powerschool guide march2014 - solon high · pdf file · 2014-03-28parent update...

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Solon Community School District Standards-Based Grading

Parent Update & PowerSchool Guide

March 2014 "

Table of Contents INTRODUCTION" 2"HOW"DO"I"VIEW"MY"CHILD’S"PROGRESS"IN"POWERSCHOOL?" 2"AFTER"VIEWING"POWERSCHOOL"WHAT"QUESTIONS"SHOULD"I"ASK"MY"STUDENT"OR"HIS/HER"TEACHER?" 5"WHAT"IS"THE"SOLON"STANDARDS>BASED"GRADING"RUBRIC?" 5"HOW"ARE"FINAL"GRADES"CALCULATED?" 5"HOW"DO"STUDENTS"INITIATE"REASSESSMENTS?" 7"DO"STUDENTS"INITIATE"ALL"REASSESSMENTS?" 7"WHAT"IS"THE"PURPOSE"OF"HOMEWORK"AT"SOLON?" 7"WHO"DO"I"CONTACT"IF"I"HAVE"ADDITIONAL"QUESTIONS?" 7"ADDITIONAL"FREQUENTLY"ASKED"QUESTIONS" 8"""

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Introduction**The primary purpose of grading in the Solon Community School District is to communicate achievement status to students, parents and others. In May 2011, the Solon Board of Education approved five grading guidelines as the district transitioned to standards-based grading (SBG). In 2013-14, all Solon Middle School (SMS) and Solon High School (SHS) teachers (except those who are new or have new teaching responsibilities) will be implementing standards-based grading in all of their courses. During the summer of 2013, the board of education commissioned a task force of teachers and administrators to discuss themes of standards-based grading in need of revision and to identify specific outcomes in order to improve communication of student learning. One of those themes was effectively communicating student progress through PowerSchool. The purpose of this parent guide is to assist you in viewing your child’s progress in PowerSchool as well as share additional information resulting from the task force’s work during the past several months.

How*do*I*view*my*child’s*progress*in*PowerSchool?*The following paragraphs and images provide a brief narrative describing how to navigate the PowerSchool system to track your child’s progress.

We once urged parents to have weekly, if not daily, updates automatically e-mailed from PowerSchool, however, we no longer advise this as the primary communication between school and parents, because it is not a true indicator of your child’s progress at a given time in the grading period. In order to gain the best understanding of your student’s current level of learning, we suggest you log into PowerSchool using your username and password. After doing so, you should see a screen that looks like the first image below.

From this screen, you can access more information on any of the classes in which your child is currently registered. Simply click on the blue letter grade or percentage score. If there is no letter grade or score that does NOT mean that there is not information recorded. Simply click on the double hyphen (--) instead. (also on image below)

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After clicking on either the grade or the double hyphen, you should see a screen that shows all the due dates, categories (standards being assessed), and assignments (practice work or assessments.)

-OR- You will see a screen that shows all of the due dates, categories (daily work, assessments, etc.) and assignments (standards being assessed).

You will also possibly see:

• Colored codes

• Scores (Four Point Scale – 4 , 3.5, 3, 2, 1) • Percentages (0 – 100%) • Grades (A, B, C, D, F )

All practice work or any assessment with the code shows that it is NOT included in the final grade. If a teacher is not assigning grades for the course you will see a “NG” under the grade category (Middle School only).

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At the high school, homework may be entered as green checks and/or using a code communicated by the classroom teacher such as CO (complete) PC (partially complete) MC (mostly complete) and NO (not observed).

In addition, you may can click on an assignment highlighted in blue to access more specific details about that assessment or standard.

You can often click on a score highlighted in blue to access more information about that assessment, including reassessment opportunities.

Additional notes: While there are many consistencies throughout the middle school and high school, the needs of different grade levels, content areas and teacher preferences result in slightly different reporting of scores. For example, while some teachers use the highlighted links mentioned above to post comments and reassessment opportunities, it is not a universal expectation. Please refer to classroom teacher websites for additional information. And, as always, please feel free to contact teachers with individual questions.

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After*viewing*PowerSchool*what*questions*should*I*ask*my*student*or*his/her*teacher?*When a student’s score in the grade book are below proficiency, consider asking your student the following questions:

• What standards do you think you still need to learn? • When was the last time you practiced / worked on [standard]? • When was the last time you were assessed (i.e. test, quiz, project) on

[standard]? • When is your next opportunity to reassess on [standard]? • What practice, studying and/or re-teaching opportunities have you completed

in preparation for the next reassessment opportunity? • What are you doing during seminar? Are you working on your

homework/practice? Have you used seminar time to visit your teacher(s)? [High School]

When contacting a teacher about below proficiency standards in the grade book, consider asking the following questions:

• When was the last time all students were assessed on [standard]? • When is the next opportunity my student will have to reassess on [standard]? • What practice, studying and/or re-teaching opportunities should my student

take advantage of related to [standard] before reassessing?

