final grade of 2.50-3.49

Proficient

(P)

Basic Proficiency (BP):

Final grade of 1.50-2.49

In-Progress

(IP)

Limited Proficiency (LP):

Final grade of 0.50-1.49

Limited Proficiency

(LP)

Not Met (NM):

Final grade of 0.01-0.49

Not Yet Competent

(NYC)

Not Yet Competent (NYC):

Final grade of 0.00

Insufficient Work Shown (IWS)

What grading practices are common to all classes? Reassessment: If a student receives a summative assessment grade that is at the Proficiency (P) level or below, they may be eligible to reassess on that assessment provided they complete a reassessment plan that is mutually established with the teacher. The reassessment is typically just the parts of the assignment for which the student was not at a Proficiency (P) level. The teacher would record the new grade earned in the grade book. Mandatory Assessments: Assessments provide teachers with evidence that is necessary for determining grades. Students, teachers, parents, counselors, and administrators will do “whatever it takes” to make sure students complete all major summative assignments. Students who refuse to complete an assignment will receive classroom or school-level disciplinary consequences. The grade for that assignment or the overall course may be recorded as Insufficient Work Shown (IWS) until the student completes the work. At the end of the year, an IWS as a final grade results in no credit earned for that course. Learning Trend: When fewer than four assessments have been linked to a competency/standard, the competency/standard grade is computed by taking an average of the assessment grades. Once four or more assessments have been linked to a competency/standard, the competency grade is computed using a learning trend model. In this model, the student’s most recent and most consistent work is given higher weight than older work when computing a competency grade. A learning trend is a more accurate representation of a student’s learning as they progress through a course. The learning trend only impacts the calculation for the competencies. The overall course grade (including all formative and summative assessments) at the middle and high school level calculates as an average and does not use the learning trend. SRSD 2015

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District Grading Scales for Reporting Sanborn Regional School District High and Middle School Grading Scale Elementary Grading Scale Level

Not Competent

Competent

Exemplary

Code

E

Proficient

P

Basic Proficiency

BP

Limited Proficiency

LP

Performance Descriptor The student consistently and independently demonstrates the ability to analyze and synthesize essential content knowledge and skills in a new task. The student consistently and independently demonstrates the ability to apply and transfer essential content, knowledge and skills in a new task. The student demonstrates the ability to comprehend and apply essential content, knowledge and skills in a familiar task. The student is not demonstrating the application and transfer of essential content, knowledge and skills.

NYC

NYC: The student is not yet competent in the performance standard(s).

IWS

IWS: The student has not produced a sufficient amount of evidence to determine the level for which they have met the performance standard(s).

Override Codes

Score Range 3.50 – 4.00

Level

Exemplary

Code

E

2.50 – 3.49

Proficient

P

1.50 – 2.49

In Progress

IP

0.50 – 1.49

Limited Proficiency

LP

0.0 – 0.0

The student consistently and independently demonstrates the ability to analyze and synthesize essential content knowledge and skills in a new task. The student consistently and independently demonstrates the ability to apply and transfer essential content, knowledge and skills in a new task. The student demonstrates the emerging ability to apply and transfer essential content, knowledge and skills. The student is not demonstrating the application and transfer of essential content, knowledge and skills.

NYC

NYC: The student is not yet competent in the performance standard(s).

IWS

IWS: The student has not produced a sufficient amount of evidence to determine the level for which they have met the performance standard(s).

Override Codes

0.00

Performance Descriptor

Score Range 3.60 – 4.00

3.59-2.70

2.69-1.7

1.69-0.0

0.0 – 0.0

0.00

Figure 6 District Team

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District Grading Scales for Assessment Secondary Scale

Figure 7 MT

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District Scales for Assessment: Elementary Scale

Figure 8 MT

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Extended Explanation of the Learning Trend: “A Continuous Model for Assessment” Grading and reporting in a standards-based system takes patience and time to master. The challenging work to transform a grading system is embedded below the surface of the grade itself and in instructional practice. In truth, becoming a standards-based grading organization is less about the grade and much more about shifting our thinking of seeing student work as not just something to collect and check off but as evidence of learning and competency. Throughout the last four years teachers have improved their monitoring of student progress to reflect a focus on continuous improvement and a goal of helping students acquire enduring understandings and skills. These skills transfer to all academic performances. This work has involved building understanding and embracing the data provided by formative assessments to inform instruction, developing summative assessments that provide the opportunity for students to demonstrate depth of knowledge, creating and re-working rubrics so that students have a clear understanding of expectations for performance and that teachers have a tool to monitor progress, and separating work study practices and behaviors from academic understanding and recognizing that these work study practices need to be taught, and measured continuously, just like academic standards. Looking at learning within a continuum requires that the reporting of a grade for competency, reflect a trend of performance rather than the average of all performances. This means that at the individual standard level students are evaluated based on evidence of their progress toward meeting the standard. The system recognizes that assessments at the start of a school year are reflective of learning new skills; the accurate measure of competency is how a student performs later in the year after the skills are practiced and fine-tuned. Marzano uses the term “learning trend” to represent the learning that has occurred over time toward a demonstrating competency or meeting a benchmark skill. For a competency grade to be accurate it needs to be reflective of where a student is at the end of the learning experience. The difference in grading is moving away from averaging all grades in a year to focusing on the most current grades a student has earned.

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The comparison is….. Averaging: For the child below, the average rubric score is 3.0. Since the first score of 2.0 was much lower than the later scores, it pulled down the average. The child has gained a considerable amount of knowledge from the first to the last assessment, but this is not considered in an average. Vs. Learning Trend: By measuring the “learning trend” the child was not penalized since he or she was still learning the concept on the first assessment. The “learning trend” measures the learning from the first to the last assessment and shows the child’s rubric score as 3.5. The rubric score of 3.5 best represents this child’s learning and the average underestimates this child’s learning.

The trend grade will show after four assessments for that particular skill. Creating a continuum to measure learning and using the “trend” of a student’s performance to evaluate competency; a student’s grade is accurate and truly reflects what they know at the end of a trimester, semester, or year.

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From Traditional to Competency-Based: The Evolution of Our Grading Practices at SRSD By Brian M. Stack, Principal, Sanborn Regional High School

If you’d like to see just how polarized a high school faculty can be, survey them on how much they think homework should count in an overall course grade. You’ll get a range of responses from zero to one hundred percent. I discovered this for myself in one of my early years as an administrator at Sanborn. One of the most important roles that school administrators play in the development of a competency education model is to help teachers, students, and parents look differently at the traditional grading practices that have existed in our classrooms for decades. Many of these practices do little to meet the twenty first century purpose for grades: to inform the student and the teacher on the degree to which a student has learned a given content, subject, or skill. Having studied the work of educational researchers like Colby, Guskey, Marzano, O’Connor, Reeves, Wiggins, and Wormeli, in 2010 the administrative team at Sanborn Regional High School identified some key components that had to be used by every teacher, in every course, that the school offers: 1. Grading practices must separate and acknowledge the role of both formative and summative assessment. Formative assessments (things like homework, classwork, and quizzes) measure a student’s progress through their learning. Summative assessments (performance-based tasks like research projects, presentations, and demonstrations) measure a student’s ability to demonstrate competency and transfer of a skill or concept. At the high school, in an effort to recognize the importance that formative assessment plays in the learning process without penalizing students for their practice, it was decided that formative assessments could not be weighted more than ten percent of a student’s overall course grade. 2. Grading practices must eliminate the practice of averaging averages to get more averages! University of Kentucky College of Education Professor Thomas Guskey once wrote, “If someone proposed combining measures of height, weight, diet, and exercise into a single number to represent a person’s physical condition, we would consider it laughable.” This same logic has long applied to our traditional approach of averaging test and quiz averages to get quarter averages, and averaging those averages to get course averages. In contract at the high school, we let our course grades stand alone as a rolling grade that runs from the first day to the last day of the course. We give separate grades for each skill or competency that a student masters. We use a learning trend that more-heavily weights the later work that a student does in a course rather than the earlier work. 3. Grading practices must separate academics from academic behaviors. Most teachers generally agree that good academic behaviors (asking questions in class, completing homework, and meeting deadlines) lead to a better SRSD 2015

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understanding of material, but teachers compromise their entire grading system when they let these behaviors influence grades. A course grade should be academically pure – a measurement of what it is a child knows and is able to do in a course. For many teachers, the hardest part of this separation is adopting other strategies (rather than assigning a zero) for students who miss a deadline. This continues to be an important hurdle that we as administrators at Sanborn continue to work with our staff to address in effective ways. 4. Grading practices must use rubrics and a rubric scale, not percentage scores. Sanborn’s teachers have come to understand that the rubric-based scale produces grades that are more accurate, consistent, meaningful, and supportive of learning than grades that were produced from the 100-point scale. Rubrics at Sanborn are based on four levels: Exemplary, Proficient, Basic Proficiency, and Limited Proficiency. With a rubric scale, a teacher determines a grade by first looking at the student work and determining which level of the rubric is the most appropriate match for that work. Teachers generally develop rubrics that are specific to the course, competency, or skill they are assessing. Students are provided with these rubrics when an assignment or task is given so that they have a clear expectation of what they need to do in order to complete the assignment or task at a Proficient (or Exemplary) level.

As a school in 2010, we recognized that we needed each of these components as part of a common set of grading practices that each of our teachers would use in their classrooms. The process to develop and implement those practices took four years. While some of the practices were relatively easy to adopt (like separating academics and academic behaviors), others, like the rubric scale, took time to develop. Throughout the transition process, we communicated the reasons for our grading practice changes to our stakeholders.

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DISTRICT COMPETENCIES

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Figure 9 EHH

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Developing Competencies and Standards The district’s competency-based system is heavily based on data gathering, requiring teachers to enter assessments attached to standards to track student progress. The teachers worked for several years with the State of New Hampshire Curriculum Frameworks, and the second generation of standards from the New England Common Assessment Program (NECAP) the Grade Level Expectations (GLEs) and Grade Span Expectations (GSE), but it was the Common Core State Standards and their adoption in New Hampshire, that provided the smoothest and most logical continuum of knowledge, understanding and skills for student achievement. Professional Development time including teacher workshop days, specific grade level professional days and Professional Learning Community (PLC) time was set aside for teachers to work through the standards. One could say that the teachers became experts at deconstructing the standards, identifying power standards, and developing performance indicators for student achievement.

Early in the process the district agreed to look at standards through the lens of a continuum… meaning that the standards gave us a clear picture of what students needed to know, understand and be able to do at the end of a school year, but we also needed to balance the developmental needs of students throughout the year and to develop outcomes that represented where students should be at each point in the instructional continuum. Developing rubrics that clearly articulated skill acquisition throughout the year helped us provide appropriate and timely feedback to students about their progress. Chunking expectations for standards into reasonable learning goal segments that students could meet at the end of each trimester, created a natural ladder for learning throughout the year.

SRSD9/2015 43

The development of competencies at the district, school, and content level has been guided by several resources including: 1. 2. 3. 4. 5.

The state’s model competencies for English Language Arts, Mathematics, Art Next Generation Science Standards National Arts Standards: Fine and Performing Arts National Council of Social Studies C3 Framework National Standards for Physical Education, Health Technology, Business, Vocational and Technology Education, Family and Consumer Science

The flow of reporting to parents and students the levels of competency (Figure 9) is part of a careful collection of evidence of student learning.

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A Primer for Understanding District Competencies DISTRICT-WIDE ELA COMPETENCIES ELA English Language Arts College and Career Readiness Reading

Writing

Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Speaking & Listening

Students can produce effective and wellgrounded writing for a range of purposes and audiences.

Research/Inquiry

Students can employ effective speaking and listening skills for a range of purposes and audiences.

Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.

High School Grades 9-12

Reading Read and comprehend complex literary and informational texts independently and proficiently.

Interpret, analyze and evaluate complex literary and informational texts.

Writing Produce clear and coherent writing for a range of tasks and purposes.

Language

Conduct short and sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Speaking & Listening Initiate and participate effectively in a range of discussions, responding thoughtfully to diverse perspectives and expressing ideas clearly and persuasively.

Present information, findings, and supportive evidence, conveying a clear and distinct perspective.

Middle School Grades 6-8

Reading Read and comprehend complex literary and informational texts independently and proficiently.

Interpret, analyze and evaluate complex literary and informational texts.

Writing Produce clear and coherent writing for a range of tasks and purposes.

Language

Conduct short and sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Speaking & Listening Initiate and participate effectively in a range of discussions, responding thoughtfully to diverse perspectives and expressing ideas clearly and persuasively.

Present information, findings, and supportive evidence, conveying a clear and distinct perspective.

Elementary School Grades K-5

Reading Understand and demonstrate working knowledge of concepts of print, the alphabetical principle, and other basic conventions of the English writing system.

Read, comprehend, interpret, and analyze literary texts independently and proficiently.

