ROCHESTER SCHOOL DISTRICT

Transcription

1 ROCHESTER SCHOOL DISTRICT This document in conjunction with the Rochester School District s Assessment & Grading Philosophy Statement is designed to support the implementation of all aspects of our competency based learning model: instruction, assessment and grading. CompetencyBased Learning, Instruction, and Assessment Guide for Educators

2 Table of Contents Introduction... 1 Key Ideas... 2 Assessment & Grading Philosophy Statement... 4 Competency-Based Learning Model... 4 Competency, Performance Indicators and Rubrics... 4 Instruction... 5 Planning... 5 Grading Schema... 6 Formative & Summative Assessments... 8 Assessment Tuning and Grading... 9 Relearning and Reassessment... 9 Competency-Based Grading Deriving an Overall Competency Grade Based on Summative Assessment Grades Reporting of Student Progress Fidelity to a Core Program in a Competency-Based Model Interventions Exceptionalities (Special Education, Section 504) Student Recognition Promotion of Students Glossary of Terms Appendix Contents Understanding by Design Unit Plan, Grade 4 Reading Understanding by Design Unit Plan, Grade 8 Math Grading Schema, Grade 6 Math draft RMS Relearning/Reassessment Contract SHS Modern & Classical Language Department Contract Overall Class/Course Grading Rubric: Grade 6 Math SHS Economics End of Class/Course Grade Reflection: SHS Spanish III Criterion-Referenced Progress Report Comment Writing Guide Assessment Tuning & Grading: How to Build an Assessment with DOK Karen Hess Cognitive Rigor Matrices Assessment Types Webb s Depth of Knowledge Wheel French III Summative Assessment w/scoring Rubric... 67

3 Introduction The purpose of the Rochester School District Competency-Based Learning, Instruction, and Assessment Guide for Educators is to ensure that our practices are aligned and consistent throughout the district. These guidelines coupled with effective collaboration throughout our District: grade-level teams, middle school PLC s, and departments will assure the implementation of high quality competency-based learning practices. Page 1

4 Rochester School District Competency-Based Learning, Instruction, and Assessment Guide for Educators Key Ideas The Rochester School District Assessment and Grading Philosophy Statement It is the expectation that all teachers read this document and embed this philosophy into their daily practice. This document can be found: Competency-Based Learning Model In a competency-based model of learning formative assessment drives instructional decisions and planning. Summative assessment is the evidence of student learning. K-8 formative assessments will be 0% of the grade and summative 100%. Grades 9-12 formative assessments will be 10% or less and summative 90% or more. Relearning and Reassessment This process is critical to bringing all of our students to competency. The message to students is: this learning is so important that, if you are not yet competent, we will ask you to go back and relearn it in a different way and demonstrate that you are competent. Bringing students to competency means that they can use this learning in the future. Competency-Based Grading The Rochester School District does not see grading as a terminal event. A student s final grade is a reflection of the level of mastery that the student has reached toward each of the competencies, not simply an average of how he/she has scored on tests and assignments given. Reporting of Student Progress This section provides a succinct explanation of the need to report out student progress at eight progress report intervals during the academic year. Habits of Engaged Learners are also reported out. Individualized, criterion-referenced comments will provide clear information to students and parents. Student Recognition In the Rochester School District we believe it is important to recognize students when they demonstrate academic achievement and the habits we have identified as essential for learning. Therefore, we have two honor rolls: Academic and Habits of Engaged Learners. Promotion of Students At all levels, retention decisions rest with the principal and will be considered only after all efforts to remediate, have not been successful. Except in the case of grades 9-12 where the determining criteria will be the total credits earned. Page 2

5 Interventions The classroom teacher will work closely with the Reading or Math Interventionist to determine the competencies to be targeted, anchoring back to the K-12 competency documents. This information will be used both within the classroom and during intervention. Throughout an intervention program, student progress is continuously monitored. Teachers will use this information in order to report out on student achievement. Fidelity to the Core The Rochester School District has adopted Reading Street, Imagine It!, Reading Edge, and Everyday Mathematics as core reading and mathematics programs. In our competency-based model, we continue to use these core programs with fidelity, as defined in figure 4, as they are a comprehensive research-based plan for instruction. Exceptionalities The adoption and implementation of the Rochester School District Assessment & Grading Philosophy Statement has established a high quality assessment and grading system for all students. In this system we have adopted fair grading practices and procedures for students with exceptionalities. This inclusive grading model is outlined in this section. Assessment Tuning and Grading Teachers are diligently reviewing their assessments through a rigorous tuning process. This tuning requires that each question be examined through the lenses of their competency documents. Finally, teachers focus on developing a strategy for grading the assessment so that the process is in compliance with the competency-based model.

