NASHUA SCHOOL DISTRICT

NASHUA SCHOOL DISTRICT

NASHUA HIGH SCHOOL GRADING AND ASSESSMENT HANDBOOK

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TEACHER EDITION

September, 2017

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NASHUA SCHOOL DISTRICT

NASHUA HIGH SCHOOL GRADING AND ASSESSMENT HANDBOOK FOR: TEACHERS

TABLE OF CONTENTS

Purpose of Competency-Based Grading........................................................................................................................3 A Competency-Based Grading System: .....................................................................................................................3

Nashua High Schools Grading Practices ........................................................................................................................4 Grading Practice #1:...................................................................................................................................................5 Grading Practice #2:...................................................................................................................................................6 Grading Practice #3:...................................................................................................................................................7 Grading Practice #4:...................................................................................................................................................8 Grading Resource for Teachers: ................................................................................................................................9

Nashua High Schools Reporting System ......................................................................................................................10 Grading Scale: ..........................................................................................................................................................10 School-wide for 21st Century Learning: ...................................................................................................................15 Recovery: .................................................................................................................................................................18 Reporting student performance tools: ....................................................................................................................20 Progress report: .......................................................................................................................................................21 Report Card:.............................................................................................................................................................21 GPA and Class Rank: ................................................................................................................................................22

X2 Portal ......................................................................................................................................................................23 Student and Parent View:........................................................................................................................................23

Grading and Assessment Definitions ...........................................................................................................................24

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PURPOSE OF COMPETENCY-BASED GRADING

The purpose of a competency-based grading system is to improve student achievement by focusing student learning on the essential skills and content necessary for each course, as opposed to a traditional system that may have included multiple factors, like behaviors and type of assignment, to generate a student's grade. Competencybased grading will provide better communication to students, parents, teachers, and administrators on what each student knows and is able to do according to the identified course competencies.

NH State Law Ed 306.27: Course Level Competencies and Grading

The Minimum Standards for School Approval state that local districts must have a competency assessment process and defined course level competencies in place for all public high schools. They also state that credit toward graduation is to be awarded based on student demonstration of mastery of these course level competencies. The Department will require local districts to assure that a plan and method of assessing course level competencies has been developed and is supported by a policy that will include the implementation of the standards. Further, it is expected that the plan and method will be regularly reviewed and evaluated for effectiveness.

Standards Based Grading vs. Competency Based Grading: Currently the Elementary Schools in Nashua have transitioned to a standards-based report card. Though standards-based and competency-based grading are similar, there are differences. These differences are articulated below: "A standards-based grading (SBG) philosophy is similar, but not synonymous with, the idea of competency-based education (CBE). SBG is a way of thinking about grading and assessment that more clearly communicates with parents and students how well learners currently understand the course objectives/standards/competencies. CBE is a system in which students move from one level of learning to the next based on their understanding of predetermined competencies without regard to seat time, days, or hours. A competency-based system may utilize a standards-based report card to communicate student learning; however, the two educational terms are not, by definition, the same." Source:

A COMPETENCY-BASED GRADING SYSTEM:

Indicates what students know and are able to do Clearly communicates expectations to students and parents Is based on a pattern of student work Allows students to learn at their own pace Scores are not a comparison of one student to another, but rather a measurement on student progress

towards their understanding of identified competencies

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NASHUA HIGH SCHOOLS GRADING PRACTICES

Introduction: Instead of linking performance to the amount of time spent in a course, performance is now measured by a demonstration of knowledge and skills. These demonstrations of understanding will occur throughout a course, using a variety of methods. This provides a more personalized, less `one-size fits all' approach to learning. It offers flexibility regarding how learning can be demonstrated and how credit can be awarded. It also enables students to have more chances to apply their learning and demonstrate its relevance in different settings. Below are 4 grading changes that will be evident in our classrooms as we implement a competencybased grading system:

Practice #1: Only include scores that indicate student's progress in relation to identified course competencies.

Practice #2: When assessing a student's understanding of course competencies, use a variety of assessment methods to collect data.

Practice #3: Using grading and assessments practices to support learning.

Practice #4: Using limited levels of proficiency to assess student progress.

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GRADING PRACTICE #1:

Only include scores that indicate student's progress in relation to identified course competencies.

Expectations of what students need to know and can do are clearly communicated Levels of performance are clearly defined for students through rubrics Assessments clearly assess course competencies Points are not awarded for extra credit/bonus points; student work should be measured

against competency statements Behaviors will be reported separately

Benefits: By reporting out on student's progress toward course competencies, student's strengths and weaknesses will be more accurately identified. By separating behaviors from academics, students and parents will have a clearer understanding of where a student is excelling and where they can improve in both areas. To assist in this, both behaviors and academics will be reported out separately on report cards.

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