NAMS Principle's bog

For updates from the Middle School Principle check out this blog

http://namsprincipalmcquade.blogspot.com/2012/06/why-standards-based-grading.html

Grading System; Translating 1 - 4

from the North Andover Middle School Website

The traditional A-F grading system categorizes student performance into a percent that then equates to a letter grade for each class such as science 85%  B. In a standards-based grading system essential standards are identified with supporting benchmarks that reflect student performance on each one. A student may demonstrate learning progress at a proficiency level on one essential standard, and demonstrate learning progress at an advanced level which is  exceeding the identified proficiency level of another essential standard. The standards-based system will provide students and parents more information on student progress and learning.  

Standards-Based Education Rubrics NAMS

Standards-Based Teaching, Learning and Grading Resources

From the NAMS website and reprinted below for your convenience

Standards-Based Teaching, Learning and Grading Resources

The following articles will provide some background and insight into the research and benefits of Standards-Based Teaching, Learning and Grading:

Brookhart, Susan M. “Starting the Conversation About Grading.” Educational Leadership. November 2011.
http://www.ascd.org/publications/educational-leadership/nov11/vol69/num03/Starting-the-Conversation-About-Grading.aspx

Guskey, Thomas R. and Lee Ann Jung. “The Challenges of Standards-Based Grading.” Leadership Compass. Winter 2006.
http://www.naesp.org/resources/2/Leadership_Compass/2006/LC2006v4n2a3.pdf

Guskey, Thomas R. “Five Obstacles to Grading Reform.” Educational Leadership. November 2011.
http://www.ascd.org/publications/educational-leadership/nov11/vol69/num03/Five-Obstacles-to-Grading-Reform.aspx

Guskey, Thomas R. and Lee Ann Jung. “Grading and Reporting in a Standards-Based Environment: Implications for Students with Special Needs.” April 2009.
http://www.eric.ed.gov/PDFS/ED509343.pdf

Guskey, Thomas R., Lee Ann Jung and Gerry M. Swan. “Grades that mean something: Kentucky develops standards-based report cards a group of teachers, school leaders, and education researchers create report cards that link course grades to student progress on mastering state standards.” Phi Delta Kappan. October 2011.
http://go.galegroup.com/ps/i.do?id=GALE%7CA270292730&v=2.1&u=mlin_n_nams&it=r&p=GPS&sw=w
(Note: If you have trouble accessing this document, click this link first and then click the link above)

MacTighe, Jay and Ken O’Connor. “Seven Practices for Effective Learning.” Educational Leadership. November 2005.
http://www.ascd.org/publications/educational-leadership/nov05/vol63/num03/Seven-Practices-for-Effective-Learning.aspx

Oliver, Bruce. “Making the Case for Standards-Based Grading.” Just for the ASKing! January 2011.
http://essentialeducator.org/?p=3415

Roscoria, Tanya. “3 Reasons Why School Districts Change Grading Practices.” Converge. 31 January 2012.http://www.convergemag.com/policy/Grading-Practices.html

Scriffiny, Patricia L. “Seven Reasons for Standards-Based Grading.” Educational Leadership. October 2008.
http://www.ascd.org/publications/educational_leadership/oct08/vol66/num02/Seven_Reasons_for_Standards-Based_Grading.aspx

Walker, Karen. “Research Brief: Grading.” the Principals’ Partnership. March 2006.
http://www.rfsd.k12.co.us/pdfs/grading.pdf

North Andover Core Curriculum Implementation

Frequently Asked Questions

NAMS Standards-Based Education

September 19,  2012 The North Andover Middle School has been moving towards a standards-based system of teaching, learning and grading since January 2012. The faculty has developed the following statement:  The purpose of this reporting system is to communicate with parents and students about progress towards mastery of specific learning standards. This reporting system identifies students’ levels of achievement with regard to those standards, areas of strength, and areas where additional time and/or relearning opportunities are needed. Why is NAMS moving to standards-based teaching, learning and grading? In a standards-based system, which is part of the North Andover District Improvement Plan, teachers report what students know and are able to do relative to the Massachusetts common core standards. Essential reporting standards have been identified and will be articulated through classroom instruction. Work habits and social learning will be reported on the Habits of Learning process rubric. Our goal is that all of our students reach the proficiency level on identified essential standards. Why is a Standards-Based Grading system better than a traditional system?  The traditional A-F grading system categorizes student performance into a percent that then equates to a letter grade for each class such as science 85%  B. In a standards-based grading system essential standards are identified with supporting benchmarks that reflect student performance on each one. A student may demonstrate learning progress at a proficiency level on one essential standard, and demonstrate learning progress at an advanced level which is  exceeding the identified proficiency level of another essential standard. The standards-based system will provide students and parents more information on student progress and learning.   What does the transition year mean for my child, and why do we need it? Defining essential learning standards in all subjects is a lengthy process that is in a constant state of revision due to the influence of the state and federal regulations. This year Massachusetts has adopted the common core, which now affects our curriculum. Some of our subject areas are further along than others in identifying essential standards and realigning their instruction, activities and assessments. For example, math is the furthest along due to the curriculum work being done at the elementary level and the accountability factor around MCAS. Also, another contributing factor that impacts us is the PowerSchool parent portal. Entering the revised essential reporting standards and benchmarks is a time consuming, detailed process. All of the NAMS teachers are learners, and as they work through our transition year, we will be a better aligned for next year when all teachers will be fully implementing standards-based education.  Every teacher will be responsible for communicating in blended methods how they will be reporting student progress our transition year. Frequency, method and what is communicated are crucial steps. All teachers will be communicating to parents approximately every 2-3 weeks through team emails, student work and the parent portal. How will I know how he/she is doing regardless of whether their teachers are grading in a standards-based system or traditionally? All teachers, regardless of the grading system, will be sending home work samples specifically aligned with essential reporting standards every 2-3 weeks. Progress will be indicated on a standards-based rubric and reflected in the PowerTeacher gradebook through the parent portal. My child is academically strong. How will standards-based teaching, learning and grading challenge my child? Through standards-based instructional methods of pre-assessment, teachers will know if students have already mastered concepts prior to a lesson or unit. It will give teachers an early opportunity to provide meaningful challenge work for these students. During our transitional year teachers will be designing learning opportunities for students to challenge themselves to exceed the essential standards if they choose. On our standards-based rubric this translates to a 3.5 and/or a 4. My child finds schoolwork challenging. How will standards-based teaching, learning and grading answer the question, what will we do if a child does not meet the standards? Standards-based instruction will allow us to specifically identify areas where students need more time and support.  Instruction that is not designed around specific standards tends to reflect general strengths and weaknesses. Often, key skill areas may be missed. What does standards-based teaching, learning and grading mean for the traditional NAMS honor roll? We will be using the district RAISE acronym to celebrate learning for all of our students. NAMS teachers have created a process rubric that will reflect student learning. Our goal is to celebrate learning and progress for all students, regardless of previous acquired knowledge or academic abilities. This will be in place by December 2012 for all NAMS students. My child is motivated by the honor roll and straight A’s. How will standards-based teaching, learning and grading motivate my child? Your child will see that working hard, acquiring new knowledge, and trying new things is learning. In our current letter grade system many students do their work for the extrinsic reward of the A, and do not challenge themselves further.    What about high school or private school recommendations from 8th to 9th? Currently we use a rubric to communicate student progress to the high school. Next year we will be able to provide more detailed information through our instructional improvements and process rubric. Private schools will receive more detailed information with a standards-based reporting system. A traditional system is computed into one overall letter grade where the standards-based system will provide information on progress for each essential reporting standard.