6 Rochester School District Assessment & Grading Philosophy Statement The purpose of the statement is to align the learning expectations for all of our students in grades K-12 using a common set of practices for assessing and grading student work. In doing this, we can effectively communicate student achievement to parents, students, teachers, institutions of higher learning, and business. The adopted (3/14/13) Rochester School District Assessment & Grading Philosophy Statement can be found on our district s website It is the expectation that all teachers read this statement and embed this philosophy into their daily practice. Competency-Based Learning Model Competencies, Performance Indicators and Rubrics Competency is a mastery of knowledge and content in a setting that requires a student to transfer learning in the curriculum. Teachers in the Rochester School District have developed competencies in each of the content areas at the middle school levels and for each course at the high school level At the elementary levels, competencies have been developed for reading, mathematics, art, music and physical education These competencies are designed using the Common Core State Standards and other national and state level learning expectations. The elementary level will finalize competencies for social studies and science during the school year. Performance indicators are the specific measurable stages of student achievement. Performance indicators describe what the students should know and be able to do. Good performance indicators are those that: combine both knowledge and skills; describe development in a concrete fashion; are clear; and can be assessed, tested or measured in a variety of ways. Rubrics define what characteristics are necessary in order for a student to achieve the various levels of mastery. These assessment tools are used by teachers to communicate to students both the requirements of an assignment as well as descriptors that identify various levels of mastery toward these requirements. It is also used to evaluate student work. Rubrics clearly indicate where a student might need to focus in order to improve. Our district has created rubrics in order to assess student growth toward reaching the defined competencies. The rubrics indicate the different areas of detail or categories that teachers are looking for in their students work. They are valuable to a teacher as they determine the specific areas of assessment. They are also valuable to the students, as they indicate strengths and weaknesses. When students are able to receive this level of feedback, they are also armed with the information needed for improvement. As a result, students are aware of where they need to focus their time and energy.

7 Instruction During the past two years, the Rochester School District through our Student Engagement & Learning Plan has been focusing on research-based highly effective instructional and classroom management strategies (see below). It is the expectation that teachers are planning units of instruction that embed these strategies into their daily instruction. Student Engagement & Learning Plan Research-Based Highly Effective Instructional and Classroom Management Strategies Classroom Management Instructional Beginning Level Advanced Level of Practice of Practice Goal Setting Non-Linguistic Representations Visual Learner Digital Learner Identifying Similarities & Differences: Compare/Contrast/Creating Metaphors/Creating Analogies Cues & Questions Generating & Testing Hypotheses Advanced Organizer Homework/Practice Summarization Cooperative Learning A Handbook for Classroom Instruction that Works Marzano, Norford, Paynter, Pickering & Gaddy Rules/Procedures Developing Relationships Freeze Body Exit Directions Most Important 20 Seconds The Conflict Cycle Red Flag Debriefing Timeline Training New Tools Raise Hands vs. Speak Out Above Pause Whisper Off Neutral On Symptom Astrainment Envoy Michael Grinder LSCI New Tools Planning Over the past two years the district has developed instructional planning tools to support highquality competency-based learning. These tools are based on the Understanding by Design (UBD) model and can be found on the district s Curriculum, Instruction and Assessment website Teachers should refer to grade-level models of practice as a guide for their development of learning plans. In addition, the schema on the following pages provides a summary and visual overview of a competencybased learning plan. It is the expectation that teachers are planning units of instruction that embed these strategies into everyday learning. Strong units of instruction incorporate all of the strategies. To view samples of completed UBD templates, refer to the appendix (grade 8 math & grade 4 reading). Page 5

8 Grading Schema (refer to Figure 1) To understand the grading schema, consider the design of a course or class. Each course or class consists of units of instruction that span that course/class. The span of time may be a semester or a year long. Each unit of instruction is based on competencies that are either based on Common Core State Standards competencies or other locally designed competencies. Based on these competencies, performance indicators have been designed. These performance indicators represent the core assessment features in a unit of instruction. The Rochester School District guideline is that multiple and varied assessments must be used in determining student academic achievement. As a general guideline formative tasks and assessments are generally tracked over time to both inform the student of their progress in learning as well as in providing teachers with the needed feedback to make sound instructional decisions. Summative assessments, being evaluative, receive a grade. These grades are then entered into Infinite Campus under the competency that is appropriate for the summative assessment. Because course/class competencies are designed into multiple units, the grades for the assessments by competency build over time. For example, if a literature competency is used in three units of instruction over a 6 month period of time, there would be a number of grades entered in the literature competency, giving the student, teacher, and parent a view of the student s achievement in literature over time. Any time this literature competency is invoked in a unit of study, the corresponding grades will be entered. The benefit of this grading schema is that student performance over time can be examined closely, allowing for teachers to plan appropriate interventions and supports. For example, if a student s grades indicate weak performance in literature in the first three units of instruction, the teacher may decide that for the next unit of instruction addressing literature, that the student should receive some scaffolded support in the chosen activities for that unit. Likewise, if another student demonstrates strong performance in the earlier units addressing the literature competency, the teacher would use that information to create more complex work for that student in an upcoming unit. As teachers, parents, and students review academic achievement in each of the course/class competencies throughout the year, they are essentially seeing a student s snapshot of performance to date. A final determination of mastery at the end of the course should be made based on a review of performance on each competency throughout the course/class. To view an exemplar of a middle school grade 7 math grading schema, please refer to the appendix.