Writing

Language

• The District Competencies are K-12 statements that of the Read, comprehend, Produce clear and coherent Demonstrate command interpret, and analyze writing for aareas range of andcontent conventions of standard English address the core oftasks each area and information texts grammar and usage when writing or discipline.purposes. independently and speaking. The District Competencies are also represented on proficiently. • the report cards with shorter phrases that capture the curriculum strand for the competency.

Speaking & Listening Initiate and participate effectively in a range of discussions, responding thoughtfully to diverse perspectives and expressing ideas clearly and persuasively.

Figure 10 EHH

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SANBORN REGIONAL SCHOOL DISTRICT ELA COMPETENCIES/STANDARDS SCHOOL COURSE

Elementary Reading , Writing, Speaking & Listening

DISTRICT COMPETENCIES

COURSE PERFORMANCE INDICATORS/STANDARDS

Reading Foundational Skills Understand and demonstrate working knowledge of concepts of print, the alphabetical principle, and other basic conventions of the English writing system.

Reading Literature Read, comprehend, interpret, and analyze literary texts independently and proficiently.

Reading Informational Read, comprehend, interpret, and analyze information texts independently and proficiently.

GRADE DISCIPLINE

Grade 3 ELA

3.RF.3: Phonics and Word recognition: Know and apply grade-level phonics and word analysis skills in decoding words.(*Fountas & Pinnel Benchmark) 3.RF.4: Read with sufficient accuracy and fluency to support comprehension.(*Fountas & Pinnell Benchmark)



The PINNACLE GRADE BOOK provides the standards that are aligned with the district competencies. • These standards for Grade 3 ELA are attached to 3.RL.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the assignments.

answers. 3.RL.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. 3.RL.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 3.RL.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 3.RL.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. 3.RL.6: Distinguish their own point of view from that of the narrator or those of the characters. 3.RL.7: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). 3.RL.9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). 3.RL.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. 3.RI.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RI.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. 3.RI.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect 3.RI.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 3.RI.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 3.RI.6: Distinguish their own point of view from that of the author of a text. 3.RI.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 3.RI.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 3.RI.9: Compare and contrast the most important points and key details presented in two texts on the same topic. 3.RI.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complex

Figure 11 EHH

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K-12 District Competency Overview Competency for College and Career Readiness

Drawn from Common Core Standards (Standards for Mathematical Practice in Mathematics and College and Career Readiness ELA), Next Generation Science Standards, Social Studies C3 Framework and New Hampshire Work Study Practices.

Competency for Content Areas

Drawn from Common Core Standards, Next Generation Science Standards, C3 Social Studies, and New Hampshire content standards, District-wide Competencies; competency is a student’s ability to TRANSFER content and skills in/across content areas; the competencies for each course define the concepts, ideas, and essential skills that students should demonstrate to be competent in each course.

REQUIRED for GRADUATION

REPORTING METHOD

YES

Transcript and Report Card

YES

Transcript and Report Card

NO

Progress Reports, Rubrics

NO

Progress Reports, Rubrics

ASSESSMENT METHOD Competency for College and Career Readiness & Work Study Practices District-wide Competencies

District Competencies by Content Area 5-8 competencies per content area

Performance Indicators/Standards 5-10 indicators per competency for each course/grade-level

Performance Indicators/Standards 5-10 indicators per competency for each course/grade-level

Unit-Based Learning Objectives NO

Feedback to Student

Guided by Essential Questions, teachers use Daily learning targets to create progressions that moves students toward the demonstration of performance indicators

Demonstration by Body of Evidence Portfolios, exhibitions, performance tasks, and other culminating demonstrations of learning are assessed.

Verification of Competency Student progress toward the achievement of competency is determined and reported

Common School-Wide Assessments Common summative assessments ensure greater consistency in the evaluation of student learning

Summative Teacher Assessments Assessments used to determine competency are aligned with the competencies and reflect expectations of DOK 3 or higher.

Formative Teacher Assessments Ongoing formative assessment is used to evaluate student learning progress

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SANBORN REGIONAL SCHOOL DISTRICT K-12 Competency-Based Learning Competencies, Standards and Performance Indicators ABOUT The following document defines the competencies that guide the development of curriculum for the Sanborn Regional School District K-12. This guide was developed referencing the work of Grant Wiggins and Jay McTighe (UBD Backward Design Model), Great Schools Partnership, Common Core State Standards, and the State of New Hampshire guiding competencies for English language arts and mathematics. In addition the National Social Studies Curriculum C3 Framework, Next Generation Science Standards, NH Social Studies, Science, World Language, Fine Arts, Performing Arts, Physical Education, Technology, and Vocational Competencies were also referenced to build these competencies. Standards support each competency and guide instruction in the classroom. Standards will improve learning: • The standards describe the most important knowledge and skills students need to acquire. •

They can be feasibly and effectively taught by teachers (i.e. there are not too many of them),



They are assessed as formative and summative to determine whether students have actually achieved proficiency.

DEFINITIONS Competency for College and Career Readiness Graduation standards aligned with the cross curricular common core standards and the State of New Hampshire college and career practices and they describe the most essential skills and habits of work that students will need to be college and career ready. Work Study Practices for Graduation Graduation competencies aligned with the State of New Hampshire work study habits. These skills and habits of work are taught and reinforced through the lens of a developmental continuum and are separated from the academic competencies and embody their own enduring learning goals for students success as they progress through the grade-levels and beyond the school. District Grade-Level and Course Competencies Competencies encompass the most enduring learning goals that educators should be consciously teaching and scaffolding so that students graduate equipped with the knowledge and skills they will need to succeed in every area of adult life. Competencies are assessed using a body of evidence over time, and attainment and proficiency are reported on report cards and transcripts. Standards/Performance Indicators The standards are concise and clearly articulated descriptions of what students should “know, understand, and be able to do”, upon completion of a course or grade-level. . The intermediate teaching and learning goals that educators use to evaluate and determine growth over time as students work progressively toward meeting competency. Performance indicators are the major component parts of a competency that educators use to guide and structure curriculum, instruction, and assessment. Common summative assessments are used to determine the achievement of performance indicators, and attainment and proficiency are reported on report cards.

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SANBORN REGIONAL SCHOOL DISTRICT-WIDE WORK STUDY PRACTICES STATE OF NEW HAMPSHIRE: WORK STUDY PRACTICES COMMUNICATION

CREATIVITY

COLLABORATION

SELF-DIRECTION

Use various media to interpret, question, and express knowledge, information, ideas, feelings, and reasoning to create mutual understanding.

Use original and flexible thinking to communicate my ideas or construct a unique product or solution.

Work in diverse groups to achieve a common goal.

Initiate and manage my learning through selfawareness, self-motivation, self-control, selfadvocacy and adaptability as a reflective learner.

Graduating seniors will be able to demonstrate that they can: Communicate effectively using multiple modalities Interpret information using multiple senses Demonstrate ownership of the work

Graduating seniors should be able to demonstrate that they can: Think originally and independently Take risks Consider alternate perspectives Incorporate diverse resources

Graduating seniors will be able to demonstrate that they can: Contribute respectfully Listen and share resources and ideas Accept and fulfill roles Exercise flexibility and willingness to compromise

Graduating seniors will be able to demonstrate that they can: Persevere in completing complex, challenging tasks Use self-reflection to influence work and goals Engage stakeholders to gain support

High School Grades 9-12 21ST Century Skills Effectively Communicate Use various media to interpret, question, and express knowledge, information, ideas, feelings, and reasoning to create mutual understanding

Creatively Solve Problems Use original and flexible thinking to communicate ideas or construct a unique product or solution

Contribute To Their Community

Self-Manage Their Learning

Produce Quality Work

Responsibly Use Information

Work in diverse groups to achieve a common goal

Initiate and manage learning through self-awareness, selfmotivation, self-control, selfadvocacy and adaptability as a reflective learner

Recognize and produce work of high quality

Demonstrate a proficiency to effectively and ethically find and use information

Middle School Grades 6-8 General Learning Outcomes Effectively Communicate Use various media to interpret, question, and express knowledge, information, ideas, feelings, and reasoning to create mutual understanding

Creatively Solve Problems Use original and flexible thinking to communicate ideas or construct a unique product or solution

Contribute To Their Community

Self-Manage Their Learning

Produce Quality Work

Responsibly Use Information

Work in diverse groups to achieve a common goal

Initiate and manage learning through self-awareness, selfmotivation, self-control, selfadvocacy and adaptability as a reflective learner

Recognize and produce work of high quality

Demonstrate a proficiency to effectively and ethically find and use information

Elementary School Grades K-5 C.A.R.E.S COOPERATION Works productively in a group. Displays a positive attitude.

ASSERTION Shows initiative and effort. Seeks help when needed. Participates in class. The ability to demonstrate creativity, critical thinking and problem solving strategies.

RESPONSIBILITY Works to the best of their ability. Completes assigned tasks. Completes homework.

EMPATHY Shows respect for others and their property. Shows respect for other’s opinions. Values the community of the classroom and school.

SELF- REGULATION/CONTROL Listens attentively. Follows school and classroom rules. Stays on task (stamina-perseverance). Demonstrates self-control in structured settings.

Figure 4 EHH

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SANBORN REGIONAL SCHOOL DISTRICT-WIDE ELA COMPETENCIES State of New Hampshire ELA English Language Arts College and Career Readiness Reading Reading Literature Demonstrate the ability to comprehend, analyze, and critique a variety of increasingly complex print and non-print literary texts.

Writing

Reading Informational Texts Demonstrate the ability to comprehend, analyze, and critique a variety of increasingly complex print and nonprint informational texts.

Writing Arguments Demonstrate the ability to analyze and critique texts or topics and support claims and reasoning with sufficient evidence for intended purpose and audience.

Explanatory Writing Demonstrate the ability to effectively write informative texts to examine and convey complex ideas for variety of purposes and audiences.

Speaking & Listening Narrative Writing Demonstrate the ability to effectively apply narrative strategies for variety of purposes and audiences.

Listening Demonstrate the ability to listen and view critically for variety of purposes

Speaking Demonstrate the ability to speak purposefully and effectivelystrategically making decisions about content, language Use, and discourse style.

Research/Inquiry

Use of Technology

Research Engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.

Technology Demonstrate the ability to use tools of technology to gather, interpret, and analyze information and create sharable products.

Competencies High School Grades 9-12 Reading Literature Demonstrate the ability to comprehend, analyze, and critique a variety of increasingly complex print and non-print literary texts.

Reading Reading Informational Texts Demonstrate the ability to comprehend, analyze, and critique a variety of increasingly complex print and nonprint informational texts.

Writing Writing Produce clear and coherent writing for a range of tasks and purposes.

Speaking & Listening Speaking and Listening Initiate and participate effectively in a range of discussions, responding thoughtfully to diverse perspectives and expressing ideas clearly and persuasively.

Competencies Middle School Grades 6-8 Reading Reading Literature Reading Informational Texts Demonstrate the ability to comprehend, Demonstrate the ability to analyze, and critique a variety of comprehend, analyze, and critique a increasingly complex print and non-print variety of increasingly complex print literary texts. and non-print informational texts.

Writing Writing Produce clear and coherent writing for a range of tasks and purposes.

Language Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Speaking & Listening Speaking and Listening Initiate and participate effectively in a range of discussions, responding thoughtfully to diverse perspectives and expressing ideas clearly and persuasively.

Competencies Elementary School Grades K-5 Foundational Reading Understand and demonstrate working knowledge of concepts of print, the alphabetical principle, and other basic conventions of the English writing system.

Reading Reading Literature Read, comprehend, interpret, and analyze literary texts independently and proficiently.

Reading Informational Texts Read, comprehend, interpret, and analyze information texts independently and proficiently.

Writing Writing Produce clear and coherent writing for a range of tasks and purposes.

Language Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Speaking & Listening Speaking and Listening Initiate and participate effectively in a range of discussions, responding thoughtfully to diverse perspectives and expressing ideas clearly and persuasively.

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SANBORN REGIONAL SCHOOL DISTRICT-WIDE MATHEMATICS COMPETENCIES K-12 Mathematics Competencies K-12 Problem-solving Communicating Reasoning Solve a range of complex well-posed Clearly and precisely construct problems in pure and applied viable arguments to support own mathematics, making productive use of reasoning and to critique the knowledge and problem solving reasoning of others. strategies. High School Grades 9-12 Content Competencies Number and Algebra Functions Geometry Quantity Concepts and Procedures Explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.

1. The Real Number System and The Complex Number System: Use and extend properties of complex number systems. 2. Quantities: Reason and model quantitatively, when analyzing, representing, and solving problems. 3. Vector and Matrix Quantities: Analyze and represent vector and matrix quantities in solving problems.

4. Seeing Structures in Expressions: Analyze and use structure in expressions to solve problems. 5. Arithmetic with Polynomials and Rational Expressions & Use polynomial identities to solve problems: Solve problems when applying concepts of polynomials and concepts of rational numbers. 6. Creating Equations: Create and use algebraic models to connect mathematical concepts and properties when solving real-world problems. 7. Reasoning with Equations and Inequalities: Explain and justify reasoning when solving equations, inequalities, and systems of equations.

