GRADING COMMITTEE REPORT

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2010-2011 DISTRICT IMPROVEMENT PLAN

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Identify and implement high impact strategies such as review of grading policy, tasks assigned to students, alternative scheduling, and common assessment to ensure high expectations for students.

COMMITTEE MEMBERS 2010-2013

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Greg Anthony, Streamwood High School Judith Arman, Canton Middle School Jane Besch, South Elgin High School Barbara Bettis, Larsen Middle School Lana Brozik, Eastview Middle School Raul Castillo, Elgin High School Tim Cordina, Abbott Middle School Gina Crespo, ESC Kathryn Castle, ETA Jerry Cook, Gifford Street High School Lorie Fuller, Larsen Middle School Kristen Gac, Bartlett High School Kari Hernandez, Tefft Middle School Perry Hayes, Ellis Middle School Jack Janezic Sahar Nammari, Eastview Christy Craig, Tefft

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Steve Juracka, Bartlett High School Robert Keck, Kimball Middle School Robert Kling, Bartlett High School Steven Lauridsen, Larkin High School Darlea Livengood, Larkin High School Terri Lozier, Streamwood High School Mike Miner, Streamwood High School Effie Rouse, Elgin High School Ed Russell, South Elgin High School Judy Scrima, Kenyon Woods M.S.

Jeff Smith, Canton Middle School Mary Sotiroff, Elgin High School Tresa Tolley, Gifford Street High School Noe Velazquez, Ellis Middle School Melissa Lane , Community Member Pat Kressin, Community Member

COMMITTEE OUTCOMES

• • • • A review of current grading policy and practices Specific guiding principles for fair and effective grading (make recommendations to Instructional Council) A gradual phase-in of a policy – develop a timeline A district-wide secondary level grading policy for Board approval

SEVEN GUIDING PRINCIPLES

• Grades should reflect proficiency in well-defined standards-based learning targets that are clear to all stakeholders.

• Grades should be based solely on academic performance using formative and summative assessments.

• Grading scales should devised to give equal incremental value to each grade division.

SEVEN GUIDING PRINCIPLES

• Students should be expected to complete work for credit (late work accepted).

• Students should be given multiple ways to demonstrate their knowledge.

• Feedback should be timely, specific, and related to learning targets.

• Students should be given multiple opportunities to reach proficiency on specific standards-based concepts and skills.

RESEARCH BASED

• • • Seven guiding principles were derived from a variety of sources that are available at www.theETA.org

and also the binder provided to all principals in secondary buildings. A major focus of the research stems from Doug Reeves book, Elements of Grading: A Guide to

Effective Practices.

Our conversations initially were led by Connie Kamm, Ed.D. of the Leadership and Learning Center.

INITIAL IMPLEMENTATION FOCUS

• Grading scales should be devised to give equal incremental value to each grade division. [3] • Students should be expected to complete work for credit (late work accepted). [4]

CURRENT IMPLEMENTATION

May 2013- Guiding Principles 3 and 4 • Grades should be based solely on academic performance using formative and summative assessments.

• Grading scales should be devised to give equal incremental value to each grade division. [3] Grading scales should be chosen by each building • Students should be expected to complete work for credit (late work accepted). [4] • Design a syllabus/class expectation which incorporates these two principles .

FUTURE IMPLEMENTATION

• • • Grading should reflect proficiency on well defined standards-based learning targets that are clear to all stakeholders.

Feedback should be timely, specific, and related to learning targets.

Students should be given multiple opportunities to reach proficiency on specific, standards-based concepts and skills.

TIMELINE OF IMPLEMENTATION

Guiding Principles • 1. Grades should reflect proficiency on well-defined standards based learning targets that are clear to all stake holders. (SY 2014-2015) • 2. Grades should be based on academic performance using formative and summative assessments. (SY 2014 2015) • 5 Students should be given multiple ways to demonstrate their knowledge. (SY 2014-2015) • 6. Feedback should be timely, specific, and related to learning targets. (SY 2014-2015) • 7. Students should be given multiple opportunities to reach proficiency on specific, standards-based concepts and skills. (SY 2014-2015)