9 Figure 1 Common Core State Standard Competencies/Course Competencies Unit of Instruction Unit of Instruction Unit of Instruction Unit of Instruction x UNIT 1 Competencies UNIT 2 Competencies UNIT 3 Competencies UNIT x Competencies UNIT 1 Performance Indicators UNIT 2 Performance Indicators UNIT 3 Performance Indicators UNIT x Performance Indicators UNIT 1 Assessments UNIT 2 Assessments UNIT 3 Assessments (Multiple/Varied) (Multiple/Varied) (Multiple/Varied) UNIT x Assessments (Multiple/Varied) Performance Assessments receive grades based on rubrics: A/B/C/NYC/IWS (or appropriate scale) Performance Assessments receive grades based on rubrics: A/B/C/NYC/IWS (or appropriate scale) Performance Assessments receive grades based on rubrics: A/B/C/NYC/IWS (or appropriate scale) Performance Assessments receive grades based on rubrics: A/B/C/NYC/IWS (or appropriate scale) Parent Portal/Progress Reports/Report Cards September/beginning of course June/end or course Page 7

10 Formative & Summative Assessments Formative assessments are used to gauge student understanding and to provide feedback for further learning. Formative assessments are informative for the teacher; the teacher uses the student learning data gained from formative assessments to shape his/her instruction for the students. These assessments help students move forward in their learning for a specific goal. Formative assessment FOR learning happens while learning is still underway. These are assessments that: o o o o are conducted throughout teaching and learning to diagnose student needs plan the next steps in instruction provide students with feedback they can use to improve the quality of their work help students see and feel how they are in control of their journey to success Formative Assessment Examples Conference Cooperative Learning Activities Demonstrations Exit Card Graphic Organizers I Learned Statements Interviews Journal Entry Know-Want to Know-Learned (KWL s) Visual Cues Oral Attitude Surveys Oral Presentations Peer Evaluations Problem Solving Activities Products Questioning Quiz Response Groups Learning Logs Slate Assessments Total Physical Response (TPR) Summative assessments are used to measure a student s mastery of the competencies. Summative assessments provide evaluative data that indicate the level of student learning for reporting and course/grade level completion. Summative assessment tools may have different formats such as written and oral products and exhibitions of learning; they are evidences of learning. These assessments are often complex and include a variety of opportunities to demonstrate depth of knowledge. This type of assessment is a successful end product and/or the fulfilling of the pre-stated objective. A summative assessment/evaluation is designed to: o o provide information make judgments and collect evidence about student achievement at the end of a sequence of instruction, (e.g., final drafts/attempts, tests, exams, assignments, projects, performances) Summative Assessment It is a means to determine a student s mastery and understanding of information, skills, concepts, or processes. Examples Written Assessments Performance Task Product/Exhibit Demonstration Portfolio Review Page 8

11 Assessment Tuning and Grading Teachers are diligently reviewing their assessments through a rigorous tuning process. This tuning requires that each question be examined through the lenses of their competency documents. The initial focus is to determine how the assessment questions relate back to performance indicators. Once this level of review is complete, teachers then turn to the varied levels of depth of knowledge in order to ensure that A/B/E-level questions, which map onto the already written rubric descriptors, are present. In many instances teachers have had to create A/B/E-level questions throughout this tuning process. Finally, teachers focus on developing a strategy for grading the assessment so that the process is in compliance with the competency-based model. Common summative assessments are being developed and it is the expectation that they are used; this work is being accomplished through grade-level teams, PLC s, and departments. While there is no one prescribed method for this work, assessments may be organized in order to flow from C-level to A/B/Elevel questions, by competency statement and/or performance indicator. The appendix provides useful tools for this work: How to Build an Assessment with DOK, Karen Hess Cognitive Rigor Matrices, and Assessment Types. There are also sample summative assessments with scoring rubrics. Relearning and Reassessment Relearning and reassessment are used to bring students to mastery. If a student demonstrates that he/she is not yet competent in demonstrating competency in a summative assessment, it means that the student may not have learned the essential knowledge or skill(s) leading up to the summative assessment. The teacher will evaluate what the student must relearn in order to be successful in demonstrating competence. This is referred to as a relearning plan. Once the student and teacher are satisfied that the relearning has taken place, another opportunity for assessment takes place. This reassessment may only be for the portion of the work that the student struggled with in the original assessment. This process is critical to bringing all of our students to competency. The message to students is: this learning is so important that, if you are not yet competent, we will ask you to go back and relearn it in a different way and demonstrate that you are competent. Bringing students to competency means that they can use this learning in the future. Relearning and reassessment may look different at different levels: In grades K-5, the relearning and reassessment processes may take several forms as determined by the instructional team. For example, the student, with the team s assistance and guidance, may demonstrate competence in the area of need or the student may require more intensive instruction. The reassessment grade will replace the previous grade. Grade-level teams will develop a reassessment contract in the fall of In grades 6-8, the classroom teacher will facilitate relearning opportunities; additional resources may include intervention teachers, online learning opportunities, or an individualized plan based on the student s needs. Reassessment opportunities do not