Elementary and Middle K-8 Competencies Concepts and Problem-solving Procedures Explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.

Solve a range of complex wellposed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.

8. Interpreting Functions and Trigonometric Functions: Interpret, analyze, and use functions when applied in a variety of contexts, including real world phenomena. 9. Building Functions and Trigonometric Functions: Build functions that model relationships between two quantities. 10. Linear, Quadratic and Exponential Models: Distinguish among situations that can be represented with linear, quadratic and exponential models and provide evidence to support reasoning.

11. Congruence: Use reasoning to construct and apply viable arguments about congruence. Similarity, Right Triangles, and 12. Trigonometry: Use reasoning to construct and apply viable arguments about similarity. 13. Circles: Reason and apply theorems about circles. 14. Expressing Geometric Properties with Equations: Apply algebraic models to express geometric relationships. 15. Geometric Measurement and Dimension: Explain, apply, and model geometric measurement formulas.

Modeling and Data Analysis Analyze complex, real-world scenarios and construct and use mathematical models to interpret and solve problems.

Statistics and Probability 16. Statistics and Probability: Apply statistical methods or reasoning to summarize, represent, and interpret categorical and quantitative data. 17. Making Inferences and Justifying Conclusions: Make inferences and justify or critique conclusions. 18. Conditional Probability and Rules of Probability: Apply the rules of probability including conditional probability to determine the likelihood of a given outcome. 19: Using Probability to Make Decisions: Apply probability concepts to analyze and evaluate potential decisions and strategies.

Communicating Reasoning

Modeling and Data Analysis

Mathematics Content

Clearly and precisely construct viable arguments to support own reasoning and to critique the reasoning of others.

Analyze complex, real-world scenarios and construct and use mathematical models to interpret and solve problems.

Understand the core elements of the mathematics discipline; Number and Quantity, Algebra, Functions, Geometry, Statistics and Probability; and demonstrate fluent understanding of mathematical facts.

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SANBORN REGIONAL SCHOOL DISTRICT-WIDE SOCIAL STUDIES COMPETENCIES K-12 C3 FRAMEWORKS K-12 Social Studies Competencies Applications of Social Studies Processes, Knowledge, and Skill

Civic Engagement

Civics and Government

Economics

Geography

History

Collaboratively and independently, research, present, and defend positions on societal issues, trends, and events by developing and modifying research questions and selecting, evaluating , and synthesizing information from multiple and varied resources.

Select, plan, and implement a civic action or service learning project based on a community, school, state, national, international asset or need and evaluate the projects effectiveness and civic contribution.

Apply understanding of ideals and purposes of founding documents, the principles and structures of constitutional government in the united States and American political system to analyze the interpersonal relationships among civic, government, and politics in the past and present.

Assess personal, national, and global economic decisions using principles and processes of personal economics, the interaction of production, distribution, consumption and the role of markets in various economic and political systems.

Analyze the physical, human, and environmental geography of United States and various regions of the world to evaluate the interdependent relationships and challenges facing human systems in order to solve problems and make decisions in the past, present, and future.

Apply and demonstrate knowledge of major eras, enduring themes, turning points, and historical influences to analyze the forces of change in the community, the state, the United States, and the world.

Develop and defend positions on issues and events, using evidence from research gathered from a variety of sources.

Develop, implement and evaluate a civic or service learning project based on a local, national, or global issue.

Use evidence from founding documents, principles and structures of the constitutional government and political system in America to analyze relationships between citizens, governments and politics over time.

Independently researching and gathering information from various resources. Ask questions, analyze information and evaluate sources for effective support as students develop historical, geographical, and cultural perspectives.

Identify the needs of the local and national community and create a plan, and take action to solve the problem.

Distinguish the similarities and differences of government past, present, and globally through the use of primary sources. Identify the shifting role of government through history and apply an understanding of the American political system to both global and ancient civilizations.

Develop and present research-based projects which synthesize information from multiple resources

Students examine how they can actively improve and solve problems their classroom, school, or local community.

Understand why society needs rules, laws and government. Examine responsibilities of citizens at the local, state, or national level.

With support develop and present research-based projects which synthesize information from multiple resources.

Students examine how they can actively improve and solve problems in their classroom, school, or local community.

Examine and compare rules and responsibilities as members of a community.

High School 9-12 Assess personal, national and global economic decisions using principles of various economic and political systems.

Analyze how geography affects the interdependence of human societies and civilizations, and solve issues related to geography.

Demonstrate and apply knowledge of major eras, themes and historical influences, and analyze how they affect the community, the state, the United States and the world.

Identify how political, physical, environmental, and human geography impacts the past, present, and future world.

Focus on the impacts of historical events and its influences over time through an investigation of turning points and key figures. Analyze primary sources with increasing

Analyze maps to understand the ways in which geographic features influence life in New Hampshire and the United States.

Apply and demonstrate knowledge of major eras, individuals and/or groups who have profoundly affected life in the United States.

Understand that maps are tools that convey information.

Apply and demonstrate knowledge of events, individuals, and groups that affect the community

Middle School Grades 6-8 Gain a basic understanding of economic systems and the roles they have played on past, present, and global events.

Elementary School Grades 3-5 Demonstrate an understanding of the foundational concepts of economics.

Elementary School Grades K-2 Distinguish between needs and wants in order to apply understanding of how these are met within a community.

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SANBORN REGIONAL SCHOOL DISTRICT-WIDE SCIENCE COMPETENCIES K-12 STATE of NH Competencies NGS Cross-Cutting Concepts K-12 Patterns

Cause and Effect

Scale, Proportion, and Quantity

Systems and System Models

Students will demonstrate the ability to observe and describe patterns in natural and human designed phenomena and use those patterns to support claims about the observed or predicted relationships among phenomena.

Students will demonstrate the ability to investigate, explain, and evaluate potential causal relationships by using evidence to support claims and predictions about the mechanisms that drive those relationships.

Students will demonstrate the ability to describe and represent the significance of changes in observable and non-­‐observable phenomena in terms of relative scale, proportion, and quantity

Students will demonstrate the ability to investigate and analyze a natural or human designed system in terms of its boundaries, inputs, outputs, interactions, and behaviors and use this information to develop a system model that can be used to understand and empirically evaluate the accuracy of models in terms of representing the underlying system.

Energy and Matter Systems

Structure and Function

Stability and Change Systems

Nature of Science

Students will demonstrate the ability to analyze evidence from a variety of sources (investigations, models) to predict, connect and/or evaluate the cycling of matter and flow of energy within and between systems in order to understand, describe, or predict possibilities and limitations of systems.

Students will demonstrate the ability to use evidence to support claims about the relationship among structure and function of natural and human designed objects.

Students will demonstrate the ability to investigate and analyze static and dynamic conditions of natural and human designed systems in order to explain and predict changes over time.

Student will demonstrate the ability to work collaboratively and individually to generate testable questions or define problems, plan and conduct investigations using a variety of research methods in various settings, analyze and interpret data, reason with evidence to construct explanations in light of existing theory and previous research, and effectively communicate the research processes and conclusions.

DRAFT Competencies for Sanborn 6-12 Models and Explanations

Students will understand that scientists use logic, models, evidence, and current knowledge to explain their world.

Systems, Energy, & Matter Students will understand that there is order and predictability in the universe which can be organized into systems and predicted by laws and theories.

Structure and Function Students will understand that the structure or shape of a living thing, material, or system is related to its function.

Stability and Change Students will understand that living things, materials, and systems remain constant, change at different rates, or exist in equilibrium over time.

Nature of Science Students will develop an appreciation for the role science plays in our culture and everyday lives, and actively engage in scientific investigation.

DRAFT Competencies for Sanborn K-5 Nature of Science Students will develop an appreciation for the role science plays in our culture and everyday lives, and actively engage in scientific investigation.

Science Content Students will develop an understanding for the core scientific concepts, ideas, and processes that make up the disciplines physical, life, and earth science.

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SANBORN REGIONAL SCHOOL DISTRICT-WIDE ARTS COMPETENCIES (FINE ARTS) K-12 Fine Arts State of New Hampshire Competencies K-12 Create Applying the skills and language of a specific arts discipline, students will demonstrate the ability to create in the arts.

Present

Respond

Connect

Applying the skills and language of a specific arts discipline, students will demonstrate the ability to present in the arts.

Applying the skills and language of a specific arts discipline, students will demonstrate the ability to respond in the arts.

Applying the skills and language of a specific arts discipline, students will demonstrate the ability to connect in the arts.

Create

Present

Respond

Connect

Planning: Generate, conceptualize, and organize artistic ideas Improvements: Refine artistic ideas and artistic work Translate: Examine and produce accurate value, color, and proportion in representing real life objects Form: Apply proper building methods in the creation of a form. Surface: Apply proper surface design and glaze methods. Elements and Principles: Apply essential skills and knowledge in an artistic work through elements and principles of art. Composition: Organize a thoughtful composition through exploration and use of principles of art. Materials: Explore and analyze art mediums

Risk taking: Explore risky choices while synthesizing skills and knowledge Artistry: Demonstrate pride through the careful execution of the process and handling of materials

Examine: Interpret intent and meaning of artistic work Criteria: Apply standards and knowledge to artistic work

Contexts: Apply societal, cultural, and historical contexts to artistic ideas and work Meaning: Synthesize and relate knowledge and experience to artistic ideas and work

Present Analyze, interpret, and select artistic works for presentation. Recognize developing and refining works for presentation.

Respond Perceive and analyze artistic work. Interpret intent and meaning of artistic work. Apply criteria to artistic work.

Connect Synthesize and relate knowledge and experience to artistic ideas and artistic work. Apply societal, cultural, and historical contexts to artistic ideas and artistic work

Create

Present

Respond

Connect

Generate, conceptualize, and organize artistic ideas Refine and completing artistic work

Analyze, interpret, and select artistic works for presentation. Recognize developing and refining works for presentation.

Perceive and analyze artistic work. Interpret intent and meaning of artistic work. Apply criteria to artistic work.

Synthesize and relate knowledge and experience to artistic ideas and artistic work. Apply societal, cultural, and historical contexts to artistic ideas and artistic work

High School 9-12

Middle School Grades 6-8 Create Generate, conceptualize, and organize artistic ideas Refine and completing artistic work

Elementary School Grades K-5

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SANBORN REGIONAL SCHOOL DISTRICT-WIDE ARTS COMPETENCIES (PERFORMING ARTS) K-12 Music Performing Arts State of New Hampshire Competencies K-12 Create

Perform

Respond

Connect

Apply the skills and language of music to demonstrate the ability to create music.

Apply the skills and standards learned to demonstrate in performance in a way that conveys meanings and communicates ideas of completed works.

Apply the skills and language learned to demonstrate the ability to respond to musical intent.

Apply the skills and developed to demonstrate the ability to make connections within music and other disciplines.

Respond

Connect

Examine: Interpret intent and meaning of musical work Criteria: Apply standards and knowledge to musical work

Contexts: Apply societal, cultural, and historical contexts to musical ideas and musical work Meaning: Synthesize and relate knowledge and experience to musical ideas and musical work

Respond

Connect

Examine: Interpret intent and meaning of musical work Criteria: Apply standards and knowledge to musical work

Contexts: Apply societal, cultural, and historical contexts to musical ideas and musical work Meaning: Synthesize and relate knowledge and experience to musical ideas and musical work

Respond

Connect

Examine: Interpret intent and meaning of musical work Criteria: Apply standards and knowledge to musical work.

Contexts: Apply societal, cultural, and historical contexts to musical ideas and musical work. Meaning: Synthesize and relate knowledge and experience to musical ideas and musical work.

Music, Band, Chorus High School 9-12 Create Perform Planning: Generate, conceptualize, and organize musical ideas Improvements: Refine musical ideas and musical work Elements and Principles: Apply professional rehearsal standards in the creation of musical learning.

Perform: Analyzing, interpreting, and performing selected musical works Artistry: Demonstrate pride through the production of high quality work and professional standards during public performances.

Music, Band, Chorus Middle School Grades 6-8 Create Perform Planning: Generate, conceptualize, and organize musical ideas Improvements: Refine musical ideas and musical work Elements and Principles: Apply professional rehearsal standards in the creation of musical learning.

Perform: Analyzing, interpreting, and performing selected musical works Artistry: Demonstrate pride through the production of high quality work and professional standards during public performances.

Music Elementary School Grades K-5 Create Perform Planning: Generate, conceptualize, and organize musical ideas. Improvements: Refine musical ideas and musical works Elements and Principles: Apply professional rehearsal standards in the creation of musical learning.

Perform: Analyzing, interpreting and performing selected musical works. Artistry: Demonstrate pride through the production of high quality standards during public performances.

SRSD9/2015 55

SANBORN REGIONAL SCHOOL DISTRICT-WIDE WELLNESS PHYSICAL EDUCATION COMPETENCIES K-12 National Physical Education Competencies K-12 Motor Skills & Movement Patterns Demonstrates competency in motor skills and movement patterns.

