GRADING and ASSESSMENT MODEL

1. OUR MISSION STATEMENT The Falcon High School community is dedicated to educating our students in a safe and supportive learning environment and to developing responsible 21st century citizens through innovative educational programs. GRADING and ASSESSMENT MODEL FALCON HIGH SCHOOL

2. Falcon High School grading model is a combination of 3 DISTINCT CONCEPTS Elements of: Standards-Based Grading (SBG) Depths of Knowledge Assessment (DoK) Student Mastery

3. Purpose of Grades ADVANTAGES of the FHS Grading Model • True reflection of what students know and can do. • Pertinent and recent data are used • Re-assessment and Re-takes • Consistency in practices and meaning • Target and focus instruction Based on the available evidence, accurately depict and communicate the level at which a student has learned or is achieving to students and parents.

4. FHS Achievement levels A Significantly Exceeds Standards; Superior Ability and Skills B Surpasses Standards; Highly Developed Ability and Skills C Adequately Meets Standards; Sufficient Ability and Skills D Nominally Meets Standards, Peripheral Ability and Skills F Infrequently or Never Meets Standards, Minimal or No Ability or Skills I Missing Dataor Work

5. Summative vs. Formative Assessments Formative Assessment for Learning Informal Specific Feedback Guides Learning Examples: Observation, Quizzes, Rough Drafts, Practice, Logs, Exit/Admit Tickets, Check Points,…. Summative Assessment of Learning Formal Final Shows Learning Examples: Semester, Quarterly and Common Assessments, Projects, Papers, Presentations, Labs

6. Grade Book Construction andDocumentation of Assessments Summative Assessments Only summative assessments are consideration in establishing a student’s running or final achievement level. All summative assessments will be documented and dated in the grade book and will be distinguished by a separate category. Summative and formative data will not be intermingled. Each Standard will be documented using separate and well-defined categories: one for summative assessments and the other for formative assessments

7. Summative Assessments All assessments will be disclosed to students as summative or formative prior to being given. This designation will not change once the teacher has made the initial disclosure. A running mark will be assigned for each summative category in the grade book. Any summative assessment that is no longer part of the pertinent data will be “inactive.”

8. Formative Assessments Formative assessments are not a consideration in establishing a running category mark or student’s running or final mark. Formative assessments will be documented in the grade book. All formative assessment will be documented as “inactive” (IC will show assessment descriptor in red and will show mark in gray scale lettering) Formative assessments that are satisfactory or better will be documented using “+” for “progressing.” Formative assessments that are marginal or unsatisfactory will be documented using “-“ for “not progressing” Missing formatives assessments are to be documented with an “M” (comment of “Missing”)

9. Grade Books Grade book CATEGORIES are based on Learning Standards Not Tests, Quizzes, Homework, etc. Instead you will see: Standard #1 Number Sense (Summatives, SUM., or S) Std. #1 Formative (FOR., F) Assessments STD. #3 Solving Equations (S) Solving Equations Std. 1 (F)

10. You will also see a RUNNING Marks for each summative category Examples: Standard 1 Number Sense Running Grade, or Standard 2 Running Mark, or Number Sense Final Mark Each running mark reflects what the student’s achievement levels are for each specific learning standard

11. This is what it might look like when you see it in IC

12. Improvements for January • IC will calculate SBG grades so that teachers • no longer have to do those calculations by hand, minimizing errors • Within this calculation the A, F scenario changes from an F reported in IC to a D (still showing that • the student has not fully mastered (C) the • standard but shows some knowledge).