12 necessarily duplicate the design of the original assessment. Reassessments are given once relearning has occurred and communication with parent/guardian has taken place. The reassessment grade will replace the previous grade. The relearning process may take several forms as determined by the teacher. The teacher will design a relearning plan with the student, which will be communicated to the parent/guardian. For example, a completion calendar may be created outlining what relearning will be done within an agreed upon time frame. o ` See a middle school draft of a reassessment contract for a summative assessment in the appendix At the high school level, relearning opportunities will be co-planned by the classroom teacher and student; additional resources may include intervention teachers, online learning opportunities, or an individualized plan facilitated through Alternative Pathways, based on the student s needs. Relearning and reassessment opportunities do not necessarily duplicate the design of the original learning or assessment. Reassessments are given once relearning has occurred and communication with parent/guardian has taken place. The reassessment grade will replace the previous grade. The teacher will design a relearning plan with the student that will be communicated to the parent/guardian. o See a high school exemplar of a reassessment contract for a summative assessment in the appendix

13 Competency-Based Grading Teachers in the Rochester School District are responsible for reporting out on students academic progress as well as on their habits of engagement. Summative assessments provide evaluative data that indicate the level of student learning for reporting purposes. They allow teachers to make judgments about student achievement at the end of a sequence of instruction. Summative assessment tools may be tests, quizzes, projects, performances and/or products. These assessments are rigorous and include a variety of opportunities to demonstrate depth of knowledge. Students in the Rochester School District demonstrate their learning through multiple opportunities and through varied forms of assessment for each class competency statement. It should also be noted that a summative assessment may be used to measure more than one competency. Competency-Based Grading will assist teachers in being able to better understand where to tailor instruction to the strengths and weaknesses of individual students or for the entire class. The CBA structure will also assist teachers, students, and their parents/guardians with the relearning and reassessment process both during and beyond classroom instruction. Reassessment grades will replace the original assessment grade. The Rochester School District does not see grading as a terminal event. A student s final grade is a reflection of the level of mastery that the student has reached toward each of the competencies, not simply an average of how he/she has scored on tests and assignments given. Best practices in a competency-based grading system are outlined below. Once grading, or assessment, has taken place, the student must receive clear feedback from the teacher on his/her performance. The more timely and criterion-referenced the feedback is, the more it will impact student growth. If a student has been deemed not yet competent, it is compulsory to provide clear instructions on what must be done to achieve competency. In determining a student s competency, emphasis is placed on the most recent evidence collected. New levels of understanding can replace old levels of understanding in the grade book. Teachers are encouraged to make their assessment & grading practices transparent to their students. This will allow them to take more ownership of their learning. Additionally, they will know where improvement is needed. Students who understand concepts and skills without needed additional practice are not penalized for skipping this work. Students who need additional time, practice, and/or instruction are not penalized by the averaging of assignment/assessment scores over time. Teachers at each grade/class/course-level will collaborate to develop an understanding of what is an adequate demonstration of proficiency. Teachers will assess skills and concepts in multiple contexts and in multiple ways. Attention is placed on student learning, not on student grades. Page 11

14 The expectation is that teachers will use these best practices and discuss these grading practices with students and parents. When making instructional decisions from the student evidence of learning gathered by formative assessments, teachers are encouraged to reflect through the following questions (figure 2) in order to plan for future instruction: Figure 2 What do we know the student knows? What do they need to be retaught? Reflection Questions What are they ready to learn? What do they need to practice? While students grades will primarily be derived from the summative assessment data, it is the formative assessment that will drive instruction and feedback along the way. With that said, there are essentially two levels of formative assessment. Most day-to-day drills, activities, homework and worksheets focus on the practice aspect of learning isolated skills. Teachers typically conclude you got it or you didn t get it, or it s complete or it s incomplete from these practice opportunities. When feedback can be tracked in this manner, the turned in and missing features in Infinite Campus are appropriate. A great analogy for this kind of practice is that to participating in athletics; for example, dribbling, passing, and trapping balls. As students begin to get it and complete it, teachers are able to advance to the next level of formative assessment. This level is analogous to the scrimmage! This is when we begin to put all of the isolated skills and concepts together. We do practice runs for the eventual summative assessment game day, providing timely, criterionreferenced feedback along the way. Formative assessment along the learning path can be predictive of success when summatively assessed. Game day can be scheduled once you know most of the players are ready! Parents and students should expect to see a correlation between the formative scrimmages and their eventual game day performance! Page 12