Concepts and Strategies

Health Enhancing Level of Fitness and Physical activity

Responsible Personal and Social Behavior

Recognizes the Value of Physical Activity

Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Exhibits responsible personal and social behavior that respects self and others.

Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

High School Grades 9-12 PE- Psychomotor PE 1: Psychomotor: Demonstrate competency in a variety of motor skills and movement patterns.

PE-Cognitive PE 4: Cognitive: The student applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

PE-Affective PE 3: Affective: Participates regularly in physical activity. PE 2: Affective: Exhibits responsible personal and social behavior that respects self and others.

PE-Physical Fitness PE 5: Physical Fitness: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. PE 6: Physical Fitness: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Middle School Grades 6-8 PE- Psychomotor PE 1: Psychomotor: Demonstrate competency in a variety of motor skills and movement patterns.

PE-Cognitive PE 4: Cognitive: The student applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

PE-Affective

PE-Physical Fitness

PE 3: Affective: Participates regularly in physical activity. PE 2: Affective: Exhibits responsible personal and social behavior that respects self and others.

PE 5: Physical Fitness: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. PE 6: Physical Fitness: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Elementary School Grades K-5 PE- Psychomotor PE 1: Psychomotor: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities PE 3: Psychomotor: Participates regularly in physical activities PE 4: Psychomotor: Achieves and maintains a healthenhancing level of physical fitness

PE-Cognitive PE 2: Cognitive: Demonstrates understanding of movement concepts, principles, strategies, and tactics that apply to the learning and performance of physical activities

PE-Affective PE 5: Affective: Exhibits responsible, personal and social behaviors that respects self and others in physical activities PE 5: Affective: Exhibits responsible, personal and social behaviors that respects self and others in physical activities SRSD9/2015 56

SANBORN REGIONAL SCHOOL DISTRICT-WIDE HEALTH COMPETENCIES K-12 Health-Cognitive

Health- Affective

Health- Physical Fitness

Health -Personal Health

Student exhibits responsible personal and social behavior that respects self and others Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks

Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health.

Students will demonstrate the ability to access valid health information and health-promoting products and services. Students will demonstrate the ability to advocate for personal, family and community health.

Student exhibits responsible personal and social behavior that respects self and others Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks

Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health.

Students will demonstrate the ability to access valid health information and health-promoting products and services. Students will demonstrate the ability to advocate for personal, family and community health.

Student exhibits responsible personal and social behavior that respects self and others Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks

Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health.

Students will demonstrate the ability to access valid health information and health-promoting products and services. Students will demonstrate the ability to advocate for personal, family and community health.

High School Grades 9-12 Students will comprehend concepts related to health promotion and disease prevention. Students will analyze the influence of culture, media, technology and other factors on health

Middle School Grades 6-8 Students will comprehend concepts related to health promotion and disease prevention. Students will analyze the influence of culture, media, technology and other factors on health

Elementary School Grades K-5 Students will comprehend concepts related to health promotion and disease prevention. Students will analyze the influence of culture, media, technology and other factors on health

SRSD9/2015 57

SANBORN REGIONAL SCHOOL DISTRICT-WIDE WORLD LANGUAGE COMPETENCIES 6-12 World Language Competencies 6-12 Communication

Cultures

Connections

Comparisons

Communities

Communicate in the world language.

Gain Knowledge and Understanding of the Cultures of the World.

Connect with Other Disciplines and Acquire Information.

Develop Insight into the Nature of Language and Culture.

Participate in Communities at Home and Around the World.

Communicate in the world language.

Gain Knowledge and Understanding of the Cultures of the World.

Connect with Other Disciplines and Acquire Information.

Develop Insight into the Nature of Language and Culture.

Participate in Communities at Home and Around the World.

Students will understand how to communicate in the target language.

Students will gain knowledge and understanding of the cultures of the world.

Students will make connections and comparisons with the target culture and their own.

Students will demonstrate a level of proficiency in reading comprehension in the target language.

Students will participate in communities at home and around the world.

High School 9-12

Students will demonstrate a level specific proficiency in vocabulary usage in the target language. Students will demonstrate a level specific proficiency in writing (making an idea clear) in the target language. Students will demonstrate a level specific proficiency in grammar in the target language.

Middle School Grades 6-8 Communicate in the world language.

Gain Knowledge and Understanding of the Cultures of the World.

Connect with Other Disciplines and Acquire Information.

Students will understand how to communicate in the target language.

Students will gain knowledge and understanding of the cultures of the world.

Students will make connections and comparisons with the target culture and their own.

Develop Insight into the Nature of Language and Culture.

Participate in Communities at Home and Around the World.

Students will demonstrate a level of proficiency in reading comprehension in the target language.

Students will participate in communities at home and around the world.

Students will demonstrate a level specific proficiency in writing and vocabulary usage

SRSD9/2015 58

SANBORN REGIONAL SCHOOL DISTRICT-WIDE TECHNOLOGY COMPETENCIES K-12 Competencies K-12 Creativity and Innovation

Communication and Collaboration

Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology

Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others

Research and Information Fluency Apply digital tools to gather, evaluate, and use information

Critical Thinking, ProblemSolving, Decision-Making Use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources

Digital Citizenship Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior

Technology Operations and Concepts Demonstrate a sound understanding of technology concepts, systems and operations

High School 9-12 Creativity and Innovation

Communication and Collaboration

Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology

Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others

Research and Information Fluency Apply digital tools to gather, evaluate, and use information

Critical Thinking, ProblemSolving, Decision-Making Use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources

Digital Citizenship Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior

Technology Operations and Concepts Demonstrate a sound understanding of technology concepts, systems and operations

Middle School Grades 6-8 Creativity and Innovation

Communication and Collaboration

Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology

Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others

Research and Information Fluency Apply digital tools to gather, evaluate, and use information

Critical Thinking, ProblemSolving, Decision-Making Use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources

Digital Citizenship Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior

Technology Operations and Concepts Demonstrate a sound understanding of technology concepts, systems and operations

Elementary School Grades K-5 Creativity and Innovation

Communication and Collaboration

Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology

Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others

Research and Information Fluency Apply digital tools to gather, evaluate, and use information

Critical Thinking, ProblemSolving, Decision-Making Use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources

Digital Citizenship Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior

Technology Operations and Concepts Demonstrate a sound understanding of technology concepts, systems and operations

SRSD9/2015 59

SANBORN REGIONAL SCHOOL DISTRICT-WIDE BUSINESS COMPETENCIES 9-12 Department Competencies Career Development Understand the expectations of an ever changing career environment and be able to use resources, self-reflection, and tools to plan for a career.

Information Technology Understand the use of technology as a tool for facilitating personal and business functions.

Management Understand the benefits of teamwork and consensus building inside and outside an organization’s operations.

Course Specific Competencies Marketing Entrepreneurship Recognize the customer-oriented nature of marketing and analyze the impact of marketing activities on the individual, business, and society.

Digital Citizenship Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Economics and Personal Finance Developing an appreciation for and understanding of entrepreneurship in our economy.

End Product Evaluation Develop a sound solution to the task.

Personal Finance Understand that to successfully manage personal and business activities and individual must make informed decisions, individuals must understand how the system operates as well as their own role in the system. Programing Operations and Concepts Demonstrate an understanding and working knowledge of programing, coding and operations.

SRSD9/2015 60

SANBORN REGIONAL SCHOOL DISTRICT CAREER AND TECHNOLOGY EDUCATION 9-12 District Career and Technology Education Competencies Technology

Design and Engineering

Problem-solving

Construction Technologies

Develop an understanding of the core concepts of technology

Develop an understanding of the attributes of design and engineering design

Develop an understanding of the role of troubleshooting, research and development, invention and innovations and experimentation in problem solving

Develop an understanding of and be able to select tools, materials, and equipment used in career and technology education.

Career Awareness Demonstrate an awareness of career opportunities and requirements needed to make informed and meaningful choices in their education/employment in technical occupations

Woodworking/ Welding/Metals /Automotive and Machines Technology Develop an understanding of the core concepts of technology

Design and Engineering Develop an understanding of the attributes of design and engineering design

Problem-solving

Construction Technologies

Career Awareness

Develop an understanding of the role of troubleshooting, research and development, invention and innovations and experimentation in problem solving

Develop an understanding of and be able to select tools, materials, and equipment used in career and technology education.

Demonstrate an awareness of career opportunities and requirements needed to make informed and meaningful choices in their education/employment in technical occupations

Elevations

Foundation Plan

Wall Section

Create and dimension a foundation plan from an existing floor plan that follows local building codes and standards set forth by AIA.

Create a wall section that reflects the building it is cut from in compliance with AIA guidelines.

Sectioning

Auxiliary

Computer Aided Design [CAD] Architectural Software The ability to input data into the CAD system and generate a working drawing following the standards set by AIA or ANSI.

Floor Plans Create and dimension a floor plan utilizing client preferences and following standards set by the AIA.

Create and dimension an elevation from an existing floor plan that follows local building codes and standards set forth by AIA.

Computer Aided Design [CAD] Mechanical Software

Multi-view Drawing

The ability to input data into the CAD system and generate a working drawing following the standards set by AIA or ANSI.

Develop a multi-view drawing from an object to a finish drawing following ANSI standards.

Dimensioning Comply with the dimensioning procedures outlined by ANSI.

Identify and construct sectional views complying with ANSI regulations.

Identify and construct auxiliary views complying with ANSI regulations.

SRSD9/2015 61

SANBORN REGIONAL SCHOOL DISTRICT FAMILY AND CONSUMER SCIENCE 9-12 District Family and Consumer Science Competencies Textiles, Fashion, and Apparel Integrate knowledge, skills, and practices required for careers in textiles and apparels.

Human Development

Food Preparation

Analyze factors that influence human growth & development.

Integrate knowledge, skills, and practices required for careers in food production and services.

Nutrition and Wellness Demonstrate nutrition and wellness practices that enhance individual and family well-being.

Foods and Nutrition Practices

Terms and Technology

Food Preparation

Nutritional Theories

Assess conditions and practices that promote safe food handling and methods for preventing a food borne illness outbreak in commercial or home practice

Become familiar with food preparation terminology and identify various tools and equipment used in food preparation

Demonstrate ability to select, store, prepare and serve nutritious, safe and appealing foods

Become familiar with the basic nutritional needs of the human body and evaluate their diet according to current nutritional standards

Sewing Use of Machines and Tools

Computation and Measuring

Altering/Repairing

Instructional Reading

Become familiar with the use and operation of the sewing machine, fabric preparation, terminology and equipment used in Quilting

Reinforce chart, graph, table reading skills, basic math computation and measuring skills

Demonstrate skills needed to produce, alter or repair textile products

Demonstrate the interest and ability to read instructional materials fluently with understanding and appreciation

Human Growth and Development Human Growth and Development Analyze roles and responsibilities of parenting

Evaluate parenting practices that maximize human growth and development.

College and Career Readiness Skills Analyze strategies that promote growth and development across the life span

Explore career, civic and learning selfdirection Understand how to manage their personal and community resource opportunities.

SRSD9/2015 62

SANBORN REGIONAL SCHOOL DISTRICT GUIDANCE K-12 District Guidance Competencies Academic Development

Students will demonstrate attitudes, knowledge, and skills that contribute to effective lifelong learning.

College & Career Development

Personal and Social Development

Students will understand the relationship between personal qualities, education and training, and the world of work.

Students will acquire the following attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

Students will understand the relationship between personal qualities, education and training, and the world of work.

Students will acquire the following attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

Students will understand the relationship between individual qualities, education and training, and the world of work.

The students will demonstrate characteristics and behaviors necessary for success in school, work, and everyday settings.

Students will understand the relationship between individual qualities, education and training, and the world of work.

The students will demonstrate characteristics and behaviors necessary for success in school, work, and everyday settings.

High School 9-12 Students will demonstrate attitudes, knowledge, and skills that contribute to effective lifelong learning.

Middle School Grades 6-8 Students will demonstrate a firm grounding in the interactive language processes of reading, writing, speaking, listening, and viewing, as well as the ability to use those skills to communicate effectively.

Elementary School Grades K-5 Students will demonstrate a firm grounding in the interactive language processes of reading, writing, speaking, listening, and viewing, as well as the ability to use those skills to communicate effectively.

SRSD9/2015 63

DISTRICT ASSESSMENT DOCUMENTS

SRSD9/2015 64

Assessment PASS

Grade Levels Grades K

Words Their Way

Grades K-5

Fountas & Pinnell Benchmark Assessment

PreK-5

NWEA

SRSD Assessment Calendar 2015-2016

Grades K-12 Reading, Mathematics & Language Arts.