What*is*the*Solon*StandardsABased*Grading*Rubric?*In order to be consistent in every class at both the middle school and high school, the district adopted a SBG Rubric in Fall 2012 (as shown below). Please note, a score of “4” indicates a thorough understanding of the standard and is not intended to signify perfection.

4 3.5 3 2 1

Demonstrates thorough

understanding of course or grade level standard.

Demonstrates understanding of course or grade level standard.

Demonstrates a developing


Demonstrates partial


Demonstrates minimal


How*are*final*grades*calculated?*The final grade is calculated using all standards and (optionally, per course syllabus) a weighted final test. The middle school and high school will continue to use plus and minus when reporting the final grade (example B+ or C-). High school students’ grade point averages will continue to be calculated just as they were previously at the end of each quarter. The following tables describe this process.

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PowerSchool Translation

Rubric Score PowerSchool Entry Parent Sees

4 4 4/4 = 100%

3.5 3.5 3.5/4 = 87.5%

3 3 3/4 = 75%

2 2 2/4 = 50%

1 1 1/4 = 25%

0 0 (or missing indicator) 0/4 = 0%

**2.5 (2.5/4 = 62.5%) may be used in fine arts courses

Grading Scale

A 90-100%

B 80-89%

C 70-79%

D 60-69%

F 0-59%

“Plus” and “minus” grades will continue to be given as well within the above parameters.

Finally, high school grade point averages are calculated at the end of each quarter based on final grades from each course using the grade point scale below. (Note: this scale and calculation method remains unchanged).

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How*and*when*are*reassessment*schedules*and*opportunities*communicated?"Teachers are communicating reassessment schedules/opportunities (including quarter/semester ending reassessment deadlines) with parents & students through the following mediums: classroom website, course syllabus, online building schedule (HS only), and posted in the classroom.

How*do*students*initiate*reassessments?**Student initiated reassessment is an important part of a standards-based grading philosophy. If a teacher determines that a large number of students in a particular class did not demonstrate understanding, additional assessment opportunities may be given to all students. However, if a teacher determines a large number of students in a class have already demonstrated understanding, then reassessment will be administered individually or in small groups. At the teacher’s discretion, students may be required to demonstrate steps towards additional learning prior to a “formal” reassessment. Additional learning requirements may include, but are not limited to any of the following:

• Completion of previously assigned homework/practice assignment(s) related to the specific standard

• Additional homework/practice assignment(s) related to the specific standard • Teacher directed tutoring/learning session with selected resource • Written reflection of past misconceptions of learning standard and/or new

understanding of standard

Do*students*initiate*all*reassessments?**In order for reassessment to work at an optimal level, reassessment should be initiated by BOTH students and teachers. In some scenarios it may be appropriate for a teacher to reassess some or all students during regular class time. In another scenario, it may be appropriate for a teacher to reassess individual or a small group of students who have demonstrated additional understanding of a standard.

What*is*the*purpose*of*homework*at*Solon?**A task force of teachers and administrators identified homework as any meaningful task tied to a learning target or standard and can come in a variety of formats. Homework can be an opportunity for stakeholders to identify strengths and continue to improve upon weaknesses. It is not calculated as part of the final grade.

Feedback on homework is often provided to students during class. See the “How do I view my child’s progress in PowerSchool?” section in this guide for more information describing homework completion communication to parents.

Who*do*I*contact*if*I*have*additional*questions?*If you have concerns regarding your child’s progress or would like assistance understanding the PowerSchool gradebook, contact his or her teacher. If after meeting with the teacher, you still have questions or concerns, then contact the building principal.

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Additional*Frequently*Asked*Questions*During the 2013-14 school year, the high school parent advisory committee created a list of questions about standards-based grading. Appendix A, which includes these questions and responses, was added to this parent guide in March 2014.

Stakeholders in the district generated a number of questions during the first year of system wide implementation (2012-13). Appendix B, which includes these questions and responses, was added to this parent guide in March 2014 rather than posting it on the district website as a separate document.

Updated Parent Frequently Asked Questions Regarding Standards Based Grading

Winter 2014 Who serves on the SBG task force?