15 Student Assessment and Grade Reporting Formative Assessment Summative Assessment Assessment for Learning Assessment of Learning (weighted no more than 10% at the high school level and 0% at the elementary/middle levels) (weighted no less than 90% at the high school level and 100% at the elementary/middle levels) Scrimmage Time! Isolated Skill & Drill Work Examples: Yes/No, Complete/Incomplete, Got It/Didn t Get it, Turned in/missing Tracked on a Checklist, not a grade in Infinite Campus + Game Day! Putting the isolated skills & drills together, this should feel like practice for the summative. Provide timely, criterionreferenced feedback! Reported out in Infinite Campus Game day reporting & scrimmage practice should correlate. = Reported out in Infinite Campus E / C / NYC / IWS A / B / C / NYC / IWS Page 13

16 Deriving an Overall Competency Grade based on Summative Assessment Grades In the Rochester School District, only letter grades are given. The mode, highest frequency of a grade, is the best measure of central tendency. When interpreting competency grades, teachers should begin by determining the mode. If there is no evidence, teachers will report NR (not reported at this time). The code NR is to be used in the beginning of the school year, before a competency is formally assessed. Once a student has earned a summative grade toward a competency statement, the NR will not be used in subsequent progress reporting periods. If no additional summative assessment grades are reported between progress report periods, the previous overall competency grade is to be carried over. Best practice would be to assure that the student has maintained that level of performance over time. As we continue to evolve our implementation of the competency-based model teachers will work together to develop systematic curricular responses based on grade-level needs. When determining the mode, teachers should ask themselves a series of reflective questions in order to reach a confident conclusion. Please refer to figure 3. Deriving an Overall Class/Course Grade based on multiple Competency Statement Grades In order to report-out overall class/course grades in a consistent manner from teacher to teacher, overall grading rubrics have been created by the teachers of the Rochester School District in grades 4-8. It is an expectation that teachers use these rubrics when reporting out overall class/course grades. Rubrics for grades 4 and 5 are posted on the CIA website To view sample grading rubrics, please view the appendix.

17 Deriving an Overall Competency Grade based on Summative Assessment Grades Look at your data set for a competency. There is no reportable evidence. Ask yourself: What is the mode of the data set? The grade is NR, not reported at this time. Ask yourself: Is this mode a valid representation of the demonstrated level of performance? YES NO You have your grade. Ask yourself: Is there confidence that the most recent demonstration appropriately documents a student s mastery level? NOT CONFIDENT CONFIDENT Ask yourself: What other relevant evidence (formative assessments) do I have that I can investigate to assist in making a determination? You have your grade. NO Ask yourself: Does this evidence give you confidence in determining the student s mastery level? YES Collect additional assessment information to make a grade determination. You have your grade.

18 Reporting of Student Progress When will teachers be expected to report out on students grades under the competency-based learning model? Student competency grades in the Rochester School District are a progression of student learning. Therefore, student progress reporting provides a snapshot of a student s journey through competence. The grade that is reported at the class/course s completion is the student s final class/course grade. Before the reporting out of that final grade, teachers will provide snap shots of student progress throughout the year. Competencies, Performance Indicators, and rubrics for grades K-5 in Science and Social Studies will be developed during the school year. However, for the school year, teachers of grades 1-5 should be using E/C/NYC or A/B/C/NYC to report student achievement in Science and Social Studies during each even numbered progress reports. Currently, across the district there is a variety of curricular implementation in both Science and Social Studies. Therefore teachers are expected to define these levels of performance (E/C/NYC or A/B/C/NYC) within their classrooms, and collect evidence of learning throughout the school year. The following figure and table outlines the expectations for reporting at each grade-level. Also available on the Curriculum, Instruction, and Assessment (CIA) website are visual tools for understanding the expectations for reporting student progress K-12. In addition, the appendix provides teachers with a writing guide for criterion-referenced comments.