Testing Time

September District testing window/FallWinter-Spring Benchmark 3 week district testing window

3 hours

Calendar

Data

Screening Tool



Phonological Awareness Literacy Screening

Spring District Benchmark Kindergarten Spring District Benchmark Grade 1



Word Study

Progress Monitoring by Trimester Spring *BENCHMARK K-5



Determines instructional reading levels

• •

Measures Academic Progress MAP (Based on Common Core) RASCH Model (RIT) Measurement Metric for Measuring Student Growth Identifies specific skills for instructional goals for individual students, grades, or school LEXILE Framework for matching student reading level with instructional materials Common Core College and Career Readiness Basic Skills/Vocabulary Reading Comprehension/Analysis Math Computation/Problem Solving

FALL Sept/Oct (K- 10) *BENCHMARK

• •

State Assessment SMARTERBALANCE SAT’s

Reading G3, G8, G11 (SAT) Mathematics G4, G8, G11 (SAT)

3 hours

Spring (March-June)

• • • • •

PACE

Writing G4, G5, G7, G9, G10 Mathematics G3, G5, G6, G7, G9, G10 Science G4, G8, Physical, Biology, Earth

Determined by Task

Spring (March-June)

• •

Common Core College and Career Readiness

• • • • • • • •

Performance Tasks designed and administered at each grade level measuring competency/standards determined by the team or discipline. Student work reviewed and tracked using the task. Teams/Disciplines report out during the year. Targets areas of reading needing practice and reinforcement Progress reported to teachers daily Basic Skills/Vocabulary, Reading Comprehension/Analysis Math Computation/Problem Solving Writing

Performance Assessment for Competency Education

Performance Assessment

K-12

2-3 Assessments

Trimester K-8 Semester 9-12

Waterford Early Reading Program

PreK-2

Grade K 15min Grade 1-2 30 min

Daily/Weekly Time Trimester Reporting

5 hours

Fall-Winter-Spring

30 minutes

Fall-Spring



Assesses student informational literacy skills

Varied

On-going September-June

• • •

Formative, Summative, Common Assessments, benchmark skills Authentic Standards Rubrics/competency measures

PSAT’s SAT’s Real-time Assessment TRAILS Classroom Assessments

G 9, 10 G 12 College Bound G 7-8 Johns Hopkins Grade 3-6-9-12

Grade K-12

SRSD9/2015 65

DISTRICT ASSESSMENT BENCHMARKS BY GRADE AND ASSESSMENT PASS

GRADE

KINDERGARTEN GRADE 1

FOUNTAS & PINNELL

WORDS THEIR WAY

D

LN-MIDDLE

J

WW-EARLY

M

WW-LATE

P

SYLLABLES-EARLY

S

SYLLABLES MIDDLE

V

SYLLABLES LATE

WRITING RUNING RECORD

READING

NWEA MATH

LANG

162-192

162-192

167-195

173-203

173-203

179-205

90% PROFICIENT

183-213

183-213

190-218

90% PROFICIENT

191-219

191-219

198-228

90% PROFICIENT

198-226

198-226

206-238

GRADE 6

201-231

209-243

GRADE 7

203-233

211-247

GRADE 8

204-235

212-250

GRADE 2 GRADE 3 GRADE 4 GRADE 5

GRADE GRADE GRADE GRADE

9 10 11 12

SMARTERBALANCE READING MATH

ELA

PACE MATH

SCI

3

3

3

3

3

3

3

3 3

3 3

3 3

SRSD9/2015 66

Sanborn Data Cycle Template

TEACHER/TEAM: SUBJECT: UNIT/TOPIC GRADE: Assessment & Criterion for proficiency (e.g. 80% of questions correct, 3 or higher in all areas, etc.): 1. Collect & Chart Data Proficient Students Total #: % of Class: 2. Analyze Strengths & Obstacles Strengths

DATE:

Close-to-Proficient Students Total #: % of Class:

Far-from-Proficient Students Total #: % of Class: Obstacles

3. SMART Goal The percentage of students scoring proficient and higher on __________________________________________________________________ (1) will increase from ____________ % (2) on ___________ (3) to _________________ % (4) by _____________________________________ (5) as measured by __________________________________________________ (6) administered on ____________________________________ (7) 1. Assessment name, 2. Baseline %, 3. Pre-test date, 4. Goal %, 5. Post-test date, 6. Assessment description, 7. Assessment date 4. Instructional Strategies or Lessons 5. Results Indicators  How will we know if we’re really implementing the strategy/lessons we decided on?  How will we know if it is working?

SRSD9/2015 67

SRSD PERFORMANCE ASSESSMENT DESIGN GUIDELINES

2014-2015 Year 1 Development/Administration Performance Assessment Design District Overview of Expectations

2015-2016 Year 2 Editing/Additional Assessments Developed

The development of quality performance assessments is an ongoing, multi-year effort in the district. Performance assessment best measures student proficiency on the district competencies.

The work to improve our assessment practices and to become more skilled in assessment strategies is supported by Professional Learning

Community time, district resources, and the expertise of peers in each school who have experience and practice in creating and using performance assessments.

End of year Outcome for Performance Assessment: •



Each teacher will be involved in the development of at least one performance assessment during the year.



Knowledge

A performance assessment must address the district competencies and include expectations for students that reflect level 3 & 4 Depth of



The process to create a quality performance assessment takes time and teams/teachers will work throughout the year to produce a product.



look at enhancing other assessments that may need small adjustments to be a quality performance assessment.

Teams/Teachers should look closely at existing assessments and projects that could already be a quality performance assessment and should

This work to create performance assessments should be embedded in the topics and units that are part of a teacher’s classroom instruction

and should be used as a summative assignment in the PINNACLE GRADE BOOK.

Tools Explained: The tools provided by the Center for Collaborative Education outline the steps for creating, reviewing, scoring, and editing a performance assessment. Teachers and teams should use these tools as steps in the process as well as a checklist of what needs to be part of a PA.

SRSD 2015 68

Following Teacher Expectations: Steps for completing a PA are spread over the year. Based on when you plan to give your PA, and how many PAs you plan to build during the year, these steps will be unique to your team.

PACE Assessments will be considered a QPA for a teacher/team. PACE grades will implement the PACE assessment from last year.

PERFORMANCE ASSESSMENT SCHOOL YEAR TIME-LINE

The time-line for creating a PERFORMANCE ASSESSMENTS is dependent on the grade-level team or course. The goal is that every teacher, contribute to creating one PA for the year. Some teachers/teams may create multiple PAs based on their experience and level of expertise in creating assessments. PA FOCUS Tools Explained Teacher Expectations MONTH •

SEPT/OCT





NOV/DEC





JAN/FEB

• •

MAR/APR



MAY/JUN



Creating common performance assessments using topics being studied and the standards/competencies. Referencing Hess’s Rigor Matrix and Depth of Knowledge. Use Tool 1 (pg. T3) as a guide from the QPA book.





Use the validation protocol Tool 2 and 3 (page T6) from the QPA book during PLC time to review Performance Assessments. Upload Performance Assessment in Atlas.

• •

Use the calibration protocol Tool 4 (page T9) from the QPA book during PLC time to review Performance Assessment Scoring. Edit assessment and submit to the state of NH TASK BANK for review if student work is included. Create a common performance assessment for the end of the year using topics to be studied, standards/competencies, and referencing Hess’s Rigor Matrix and Depth of Knowledge. Use tools previously used for creation of assessment and validation. Think about creating assessments that are i t di i li Administer the Performance Assessment. Review student work. Review student performance comparing other assessments to performance assessment.







• •

Using Hess’s Rigor Matrix (Tool 5 & 6) reminds us that for an assessment to measure competency, students must be asked questions or be expected to perform tasks that reflect expectations of DOK 3. Tool 1: Provides the steps for reviewing the task including looking at student work Tool 2 is a cover sheet for the PA Tool 3 is a validation protocol to help review task specifics. Uploading to Atlas allows teachers who share a course and curriculum to review collaboratively and add to improve the assessment.

1. Create a Performance Assessment for a course or grade-level

2. Use Tools 5 & 6 to create the assessment.

3. Use Tool 1 to review the

Tool 4 is designed to help teachers learn to calibrate their scoring of an assessment.

4.

Repeat the process for creating a QPA as an end of year summative. If your first QPA is designed as an end of year common summative, continue fine-tuning the assessment.

6. 7.

Administer the QPA for your course. If your assessment is a PACE or COURSE assessment, set aside time to score the assessment once as a teacher and then a second time by a colleague also teaching the course.

5.

8.

9.

assessment after it has been given in the course and students have produced work to review. If an assessment is targeted for later in the school year, complete the steps for looking at student work when the work is completed. Complete cover sheet Tool 2 for the QPA Use Tool 3 to review the tasks after you have reviewed student work. Upload the QPA into Atlas. Complete at least one QPA for the year. Participate in a District Performance Assessment Calibration Process [pg.3] with grade-level team members or colleagues in your department. Submit QPA to the task bank when all tools have been completed.

SRSD 2015 69

Sanborn Regional School District Performance Assessments/Tasks

STEP

DISTRICT PERFORMANCE ASSESSMENT DEVELOPMENT PROCESS

DESCRIPTION

(1)

Collaboration

(2)

Content

(3) (4)

(5)

(6) (7) (8)

Develop Assessment Administer Assessment

Copies/ Labeling Practice Scoring Score the QPAs Re-learning/ Re-assessment

UNDERSTANDING

• Identify the colleagues you will be working with to develop a common assessment. • Working as a collaborative team enhances the development of the assessment and supports a shared understanding of grade-level and course expectations for students. • Identify the course/content for the development of a common assessment that is embedded in a unit of study for a course or content area. • Using a formal process for developing performance assessments provides a shared understanding of the components of a quality performance assessment. • Following the specific guidelines for administering the PA outlined in the PA Planning Template (created in step 3) administer the assessment.

• Student papers should be identified by a student ID number and not name. • Make copies of all student work, including cover page and rubric attached to each sample. • Label each copy of student work with a label. Labels will be provided by the office. • Content or grade-level teams score 5 work products together, using the calibration protocol (QPA Tool 4), to gain practice in scoring including striving toward agreement on scores. • Score the performance assessment/task and enter the scores in your gradebook. • A performance assessment/task is a part of the collection of evidence of student learning. Follow the guidelines for competency grading, to provide students the opportunity to demonstrate competency.

SCHOOL PERFORMANCE ASSESSMENT CALIBRATION PROCESS

(9)

School Calibration Process

• All teachers engage in double scoring of work samples, which should include high, medium, and low scores but otherwise be randomly selected. • Each teacher must randomly select within certain parameters a total of 20 pieces of student work (performance assessments) for use in the calibration scoring process. • The parameters for selection include a balance distribution of all scores including:

HS/MS [5 samples pieces of work that the teacher has scored as a 4, a 3, a 2, and as a 1] ELEM [2 samples pieces of work that the teacher has scored as a 4, a 3, a 2, and as a 1]

• Selected student papers should be identified by a student ID number and not name. No previous score should be included. • Those samples must be scored by a second teacher or group of teachers. • Any discrepancy between scores must be discussed and scores calibrated. • PACE ASSESSMENTS scores will be recorded in an EXCEL file.

PACE PERFORMANCE ASSESSMENT CALIBRATION PROCESS FOR DISTRICT ACCOUNTABILITY District Calibration • Teacher representatives from all districts engage in double scoring of work samples, which should include high, medium, and low scores but otherwise be Process

(10)

randomly selected. These work samples will be selected at the school level. • Selected student papers should be identified by a student ID number and not name. No previous score should be included. • Teachers repeat the scoring calibration process as outlined above.

SRSD 2015 70

DISTRICT POLICIES

SRSD 2015 71

SANBORN REGIONAL HIGH SCHOOL

Work Study Practices Expectation

Exemplary

Proficient

Basic Proficiency

Limited Proficiency

Student Will:

Student meets all in “Proficient” and improves by:

Student meets all “Basic Proficiency” and improves by:

Student meets all in “Limited Proficiency” and improves by:

Student Will:

Communicating in an exceptional manner that is appropriate to share with a broader audience

Using effective communication skills all of the time

Demonstrating progress in the attainment of communication skills by revising work to improve quality

Demonstrate minimal progress toward developing the communication skills

Reflecting on how to improve the solution to be more creative and efficient

Solving problems using creativity and critical thinking skills all of the time

Solving problems using creativity and critical thinking skills some of the time

Solve problems with limited creativity and critical thinking skills

Being respected by peers and adults for contributions to the community

Always contributing positively to the community

Contributing positively to the community with minimal adult direction

Contribute positively to the community with adult direction

Risk-taking in an effort to grow from their learning experience

Working independently and meeting due dates all of the time

Working independently with some direction by adults and meeting due dates some of the time

Work with the direction of adults and/or needs prompting to know due dates

Producing exceptional work that is appropriate to share with a broader audience

Producing quality work all of the time and asking adults how to improve quality of work

Reassessing failing grades to improve quality of work and/or producing quality work some of the time

Accept failing grades with no attempt at reassessment

Demonstrating inconsistencies in the effective use of all research skills

Demonstrate minimal progress towards developing the research skills of identifying, locating, evaluating, and responsibly using information

Effectively Communicate Use various media to interpret, question, and express knowledge, information, ideas, feelings, and reasoning to create mutual understanding

Creatively Solve Problems Use original and flexible thinking to communicate ideas or construct a unique product or solution

Contribute to Their Community Work in diverse groups to achieve a common goal

Self-Manage Their Learning Initiate and manage learning through selfawareness, self-motivation, self-control, selfadvocacy and adaptability as a reflective learner

Produce Quality Work Recognize and produce work of high quality

Responsibly Use Information Demonstrate a proficiency to effectively and ethically find and use information

Reflecting on how to improve research skills to expand upon the type and quality of information used

Using effective research skills all of the time

SRSD 2015 72

Understanding the Competency-Based Grading and Reporting System

1st Calculation 21st Century Skills [Work Study Practices]… •

TEACHER

3 3 3 3 3

3

• •

st

21 Century Learning Scale Exemplary Proficient Basic Proficiency 4 3 2 Each course assigns scores All scores averaged for the year

2nd Calculation Competencies… • •

• •

P

Competency grades calculate using only those assignments with standards attached. Standards can trend if there are more than four assignments measuring the standard. The student’s strongest and most recent performance is taken into account for the trend-line. Competency grades are separate grades from the course over-all grade. Competency grades are expressed using the letter scale identified for competency. E- Exemplary, P-Proficient, BP- Basic Proficiency, LP- Limited Proficiency, NM- Not Met Students may

P



P

3rd Calculation

BP

Overall Grade

3.4

• •

Sanborn’s Competency-based Grading System is designed to report out to students and parents three different types of information: 1. Work Study Practices, 2. A level of student Competency in a course, and an 3. Overall Grade Average for the course. All three together create a more complete report of a student’s achievement, competency, and college and career readiness. The system provides more information for parents beyond a grade point average.

