EDIT: This post has been updated.  


Here's a quick summary of our grassroots journey towards changing grading practices district-wide to better provide student learning feedback to parents and students through the grade book.

2008-2009

  • I learned about "grade book" fixes at the state math teachers' conference (thanks, Lynne!).  After talking about it with my principal, I decided to give it a try with a section of Geometry students.
2009-2010
  • A second teacher (a.k.a Shawn) begins to use standards-based grading after a parking lot conversation or two.  
  • I led a group of eight high school teachers through a ten-week study of articles focused on formative assessment and grading practices.  The carrot: recertification credit through our area education agency and an opportunity to sit down and hash out our philosophy of education together over some good food.
Note: During summer 2010, I transitioned from classroom teacher to district administrator, in the same district.  

 2010-2011
  • High school teachers who completed the study begin to implement changes to their grading and assessment practices.
  • Two middle school teachers begin to implement changes to their grading and assessment practices.
  • End of year: District establishes a study for 2011-12 that “stakeholders will analyze and study aspects of standards-based grading and reporting at all grade levels.”
2011-2012
District study:  “SCSD stakeholders will analyze and study aspects of standards-based grading and reporting at all grade levels.”

Fall
  • High school and middle school teachers discuss assessment and grading during professional learning time.
  • Presentation to elementary teachers about ongoing discussions at middle school and high school.
  • High school teachers currently implementing changes to their grading practices share with colleagues during professional learning time.
Winter
  • Community advisory members learned about standards-based grading through presentation and discussion with administrators, teachers and students.  
  • High school teachers research articles and practitioner’s perspectives on homework, standards-based grading and assessment 
  • Middle school teachers discuss proposed grading guidelines.
  • Board of education members learned about standards-based grading from administrators, teachers and students during a work session.

Spring

  • Teachers continue to read articles, discuss proposed grading guidelines, and communicate with educators from other schools.  
  • Video and additional information posted on district website
  • Student survey
  • Anonymous staff perceptions survey based on proposed grading guidelines
  • Parent/community forum
  • After discussing grading guidelines, implementation plan, survey data and other documents, b
oard of education approves grading guidelines.

2012-13
  • Professional learning at the middle school and high school focuses on implementing the grading guidelines through "how-to"guides.
  • Middle school and high school teachers implement the grading guidelines with at least one of their classes by the beginning of the fourth quarter.
2013-2014

  • Middle school and high school teachers implement the grading guidelines in all classes at the beginning of the school year. 
More on our ongoing journey is documented on this google site.