19 COMMUNICATING STUDENT ACHIEVEMENT TO PARENTS Figure 4 GRADE-LEVEL / COURSE COMPETENCIES GRADES Grades K-3 PLUS Grades 4-12 Reported As Elementary Unified Arts & Middle School Exploratory Unified Arts Reported As E C NYC IWS Exceeds Competent Competent Not Yet Competent Insufficient Work Submitted What happens if my child is Not Yet Competent (NYC)? HABITS OF ENGAGED LEARNERS GRADES Relearn and reassess with his/her teacher Participate in a competency completion program such as: A tiered intervention program Before and/or after school tutoring Summer school Online learning opportunity EE ME NI Exceeds Expectations Meets Expectations Needs Improvement A B C NYC IWS Advanced Competent Beyond Competent Competent Not Yet Competent Insufficient Work Submitted This learning is so important that we need to work together to bring your child to a competent level. Therefore, your child may need to do one or more of the following: Grades K - 12 Reported As F F High School students with NYC at the end of the course, not finishing their completion plans will receive an F. High School students with IWS at the end of the course, automatically converts to an F. Exceptionalities: If you have a question about how the CompetencyBased Learning Model works with a 504 Plan or IEP, please contact your child s Case Manager. Page 17 Update 6/11/13

20 Reporting of Student Progress All Teachers K K When reporting out on class/course competencies, teachers will also make an assessment of each student s Habits of Engaged Learners. When reporting an NYC or IWS for a competency grade or overall class/course grade, teachers will provide criterionreferenced, guiding, academic comments. When reporting an NI for Habits of Engaged Learners, teachers will provide criterion referenced, guiding, habit referenced comments. Best practice includes following up with academic and/or habit concerns with a phone call home. The code NR (Not Reported), is to be used in the beginning of the school year, before a competency is formally assessed The RSD encourages the use of IC Messenger and Student Submission. Students who are working on modified competencies will be provided a report card and a personalized report. Elementary Classroom teachers will provide seven (7) progress reports and a final grade report for a total of eight (8) reporting periods. During the odd number reporting intervals (1, 3, 5, 7), classroom teachers will only report on reading/language arts and mathematics competencies plus Habits of Engaged Learners. During the even number reporting intervals (2, 4, 6, 8), all areas will be reported on, including the Habits of Engaged Learners; the eighth (8th) reporting interval will reflect the final grade in all areas, including Science and Social Studies for grades 1-5. Criterion-referenced comments as outlined above will only be required during the even number intervals (2, 4, 6, 8); however, if a student is NYC or IWS in an area and/or NI during an odd number interval (1, 3, 5, 7), teachers will be required to provide a progress report with criterion referenced comments. The first interim progress report (interval 1) will be provided on September 27. Kindergarten teachers will NOT participate in the first progress report (interval 1), but will thereafter. Classroom teachers will use the Infinite Campus grade book; however, their parent portals will not be live. Classroom teachers will provide seven (7) progress reports and a final grade report for a total of eight (8) reporting periods. During the odd number reporting intervals (1, 3, 5, 7), classroom teachers will only report on reading/language arts and mathematics competencies including an overall subject grade plus Habits of Engaged Learners. During the even number reporting intervals (2, 4, 6, 8), all areas will be reported on including the Habits of Engaged Learners; the eighth (8th) reporting interval will reflect the final grade in all areas, including Science and Social Studies. Criterion-referenced comments as outlined above will only be required during the even number intervals (2, 4, 6, 8); however, if a student is NYC or IWS in an area and/or NI during an odd number interval (1, 3, 5, 7), teachers will be required to provide a progress report with criterion referenced comments. The first interim progress report (interval 1) will be provided on September 27. Classroom teachers will use the Infinite Campus grade book with live parent portals. Unified Arts Teachers: Art, Music and Physical Education Unified Arts teachers will report out individual competency grades and Habits of Engaged Learners during the even number reporting intervals (2, 4, 6, 8); the eighth (8th) reporting interval will reflect the final grade in all areas. The parent portal will be open for grades 4 and 5. Criterion-referenced comments as outlined above will only be required during the even number intervals (2, 4, 6, 8); however, if a student is NYC or IWS in an area and/or NI during an odd number interval (1, 3, 5, 7), teachers will be required to provide a progress report with criterion-referenced comments. Middle School All teachers of yearlong classes will provide seven (7) progress reports and a final grade report for a total of eight (8) reporting periods. The eighth (8th) reporting interval will reflect the final grade in all areas. During each reporting period all areas will be reported on including the Habits of Engaged Learners. Exploratory Unified Arts classes will report out twice during the class. The final report will reflect the final grade for the class. The first interim progress report (interval 1) will be provided on September 27. Criterion-referenced comments as outlined above will only be required during the even number intervals (2, 4, 6, 8); however, if a student is NYC or IWS in an area and/or NI during an odd number interval (1, 3, 5, 7), teachers will be required to provide a progress report with criterion referenced comments. High School All teachers will report out students overall competency grades as well as overall course grades every 2 weeks. For semester and year-long courses, criterion-referenced comments as outlined above will only be required during the even number intervals (2, 4, 6, 8); however, if a student is NYC or IWS in an area and/or NI during an odd number interval (1, 3, 5, 7), teachers will be required to provide a progress report with criterion referenced comments. For quarter-long courses, criterion-referenced comments are required bi-weekly if a student is NYC or IWS in an area and/or NI. During progress intervals 1 & 2, teachers will be required to provide a progress report with criterion referenced comments. Page 18