Limited Proficiency 1

• • •

The overall grade for a course includes all assignments entered in the grade book. Course overall grades are calculated as an average. Formative grades are weighted as 10% of the overall grade. Summative grades are weighted as 90 % of the overall grade. Overall Course Grades are scored on a four-point rubric. EHH

SRSD 2015 73

Understanding the Pinnacle Internet Viewer (PIV) Individual student course grades and report cards are available for viewing at any time by logging into the Pinnacle Internet Viewer (PIV). The Guidance Office issues individual PIV logins at the beginning of each year to parents and students. The PIV allows individuals to view grades by course on individual assignments as well as current competency and course averages. Official Sanborn report cards can be generated at any time in the PIV. Students and parents are strongly encouraged to contact teachers directly when they have questions or concerns about information in the PIV. The guidance office is also available to answer basic PIV questions and help with login information.

The PIV Home Page When you first log into the PIV, you are brought to a home page which gives you a quick snapshot of grades for each course that the student is enrolled. The “semester 1” and “semester 2” columns show only the culmination of the grades for that particular semester, but since the school using a “rolling grade,” it is really the course grade column that matters most. The course grade column shows what the student’s final course grade would be if the marking period were to close. Remember that grades are updated in real-time as teachers input assignment grades into their gradebooks. On the column to the left, the user can generate reports to show grade and attendance summaries for the student over time. The SRHS Report card can also be printed from this menu. The user can click on a course title to get a description of that course. The user can also click on individual course grades for more information (see the assignment level page description below).

The PIV Assignment Level Page From the Home Page, the user can click on an individual course grade and it brings the user to the assignment level page for that course. On this page, the user can see all of the assignments that have been entered into the gradebook for the student by the teacher. Clicking on an assignment title will bring up more information about that assignment, if the teacher has entered information. In addition to the grade, the user is able to see what type of assignment it was (formative or summative), the original due date, and the maximum number of points that were possible for that assignment. At the bottom of the screen, the user is able to see how many total points the student earned for each category (formative and summative). Those category grades are used to compute the overall course grade. Most courses weight summative assignments at 90% of the overall course grade but some weight them as high as 100%. Refer to the individual course syllabus guide for this information.

SRSD 2015 74

Understanding GPA, Graduation Titles, and Class Rank:

A Guide for Students and Parents Overview

Sanborn Regional High School transcripts follow a very common format that is familiar to colleges and universities around the country. Transcripts report two important statistics: Grade Point Average (GPA) and Class Rank. Grade Point Average (GPA) is reported on the transcript as a non-weighted, cumulative calculation using the scales below. Non-weighted means that all classes, regardless of level, receive the same weight of College and Career Prep. Class Rank is based on a cumulative weighted grade point average, using the scales below, where classes receive the weight by course level (College and Career Prep, Honors, Advanced Placement, and Dual Enrollment). Class rank is computed for grades 11 and 12 at the end of the academic year. A student must be enrolled at Sanborn for at least two full semesters prior to being eligible for class rank standing in their junior year.

Final Course Grade Achievement Level

Final Course Grade

Grade Point Average (GPA) Based on a 4.3 GPA Scale College and Career Prep (CCP) Weighted GPA Range and Unweighted GPA Range

Honors (H) Weighted GPA Range

Dual Enrollment (DE) Weighted GPA Range (Includes Advanced Placement (AP), Running Start (RS), and NECC)

Courses Completed During the 2012-2013 and 2013-2014 Academic Years

Exceeding Meeting Inconsistent Progress Limited Progress Standard Not Met, Not Yet Competent

90-100 80-89 70-79 65-69

3.6 – 4.3 2.4 – 3.4 1.3 – 2.3 0.7 – 1.2

4.1 – 4.8 2.9 – 3.9 1.8 – 2.8 1.2 – 1.7

4.6 – 5.3 3.4 – 4.4 2.3 – 3.3 1.7 – 2.2

Below 65

0

0

0

Courses Completed During the 2014-2015 Academic Years and Beyond

Exemplary Proficient Basic Proficiency Limited Proficiency Not Met Not Yet Competent, Insufficient Work Shown

3.50-4.00 2.50-3.49 1.50-2.49 0.50-1.49 0.00-0.49

3.3 – 4.3 2.0 – 3.2 0.7 – 1.9 0 0

3.8 – 4.8 2.5 – 3.7 1.2 – 2.4 0 0

4.3 – 5.3 3.0 – 4.2 1.7 – 2.9 0 0

0.00

0

0

0

Honor Roll

Honor roll is determined once, at the end of each academic year, and is based on a current-year non-weighted GPA. Honors With Distinction: Current-year non-weighted GPA of 3.90 or higher (average course grades of 3.75 or higher for the year). High Honors: Current-year non-weighted GPA of 3.30 – 3.89 (average course grades of 3.50-3.74 for the year). Honors: Current-year non-weighted GPA of 2.70 – 3.29 (average course grades of 3.00 – 3.49 for the year).

Student Speakers For Graduation Events

Students are invited to apply to be speakers for graduation events (Graduation, Class Day, and Scholarship Night). Several months prior to graduation, the building principal will invite interested students to submit a speech. Speeches will be judged blindly by a jury of adults selected by the building principal. The jury will determine which speeches will be delivered for which events. The selection criteria that the jury will use will be established in advance and made available to any student prior to submitting their speech.

Special Graduation Titles

At the end of grade 12, the valedictorian, salutatorian, and class essayist titles are awarded to the students who have a class rank of 1, 2, and 3 respectively in their graduating class. The following titles are awarded at graduation to any student who meets one of the following sets of criteria: Summa Cum Laude: Cumulative non-weighted GPA of 3.90 or higher * (average overall grades of 3.75 or higher), Magna Cum Laude: Cumulative non-weighted GPA of 3.30-3.89 * (average overall grades of 3.50-3.74), Cum Laude: Cumulative non-weighted GPA of 2.70-3.29 * (average overall grades of 3.00-3.49). Students who are on track to be Magna or Summa Cum Laude Graduates by the end of junior year will be eligible to attend a special Senior Honor Recognition Dinner that is held each Spring. * Based on “new scale.” An appropriate adjustment will be made for courses that were based on the “old scales” from 2013-2014 year or prior.

SRSD 2015 75

A Guide to Grading, Report Cards, and Transcripts Written for Students and Parents Sanborn Regional High School believes that the purpose of grading is to communicate student achievement. Grades are not about what students earn, they are about what students learn. All teachers at Sanborn use the same grading practices in their classrooms. The purpose of this document is to explain how those practices work and how our school communicates grades on report cards and transcripts. Academic Grades and Work Study Practices All courses have an overall final course grade that is generated from academic grades that are recorded throughout the course. Academics grades are communicated separately from academic behaviors (also known as work study practices) on report cards and transcripts. Academic Grades: Each course at Sanborn has specific big ideas, known as competencies. Course competencies answer the question: What is it we want our students to know and be able to do? Each competency is broken down into a smaller subset of specific skills and learning targets known as performance indicators. Teachers give assessments throughout the year, linked to performance indicators which are then linked back to specific competencies. Students must receive a passing grade in each competency in order to receive credit for a course. Work Study Practices: Throughout the year, teachers grade students on six work study practices common to all courses at Sanborn. These practices measure a student’s ability to effectively communicate, creatively solve problems, contribute to their community, self-manage their learning, produce quality work, and responsibly use information. Work Study Practice grades are communicated separately on report cards and the final transcript.

Formative and Summative Assessments Formative Assessments capture a student’s progress through the learning process and explain to what extent a student is learning a concept or skill. These assessments are considered practice, and therefore are not weighted more than 10% of an overall course grade. Examples include class work, homework, and quizzes. Summative Assessments are comprehensive, performance-based measures that demonstrate what a student knows and is able to do. These assessments are linked to one or more of the course competencies and are weighted at least 90% of the overall course grade. Examples include research projects, presentations, labs, writings, tests, simulations, and inquiry tasks.

Grading Scale

Competency is the ability of a student to apply content knowledge and skills in and/or across the content area(s).

All assignments (formative and summative) are graded on a 4.0 rubric scale using the letter grades E (Exemplary), P (Proficient), BP (Basic Proficient), LP (Limited Proficient), or NM (Not Met). Each letter holds a numerical value of 4, 3, 2, 1, and 0 respectively. As letter grades start to accumulate and are averaged together, a student’s final course grade computes as a numerical grade between 0.0 – 4.0. The following table explains the grading scale:

Competent (Passing)

Letter

Level

E

Exemplary

P

Proficient

BP

Not Competent (Failing)

LP NM

Basic Proficient Limited Proficient Not Met

What The Level Means The student consistently and independently demonstrates the ability to analyze and synthesize essential content, knowledge, and skills in a new task. The student consistently and independently demonstrates the ability to apply and transfer essential content, knowledge, and skills in a new task. The student demonstrates the ability to comprehend and apply essential content, knowledge, and skills in a familiar task. The student is not demonstrating the application and transfer of essential content, knowledge, and skills. The student is not competent in the performance standard(s).

Assignment Grade Value

Course Grade

4

3.5-4.0

3

2.5-3.4

2

1.5-2.4

1 0

0.5-1.4

SRSD 2015 76 0.0-0.4

Reassessment Students are encouraged to practice continuous improvement in their learning through reassessment. Students are eligible to reassess summative assignments after completing a mutually agreed upon reassessment plan with their teacher. The plan would indicate a specific deadline that is strictly enforced. A reassessment focuses on the part(s) of the assignment for which the student did not demonstrate competency or is an alternative assignment altogether. The teacher records the new grade for the assignment in the grade book.

Mandatory Assessments and Deadlines

Need an example to help you understand this better? Consider a Driver Education Course:

Students are expected to complete all major summative assignments in a timely manner. Students who refuse to complete an assignment on time will receive classroom and/or school-level disciplinary consequences. The grade for that assignment or the overall course will be recorded as Insufficient Work Shown (IWS) until the student completes the work. The teacher will work with the student and their parents to resolve the issue as soon as possible. After ten schools days, if the student does not submit the work, the grade for that assignment may remain as an IWS which would carry a weight of zero. This may impact both competency scores and the overall course grade. An IWS final grade equals no credit for a course.

Learning Trend It is a student’s most recent work that is the best indicator of how well they have learned a concept or skill. For this reason, competency grades are computed using a mathematical model that gives a higher weight to more recent work. This calculation is performed separately so as not to impact the overall course grade. This model is called a learning trend, and it is used when four or more assignments have been linked to a competency. If fewer than four distinct assignments have been linked, the competency grade will be computed using a simple average. Most students find that their competency grades are computed using a simple average for the first part of the school year until more assignments have been entered into the grade book which triggers the learning trend model to kick in.

One Term (Rolling) Grading A student’s final overall course grade is cumulative over the entire length of a course; it is not an average of quarter grades.

Receiving Course Credit A student will receive credit for a course when both of the following two conditions have been met: 1. They receive a passing overall course grade (numerical grade of 1.5 or higher), 2. They receive a passing letter grade for each competency (letter grade of BP, P, or E). If one or both of these conditions are not met, the student will need to do credit or competency recovery. Both of these programs are managed by a guidance counselor who works with the teacher for the course. Credit Recovery: If a student does not receive a passing overall course grade, they will have to recover the credit for that course by repeating it either at Sanborn or by registering for an approved online program. Competency Recovery: If a student does not receive a passing grade on one or more of the competencies for that course, they will receive a final course grade of Not Yet Competent (NYC) and they will need to recover each failed competency using an alternative method such as an online module or a teacher-directed project. Once completed successfully, the NYC grade will be replaced with the actual final course grade earned and the competency recovery will be noted in the transcript.

Online Grades, Report Cards, and Transcripts Grades can always be viewed in real time online. The Guidance Office issues unique logins and passwords for both students and parents to the online viewer. At any time, individuals can print a report card from viewer. The report card lists, for each course, the competency grades, work study grades, and overall course grade. Periodically, the Guidance Office will print for students their transcript report, which summarizes all of the course grades and summary work study practice grades for a student for their entire high school career.

Driver Education is something familiar to many, so let’s use that as an example to explain how this all works. A competency for your driver education class might be your ability to park a car in a variety of settings and situations. Your instructor will assess this competency using several performance indicators such as perpendicular parking, parallel parking, and angular parking. Your instructor does lots of formative practice with you in the classroom and in the car. Your summative assessment is your opportunity to demonstrate to the state your understanding of all of the Driver Education competencies, including parking. You do this through a comprehensive written exam and a performance-based road test. You have the ability to reassess your summative assessment with the state at any time. Unlike courses at Sanborn, which offer three different levels of passing (basic proficient, proficient, and exemplary), your driving tests are simply pass or fail. The state holds every driver to a certain standard for performance on the road. It doesn’t matter how long it takes you to achieve that performance standard, but once you can demonstrate it youSRSD have 2015 earned77 the right to drive on the road.

SANBORN REGIONAL HIGH SCHOOL SAMPLE REPORT CARD 17 Danville Road ∙ Kingston, NH 03848 ∙ http://www.web.sau17.org At Sanborn Regional High School we are committed to sustaining a positive environment which promotes respect, academic excellence, and pride by encouraging independent thinking within a culture of collaboration. We believe in Sanborn P.R.I.D.E. Student Name: John Q Sample

Grade: 9

ID: 123456

Date Printed: 9/1/2015

Purpose of Reports

This report is designed to inform you about the student’s progress toward achieving the New Hampshire Grade Span Expectation (GSEs) Standards. The GSEs along with the skill expectations of your school establish high and challenging expectations for all students; describe what students should know, be able to do, and care about; and serve as a basis for curriculum, instruction, and assessment at the Sanborn Regional School District. The curriculum for each content area is based on the standards relevant to the area. This report however cannot communicate everything you might possibly want to know about your child’s progress. This report should be considered with other information you receive from the school such as your child’s work, the open house, conferences, and skills checklist provided by teachers throughout the school year. Communication between the family and the school staff is highly encouraged. If you have any questions or concerns, please contact your child’s teacher or counselor.

Level

Letter

Numerical

Performance Descriptors for Academic Standards The student consistently and independently demonstrates the ability to analyze and synthesize essential content knowledge and skills in a new task. The student consistently and independently demonstrates the ability to apply and transfer essential content, knowledge and skills in a new task. The student demonstrates the ability to comprehend and apply essential content, knowledge and skills in a familiar task.

Exemplary

E

3.50-4.00

Proficient

P

2.50-3.49

BP

1.50-2.49

LP

0.50-1.49

The student is not demonstrating the application and transfer of essential content, knowledge and skills.

NM

0.01-0.49

The student has not met competency in the performance standard(s).

NYC

0.00

The student is not yet competent in the performance standard(s).

0.00

The student has not produced a sufficient amount of evidence to determine the level for which they have met the performance standard(s).

Basic Proficiency Limited Progress Not Met Not Yet Competent Insufficient Work Shown

IWS

Global Studies English Teacher: Lavoie, Crystal

Block: 4

Days Absent: 2

Days Tardy: 4

School-Wide 21st Century Expectations For Learning

Effectively Communicate: Use various media to interpret, question, and express knowledge, information, ideas, feelings, and reasoning to create mutual understanding Creatively Solve Problems: Use original and flexible thinking to communicate ideas or construct a unique product or solution Contribute To Their Community: Work in diverse groups to achieve a common goal Self-Manage Their Learning: Initiate and manage learning through self-awareness, self-motivation, self-control, self-advocacy and adaptability as a reflective learner Produce Quality Work: Recognize and produce work of high quality Responsibly Use Information: Demonstrate a proficiency to effectively and ethically find and use information

Qtr 1

Sem 1

Qtr 3

Sem 2

BP

BP

P

P

BP

BP

P

P

P

P

P

E

LP

BP

BP

P

BP

BP

BP

P

P

P

E

E

Qtr 1

Sem 1

Qtr 3

Sem 2

BP

BP

P

P

P

P

P

E

P

P

P

P

LP

LP

2.4

2.7

Course-Based Competencies

Competency Reading / Word Knowledge: Use a variety of strategies to unlock meaning and use unfamiliar words in context Reading Comprehension: Use reading strategies to make connections, explain, synthesize, evaluate and draw inferences from text Writing: Use elements of the writing process and rules of Standard English to produce final drafts of written products for a variety of purposes Oral Communication: Make connections, communicate ideas and enhance a message effectively through discussion and various types of media

Overall Course Grade

BP P SRSD 2015 78 3.0

3.1

SANBORN REGIONAL HIGH SCHOOL SAMPLE TRANSCRIPT 17 Danville Road ∙ Kingston, NH 03848 ∙ http://www.web.sau17.org At Sanborn Regional High School we are committed to sustaining a positive environment which promotes respect, academic excellence, and pride by encouraging independent thinking within a culture of collaboration. We believe in Sanborn P.R.I.D.E. Student Name: John Q Sample Year of Graduation: 2016 Date of Birth: 09/17/1993 Date Printed: 9/1/2015 Level

Letter

Numerical

Exemplary

E

3.5-4.0

Proficient

P

2.5-3.4

Basic Proficiency

BP

1.5-2.4

Limited Progress Not Met Not Yet Competent Insufficient Work Shown

LP NM NYC

0.5-1.4 0.1-0.4 0.0

IWS

0.0

Performance Descriptors for Academic Standards The student consistently and independently demonstrates the ability to analyze and synthesize essential content knowledge and skills in a new task. The student consistently and independently demonstrates the ability to apply and transfer essential content, knowledge and skills in a new task. The student demonstrates the ability to comprehend and apply essential content, knowledge and skills in a familiar task. The student is not demonstrating the application and transfer of essential content, knowledge and skills. The student has not met competency in the performance standard(s). The student is not yet competent in the performance standard(s). The student has not produced a sufficient amount of evidence to determine the level for which they have met the performance standard(s).

For the school years of 2013-2014 and prior, a 100-point scale, not a 4-point rubric scale, was used to compute final grades SCHOOL-WIDE 21st CENTURY EXPECTATIONS FOR LEARNING Effectively Communicate: Use various media to interpret, question, and express knowledge, information, ideas, feelings, and reasoning to create mutual understanding Creatively Solve Problems: Use original and flexible thinking to communicate ideas or construct a unique product or solution Contribute To Their Community: Work in diverse groups to achieve a common goal Self-Manage Their Learning: Initiate and manage learning through self-awareness, self-motivation, self-control, selfadvocacy and adaptability as a reflective learner Produce Quality Work: Recognize and produce work of high quality Responsibly Use Information: Demonstrate a proficiency to effectively and ethically find and use information

Course Name 2011-2012 Year Global Studies ENG Global Studies SS Algebra 1 Freshman Science CP CAD 1 Wellness 1 French 1 Advisory 2012-2013 Year Sophomore English Democracy Global Economy SS Democracy Global Economy ECON Geometry Biology CP Symphonic Band Spanish 2 Advisory

COURSE AND GRADE HISTORY Course Credit Course Name Grade 2014-2015 Year 96 1.00 AP Literature 91 1.00 AP US History 88 2.00 Chemistry H 87 1.00 Algebra 2 H 91 1.00 Trigonometry H 82 1.00 Spanish 3 77 1.00 Symphonic Band P 0.25 Arts in Society Advisory 100 83 90 92 91 90 89 P

CURRENT COURSE ENROLLMENT Course Name Q1 Q2 AP Language 3.3 3.1 Women’s Studies 2.1 3.1 Precalculus H 3.1 3.0 AP Chemistry 3.6 2.9 CAD 2 Mechanical Engineering 3.8 2.9 Quilting 1 2.8 3.7 Symphonic Band 2.9 3.8 I/S Advanced Marketing 3.6 3.8 Advisory 3.1 3.1

2.00 1.00 1.00 1.00 1.00 1.00 1.00 0.25

Q3

Course Grade

Credit

3.2 3.0 3.6 3.5 2.5 3.7 3.9 2.1 S

1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 0.25

2015-2016 Year AP Language Women’s Studies Precalculus H AP Chemistry CAD 2 Mechanical Engineering Quilting 1 Symphonic Band I/S Advanced Marketing Advisory Q4

REPORT AUTHORIZATION Signature: Title: Date:

Gr 9

Gr 10

Gr 11

Gr 12

2

2

3

3

2

3

3

4

3

3

3

3

1

1

2

2

2 3

3 3

3 4

4 4

Standard Diploma Option Credits Credits Earned Required English 4 5 Math 3 3 Science 3 3 World 1 1 History Civics/Govt. 1 1 US History 1 1 Economics 1 1 Art 1 1 Technology 1 1 Wellness 2 2 Advisory 0.75 1 Electives 4 8 Total 22.75 28 Subject

ACADEMIC INFORMATION 3.73 Class Rank 17/153 Diploma Awarded NO Graduation Date CUM NONWEIGHTED GPA

ACADEMIC AWARDS RECEIVED High Honors: 2013 Math Student of the Year: 2014 Honors With Distinction: 2014 New Hampshire Scholar: 2015

SRSD 2015 79

Grading & Assessment Guidelines

2015-16 MIDDLE

This document is derived from the works of educational researchers, including Ken O'Connor, Robert Marzano, Doug Reeves, Rick Wormeli, and Rick Stiggins. Additionally, the document is influenced by professional learning opportunities.

OVERVIEW

2015-16 marks our sixth year as a competency-based reporting district. Changing practices and gaining new knowledge takes time, collaboration, and reflection. Success in implementing the Competency Based Report card requires patience, persistence and the commitment of all stakeholders. The administration and staff of SRMS are committed to supporting assessment practices that support student learning and that accurately report student progress in meeting the standards. STATEMENT OF PURPOSE

The competency-based assessment and grading system at Sanborn Regional Middle School is founded on common expectations for student learning. At Sanborn Regional Middle School, each course has a set of common, established core standards that describe what students are expected to know and be able to do. The purpose of this document is to provide structure and expectations to ensure common and systematic competency-based grading practices are used in all courses by all teachers at the middle school. These practices shall be reflective of standards and performance indicators and shall be used to assign grades. DEFINITIONS

Sanborn Regional Middle School educators use two broad types of assessments: Summative Assessments: A summative assessment is a comprehensive measure of a student’s ability to demonstrate the concepts, skills, and knowledge embedded within a course standard. It is an assessment of learning and it is heavily weighted in the grading system. Examples include:

• • • • • • • • •

Enrichment activities (supplementary activities that support standards) Written, oral, and performance tasks Tests Quizzes (beyond skill checks) Writings (term papers, essays, stories, etc.) Projects Presentations Problem-based / inquiry learning tasks Other comprehensive / cumulative assignments not listed above.

Formative Assessments: A formative assessment is an assessment for learning and can broadly be described as an indicator that captures a student’s progress through the learning process. It explains to what extent a student is learning a concept, skill, or knowledge set. In a sense, a formative assessment is “practice” and is, therefore, not heavily weighted in the grading system. Examples include: • • • • • • • •

Skill checks (quizzes used for practice or reinforcement; classroom openers) First drafts of writing Teacher questions during instruction Worksheets Informal observations Pre-testing Homework Other class work not listed above STATEMENT OF PROCEDURE

Grading Philosophies and Expectations 1. Grading is an exercise in professional judgment wherein the educator seeks to ensure that the grade each student receives is an accurate representation of his or her achievement. 2. Grades shall be weighted carefully to ensure the intended importance is given to each standard and to each assessment. SRSD 2015 80

3. Teachers shall use quality assessment instruments. They shall properly record evidence of student achievement on an ongoing basis. Each assessment must meet five standards of quality. It must arise from a clearly articulated set of achievement expectations, serve an instructionally relevant purpose, rely on a proper method, sample student achievement in an appropriate manner, and control for all relevant sources of bias and distortion that can lead to inaccurate assessment. 4. Teachers shall discuss methods of assessment and scoring scales (rubrics) with students in an age-appropriate manner, at the beginning of instruction. 5. At the beginning of a class (trimester and yearlong), teachers shall provide to students and parents a written course overview / syllabus that includes assessment and grading guidelines, in clear, easily understandable language. The course syllabus must be consistent with the grading practices detailed in this document. 6. Prior to administering each summative assessment, teachers shall provide students with a written overview /rubric describing assessment and grading in clear, easily understandable language.