21 Fidelity to a Core Program in a Competency-Based Model The Rochester School District has adopted Reading Street, Imagine It!; Reading Edge; and Everyday Math as core reading and math programs. In our competency-based model, we continue to use these core programs with fidelity, as defined below, as they are a comprehensive research-based plan for instruction. These programs have been mapped onto our competency documents to assist teachers in designing effective instruction. During the school year teachers will work in grade-level teams to collaborate with one another. The plan will be to build a consistent, systematic response to the mapping work that has been completed. Adhere to research-based instructional delivery. Delivery is defined as interactive skills that promote or facilitate learning. The criteria for adoption required publishers of our core programs to adhere to research-based design of delivery in all materials. The publishers also have recommended pacing to ensure completion of critical skills and learning targets for each grade level. This design includes explicit direct instruction and additional instructional strategies such as: flexible grouping, routines and procedures, and nine high yield strategies (Marzano). Example: Non-Example: The delivery of a phonics lesson follows the The delivery of a phonics lesson omits an explicit research-based explicit direct instruction model model and the guided practice step. Students move outlined in the Teacher s Edition. to independent practice before they are adequately prepared. Guiding question: What evidence indicates the instructional delivery adhered to research-based instructional models? Enhance instruction to ensure access for all students. Enhancing means to make better or increase the qualities of (Oxford American Dictionary) Enhancing the core may include the intentional use of research-based instructional strategies based on data. Selected enhancements must align with the objectives described in the adopted program and should not alter the focus on the lesson. Enhancing should not conflict with the internal design of the core program; the order of instruction, identification of high priority skills and strategies. Example: Non-Example: After formative assessment of the class, it was The scope and sequence of critical skills are taught decided to add additional graphic organizers during out of order because the teacher liked a particular the delivery of today s lesson to enhance order to teach math skills. achievement of the objective. Guiding question: Is there evidence that needed adjustments were made to enhance students access to the lesson objective without altering the focus of that objective? Page 19

22 Use supporting program resources as an intervention to supplement instruction when possible. Supplementing means A thing added as an extra or to make up a deficiency. (Oxford American Dictionary). The focus of highly effective intervention is systematic, targeted instruction aligned to specific skills and knowledge that students have not previously mastered, but are required to access core instruction. On-going assessment of student needs directs the selection of supplemental materials and recommendations for grouping or reteaching students in order to provide access to the core. Example: Non-Example: In response to current data, a small group of A group of students were selected for small group students receive explicit focused instruction from instruction based on assumed needs. A lesson the Extra Support Handbook. Progress monitoring from the Extra Support Handbook was used data then indicates the students are ready to move because it was perceived to be easier than the to a new targeted skill. They are quickly moved lesson in the core. Observational data during the back to the core instruction. lesson indicated the lesson was not needed. Guiding question: What evidence indicates that students are appropriately selected and grouped for supplemental instruction with suitable support materials? Adapted from the fidelity model of Kern Public Schools, Bakersfield, CA Page 20

23 Interventions The Rochester School District has established interventions in the areas of reading and mathematics for students who meet established criteria. Interventions are programs or strategies that develop the foundational skills or gaps in learning. The purpose of an intervention is to target these gaps in order for students to achieve grade-level competency. The classroom teacher will work closely with the Reading or Math Interventionist to determine the competencies to be targeted, anchoring back to the K-12 competency documents. This information will be used both within the classroom and during intervention. Throughout an intervention program, student progress is continuously monitored. Teachers will use this information in order to report out on student achievement as described below. Reporting Student Achievement for Interventions Grades K - 5 Beginning of School Year The building reading specialist/teacher will work with the building principal to distribute to all parents a general information letter regarding assessments administered and the Three Tiered Model. The school notifies in writing the parents of any student who will be receiving an intervention in reading and mathematics. Ongoing (Person Responsible: Educator supervising the intervention.) For each even numbered progress report interval (2, 4, 6, 8), a written narrative of student progress is shared with parents. If a student intervention program is changed, the parents must be notified in writing of the change. In addition, the educator will attempt to speak directly with the parents and will record this attempt/conversation in Infinite Campus under Personalized Learning Plan (PLP). Interventions must be documented in Infinite Campus. Grades 6 8 Beginning of School Year The school notifies in writing the parents of any student who will be receiving an intervention in reading and mathematics. Ongoing (Person Responsible: Educator supervising the intervention.) For each even numbered progress report interval (2, 4, 6, 8), a written narrative of student progress is shared with parents. If a student intervention program is changed, the parents must be notified in writing of the change. In addition, the educator will attempt to speak directly with the parents and will record this attempt/conversation in Infinite Campus under Personalized Learning Plan (PLP). Interventions must be documented in Infinite Campus. Page 21

24 Grades 9 12 At the high school, interventions are graded Competent/Not Yet Competent due to the fact that the students are earning credits. Ongoing (Person Responsible: Educator supervising the intervention.) For each even numbered progress report interval (2, 4, 6, 8), a written narrative of student progress is shared with parents. If a student intervention program is changed, the parents must be notified in writing of the change. In addition, the educator will attempt to speak directly with the parents and will record this attempt/conversation in Infinite Campus under Personalized Learning Plan (PLP). Interventions must be documented in Infinite Campus.