3. The report card will report final course grades and a yearly summary of a student’s progress towards meeting the standards for learning 4. The report card will report the competency scores as a separate calculation from the overall score for a course. This additional information is a more detailed description of how a student performed based on the competencies for a course. 5. Effort, participation, attitude, and other behaviors shall not be included in grades but reported separately, unless they are an approved part of a standard (example: Regular participation in physical activity is identified nationally as a core standard and thus is included in the SRMS Physical Education standard). Every student will be graded each trimester by all teachers with respect to their achievement of school-wide district work study practices and school General Learning Outcomes (GLOs), which will address expectations for student personal skills. 6. Based on the principles of competency-based assessment, extra credit is not an appropriate measure of student learning and should not be assigned or included in grade calculation. 7. Students will receive an overall course letter and numerical grade.

COURSE GRADE CALCULATION

1. Individual achievement of course-based standards shall be the primary basis for grades. All courses will use a grading structure that weights summative assessments at least 90% and formative assessments at most 10% of a final grade for the course.

8. In addition to the overall course grade, students will also receive a score for the standards based on the rubric scales below.

2. Summative assessments will be linked to one or more course standards. The report card will calculate and report out on the average grade each student received on each standard as well as the final course grade.

SRSD 2015 81

RE-ASSESSMENT PROCEDURES

1. Second chance assessment opportunities shall be made available to all students for any summative assessment. A grade of 80 represents meeting the proficiency level of a standard. Second chance assessments will be made available up to two weeks after the initial assessments. 2. A teacher may require a student to complete a series of formative assessments at a proficient level before they are eligible to take a summative re-assessment. The second assessment should only take place when the student has demonstrated the agreed upon relearning and/or completion of work in preparation for the assessment. 3. Reassessment opportunities are available for formative assessments at the teacher's discretion. If applied, the summative reassessment process described above should be followed 4. Teachers may give alternative versions of the assessment. 5. Parents may be asked to sign the original, poorly done assessment and assignments so they’re aware that their children have required multiple attempts to achieve the standard. 6. Reassessment scores replace the previous grade or mark unless the new score is lower.

GENERAL LEARNING OUTCOMES

Each team will determine what the performance indicators look like for the General Learning Outcomes (GLOs) for their grade level students based on what is developmentally appropriate 3 =Proficient

Student consistently demonstrates grade-level expectations

2= Progressing

Student is beginning to demonstrate grade-level expectations

1= Needs Improvement Student rarely demonstrates grade-level expectations General Learning Outcomes (GLOs)  Self-Directed Learner: The ability to be responsible for one’s own learning  Community Contributor: Resolving conflict, assuming responsibility for behavior, demonstrating diversity and tolerance, maintaining a safe and supportive environment, and contributing responsibility to one’s school, community, and world  Complex Thinker: The ability to demonstrate critical thinking and problem solving strategies  Quality Producer: The ability to recognize and produce quality performance and quality products  Effective Communicator: The ability to communicate effectively through reading, writing, speaking, viewing, and listening.  Effective and Ethical User of Technology: The ability to use a variety of technologies effectively and ethically

SRSD 2015 82

District Grading Scales for Reporting Sanborn Regional School District High and Middle School Grading Scale

Level

Competent

Exemplary

Proficient

Basic Proficiency

Not Competent

Limited Proficiency

Override Codes

Code

Performance Descriptor

E

The student consistently and independently demonstrates the ability to analyze and synthesize essential content knowledge and skills in a new task.

P BP LP NYC

IWS

The student consistently and independently demonstrates the ability to apply and transfer essential content, knowledge and skills in a new task. The student demonstrates the ability to comprehend and apply essential content, knowledge and skills in a familiar task. The student is not demonstrating the application and transfer of essential content, knowledge and skills. NYC: The student is not yet competent in the performance standard(s).

IWS: The student has not produced a sufficient amount of evidence to determine the level for which they have met the performance standard(s).

Score Range 3.50 – 4.00

Level

Exemplary

Elementary Grading Scale

Code

E

2.50 – 3.49

Proficient

P

1.50 – 2.49

In Progress

IP

0.50 – 1.49 0.0 – 0.0

0.00

Limited Proficiency

Override Codes

LP NYC

IWS

Performance Descriptor

Score Range

The student consistently and independently demonstrates the ability to analyze and synthesize essential content knowledge and skills in a new task.

3.60 – 4.00

The student consistently and independently demonstrates the ability to apply and transfer essential content, knowledge and skills in a new task. The student demonstrates the emerging ability to apply and transfer essential content, knowledge and skills. The student is not demonstrating the application and transfer of essential content, knowledge and skills.

3.59-2.70 2.69-1.7 1.69-0.0

NYC: The student is not yet competent in the performance standard(s).

IWS: The student has not produced a sufficient amount of evidence to determine the level for which they have met the performance standard(s).

0.0 – 0.0

0.00

Figure 6 District Team

SRSD 2015 83

District Grading Scales for Assessment Secondary Scale

SRSD 2015 84

Grading & Assessment Guidelines

2015-16 Elementary

This document is derived from the works of educational researchers, including Ken O'Connor, Robert Marzano, Doug Reeves, Rick Wormeli, and Rick Stiggins. Additionally, the document is influenced by professional learning opportunities. OVERVIEW

2015-16 marks our sixth year as a competencybased reporting district. Changing practices and gaining new knowledge takes time, collaboration, and reflection. Success in implementing the Competency-Based Report card requires patience, persistence and the commitment of all stakeholders. The administration and staff of D.J. Bakie and Memorial School are committed to supporting assessment practices that support student learning and that accurately report student progress in meeting the standards. STATEMENT OF PURPOSE

The competency-based assessment and grading system at the elementary level is founded on common expectations for student learning. At the elementary level, each course has a set of common, established core standards that describe what students are expected to know and be able to do. The purpose of this document is to provide structure and expectations to ensure common and systematic standards-based grading practices are used in all courses by all teachers at the elementary level. These practices shall be reflective of standards and performance indicators and shall be used to assign grades. DEFINITIONS

Bakie and Memorial educators use two broad types of assessments: Summative Assessments: A summative assessment is a comprehensive measure of a student’s ability to

demonstrate the concepts, skills, and knowledge embedded within a course standard. It is an assessment of learning and it is heavily weighted in the grading system. Examples include: • • • • • • • • •

Enrichment activities (supplementary activities that support standards) Written, oral, and performance tasks Tests Quizzes (beyond skill checks) Writings (term papers, essays, stories, etc.) Projects Presentations Problem-based / inquiry learning tasks Other comprehensive / cumulative assignments not listed above.

Formative Assessments: A formative assessment is an assessment for learning and can broadly be described as an indicator that captures a student’s progress through the learning process. It explains to what extent a student is learning a concept, skill, or knowledge set. In a sense, a formative assessment is “practice” and is, therefore, not heavily weighted in the grading system. Examples include: • • • • • • • •

Skill checks (quizzes used for practice or reinforcement; classroom openers) First drafts of writing Teacher questions during instruction Worksheets Informal observations Pre-testing Homework Other class work not listed above STATEMENT OF PROCEDURE

SRSD 2015 85

Grading Philosophies and Expectations 7. Grading is an exercise in professional judgment wherein the educator seeks to ensure that the grade each student receives is an accurate representation of his or her achievement. 8. Teachers shall use quality assessment instruments. They shall properly record evidence of student achievement on an ongoing basis. Each assessment must meet five standards of quality. It must arise from a clearly articulated set of achievement expectations, serve an instructionally relevant purpose, rely on a proper method, sample student achievement in an appropriate manner, and control for all relevant sources of bias and distortion that can lead to inaccurate assessment. 9. Teachers shall discuss methods of assessment and scoring scales (rubrics) with students in an age-appropriate manner, at the beginning of instruction.

10. Summative assessments will be linked to one or more course standards. The report card will calculate and report out on the average grade each student received on each standard as well as the final course grade. 11. The Trimester report card will report expected progress toward meeting the end of year benchmarks for each course. 12. Effort, participation, attitude, and other behaviors shall not be included in grades but reported each trimester as C.A.R.E.S. Every student will be graded each trimester by all teachers with respect to their achievement of the Work Study Practices CARES. 13. Based on the principles of competencybased assessment, extra credit is not an appropriate measure of student learning and should not be assigned or included in grade calculation.

10. At the beginning of a class (trimester and year-long), teachers shall provide to students and parents a written course overview / syllabus that includes assessment and grading guidelines, in clear, easily understandable language. The course syllabus must be consistent with the grading practices detailed in this document. 11. Prior to administering each summative assessment, teachers shall provide students with a written overview /rubric describing assessment and grading in clear, easily understandable language. COURSE GRADE CALCULATION

9. Individual achievement of course-based standards shall be the primary basis for grades. All courses will use a grading structure that includes summative assessments and formative assessments. SRSD 2015 86

District Grading Scales for Reporting Sanborn Regional School District High and Middle School Grading Scale Elementary Grading Scale Level

Not Competent

Competent

Exemplary

Code

E

Proficient

P

Basic Proficiency

BP

Limited Proficiency

LP

Performance Descriptor The student consistently and independently demonstrates the ability to analyze and synthesize essential content knowledge and skills in a new task. The student consistently and independently demonstrates the ability to apply and transfer essential content, knowledge and skills in a new task. The student demonstrates the ability to comprehend and apply essential content, knowledge and skills in a familiar task. The student is not demonstrating the application and transfer of essential content, knowledge and skills.

NYC

NYC: The student is not yet competent in the performance standard(s).

IWS

IWS: The student has not produced a sufficient amount of evidence to determine the level for which they have met the performance standard(s).

Override Codes

Score Range 3.50 – 4.00

Level

Exemplary

Code

E

2.50 – 3.49

Proficient

P

1.50 – 2.49

In Progress

IP

0.50 – 1.49

Limited Proficiency

LP

0.0 – 0.0

The student consistently and independently demonstrates the ability to analyze and synthesize essential content knowledge and skills in a new task. The student consistently and independently demonstrates the ability to apply and transfer essential content, knowledge and skills in a new task. The student demonstrates the emerging ability to apply and transfer essential content, knowledge and skills. The student is not demonstrating the application and transfer of essential content, knowledge and skills.

NYC

NYC: The student is not yet competent in the performance standard(s).

IWS

IWS: The student has not produced a sufficient amount of evidence to determine the level for which they have met the performance standard(s).

Override Codes

0.00

Performance Descriptor

Score Range 3.60 – 4.00

3.59-2.70

2.69-1.7

1.69-0.0

0.0 – 0.0

0.00

Figure 6 District Team

SRSD 2015 87

District Scales for Assessment: Elementary Scale

SRSD 2015 88

References:

Ainsworth, L. (2003). Unwrapping: a simple process to make standards manageable. Englewood, Colorado: Advanced Learning Press.

Dufour, R., Dufour, R., Eaker, R., & Many, T. (2006). Learning by doing. Bloomington, Indiana: Solution Tree. Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

Fountas, I. & Pinnell, G.S. (2001) Guiding readers and writers: Teaching comprehension, genrem, and content literacy. Portsmouth, NH: Heinemann.

Guskey, T. R. (2009). Practical Solutions for serious problems in standards-based grading. Thousand Oaks, California:

Corwin Press.

Guskey, T. R., & Bailey, J. M. (2010). Developing standards-based report cards. Thousand Oaks, California: Corwin Press.

Lezotte, Lawrence W. Correlates of Effective Schools: The First and Second Generation. Effective Schools Products, Ltd., Okemos, MI, 1991.

Marzano, R. J. (2006). Classroom assessment & grading that work. Alexandria, Virginia: ASCD.

Marzano, R. J. (2003). What works in schools; translating research into action. Alexandria, Virginia: ASCD. Marzano, Robert J.; Transforming Classroom Grading

McTighe, J., & Wiggins, G. (2007). Schooling by design. Alexandria, Virginia: ASCD.

New England Common Assessment Program (NECAP)

Northwest Evaluation Association(NWEA) Measures of Acadmic Progress (MAP)

O'Connor, K. (2009). How to grade for learning. Thousand Oaks, California: Corwin Press.

Reeves, D. B. (2004). Accountability for learning. Alexandria, Virginia: ASCD. (Reeves, 2009) Reeves, D. B. (2009). Leading change in your school. Alexandria, Virginia: ASCD.

Reeves, Douglas B., Ph.D.; Accountability In Action; Advanced Learning Centers, Inc.

Reeves, Douglas B., Ph.D.; Making Standards Work; Advanced Learning Centers, Inc.

Robert J., M., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works. Alexandria, Virginia: ASCD. Stiggins, Richard J.; Student involved Classroom Assessment; Prentice-Hall, Inc.

Trumbull, Elise and Beverly Farr; Grading and Reporting Student Progress in an Age of Standards; Christopher-Gordon

Publishers, Inc.

Wormeli, R. (2006). Fair isn't always equal assessing and grading in the differentiated classroom. Portland, Maine: Stenhouse Publishing.

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SRSD 2015 90

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