25 Exceptionalities (Special Education, Section 504) Before reviewing how we meet the needs of exceptional learners in a competency-based learning model, it is important to review some essential tenets of special education and Section 504 in our district. Essential Tenets for Exceptional Learners Special Education A student with an Individual Education Plan (IEP) requires some type of accommodation and/or modification or related aids and services to gain access to a free and appropriate public education. The IEP provides the roadmap for the student s education. The IEP goals relate directly to a student s disability. They are written to enable the student to be involved in and make progress in the general education curriculum. Section 504 A student with a 504 plan often requires some type of accommodation or related aids and services that are necessary for the student to gain access to a free and appropriate public education. There are rare instances when a 504 plan may include modifications. Access to Plans (IEP and Section 504) Teachers providing direct instruction have access to a student s plan, as do paraprofessionals who may be collecting data and/or supporting the direct instruction. Any district employee (school psychologist, reading specialist, etc.) who is working directly with the student has access to his or her IEP. As with all student information, this information is held confidentially. Modifications Accommodations Accommodations & Modifications Accommodations are changes in how a student accesses information and demonstrates learning. Accommodations do not change the instructional level, content, or performance criteria. The changes are made in order to provide a student with an equal access to learning and equal opportunity to show what he or she knows and can do. Accommodations may be made for any student. No change in grading is required. Accommodations can include changes in the following, but are not limited to: Presentation and/or Instructional strategies Time/scheduling response format & Curriculum format Environment procedures Modifications are changes in what a student is expected to learn. The changes are made to provide a student the opportunities to participate meaningfully and productively along with other students in classroom and school learning experiences. A change in grading is required. Modifications might include changes in the following: Instructional level Content Performance criteria The essential question to ask: Is what we are doing changing how (accommodation) the student is learning or what (modification) the student is learning? Page 23

26 The educational team will determine the accommodations and/or modifications that meet the unique and individual needs of the student. This is documented in the student s IEP or 504 plan. The ongoing collaborative process between the special education and regular education teachers will ensure that the accommodations and/or modifications are properly implemented and reported for each student. Exceptional Learners in a Competency-Based Learning Model The adoption and implementation of the Rochester School District Assessment & Grading Philosophy Statement has established a high quality assessment and grading system for all students. In this system we have adopted fair grading practices and procedures for students with exceptionalities. This inclusive grading model is outlined below. The foundation for this model is based on the work of Lee Ann Jung and Thomas R. Guskey, Grading Exceptional and Struggling Learners. Inclusive Grading Model, (reference Figure 5) Step 1: Determine if Adaptations Are Needed for Each Grade Level Competency The IEP or 504 team (including administrative representation), will collaborate to create a learning plan for students with exceptionalities. If there is a modification to a student s competencies, the attending administrator will notify the principal. The team will begin by asking, for each grade level competency, the following: Is this an appropriate expectation without adaptation? If the answer is yes, then there is no change to the grading practices and the teacher will grade that student like any other student in the classroom. If the answer is no, then the team will follow the next steps in the process. Step 2: For Each Adaptation, Determine if an Accommodation or a Modification is Needed After the team has determined that a grade level competency requires adaptation, the team needs to ask the following: What type of adaptation is needed? The answer to this question is either an accommodation or modification. The essential question to ask: Is what we are doing changing how (accommodation) the student is learning or what (modification) the student is learning? Step 3: Establish the Appropriate Expectations for Each Area Requiring Modifications The team will establish the appropriate expectations for the student. This may include accessing below grade-level competencies and performance indicators and in rare cases may require functional level competencies. Functional level competencies include daily living skills and life skills. If an expectation does not anchor back to an existing competency, then the regular education and special education teacher will collaborate on the development of the expectation and corresponding rubrics. Step 4: Grade the Modified Expectation Using the existing rubrics that correspond with the modified expectations, achievement will be communicated as Advanced Competent (A), Beyond Competent (B), Exceeds Competent (E), Competent (C), Not Yet Competent (NYC) and/or Insufficient Work Submitted (IWS). Step 5: Communicate the Grade for Modified Expectations For a student with modified expectations, achievement will be reported in two ways. Students will receive a grade-level report card communicating the current levels of performance. They will also receive a personalized report card reflecting their performance toward the modified grade-level competencies.