Teacher Building Content area

Dawn Posekany HS Science

Jodi Leimkuehler HS CTE

Janelle Kerkove HS Math

Julie Smith MS Language Arts

Jim Erickson HS Language Arts

Lauren Cannon HS Social Studies

Greg Robertson MS Science

Nancy Trow MS Math

Karry Putzy HS Foreign Language

Kim Erickson MS Math

Administration: Mike Herdliska, Nathan Wear, Matt Townsley, Sam Miller What is defined as an “entry” in the grade book? Entries in the gradebook include homework (to show parents if work is being completed), standard(s) assessed, and final tests or midterms. Entries are anything that parents and students see in PowerSchool. Entries in the grade book that count towards the final grade will be limited to course or grade level standards (with the exception of midterm and/or final summative assessments, one per nine-week period). Is every teacher listing the aligned standard in the grade book? Per guidelines from the SBG task force, new teachers to the district are utilizing the grading guidelines in at least one course OR if they teach a common course with another teacher (ex. Two teachers teaching Geometry would follow the grading guidelines. Sometimes teachers will write out the entire standard (i.e. “Components of the Nervous System”) in PowerSchool however more frequently teachers include a reference to the standard (i.e. “LT 5.1”) and when parents or students click on the reference to the standard in PowerSchool, additional information about the standard is displayed. What is the timeline for assignments to be entered into the grade book? Teachers should be updating PowerSchool on a weekly basis. This was an expectation prior to standards-based grading as well. If a teacher has not entered assignments within this timeframe, parents should first contact the

Appendix(A(


Winter 2014 teacher. If the situation is not resolved, the next step is to contact the building principal. What is SBG doing for at-risk kids? SBG policies allow students multiple opportunities to succeed through reassessment. Students who may not learn concepts the first time they are presented are giving opportunities to continue their learning and strive for mastery. Students who may struggle with traditional learning frameworks are often provided the opportunity to demonstrate their mastery of a concept in an innovative method during reassessment if necessary. With traditional grading systems, work was due at a certain deadline and failure to meet this deadline resulted in a zero or F. For students with work-avoidance tendencies it is common to purposely miss the deadline in a traditional grading system so that they ultimately get out of doing the work and can pass part of the blame of their failure onto the grading system. With the flexible deadlines of SBG, students are held accountable for completing the work even if they require additional time to do so. In a traditional grading system the penalty for not doing the work is a 0, a penalty that research shows does little to motivate students with at-risk tendencies. With SBG, the penalty for not doing the work is doing the work even if it takes longer than anticipated to complete. How does a four-point scale differ from a ten-point scale? The current four-point scale (1, 2, 3, 3.5, 4) was first agreed upon by a group of teachers in Fall 2012. The SBG Task Force later affirmed this scale. While no scale can be purely objective, a ten-point scale introduces increased opportunities for subjectivity. The more points there are in a lykert scale, the more challenging it is to create consistency in feedback and grading. An example follows:

If twenty essay responses were provided to a group of teachers and they were to sort “good” examples of writing from “poor” examples of writing based on a common rubric, one could assume the teachers could reasonably agree which samples should be placed in each pile with a high degree of consistency. If the same twenty essay responses needed to be sorted into six piles, “Very very poor, very poor, poor, good, very good and very very good,” we would expect there to be more disagreement among the teachers as to which essays should go into each pile when compared to sorting them into two piles. This example illustrates the more points a scale includes, the more inconsistent (and challenging) it may become for the classroom teacher to provide feedback and report student learning. How is homework being emphasized? On the first day of school students heard a consistent message about the importance of homework from Mr. Miller and Mr. Farnsworth. This was shared with all students. You can access a link to the video here


Winter 2014 http://www.youtube.com/watch?v=dAWLNwQiDfQ. Additionally, each classroom teacher talks about the role of homework in his/her class. Should we require homework completion prior to an initial assessment? At this point that is not required. The requirement we have is that students must have this done in order to reassess. This honors what we know about student learning: some students require little or no practice to learn a concept while other students may require lots of practice to learn a concept. The following information comes from the Fall 2013 Parent Guide:

What%is%the%purpose%of%homework%at%Solon?%%

A task force of teachers and administrators identified homework as any meaningful task tied to a learning target or standard and can come in a variety of formats. Homework can be an opportunity for stakeholders to identify strengths and continue to improve upon weaknesses. It is not calculated as part of the final grade.

How do we motivate kids if they take an assessment/homework and the results of those assessments don’t count toward the final grade? Most assessments in the grade book count toward a final grade. This example was happening in one class and the teacher has changed the way he/she records items in the grade book.

On the first day of school students heard a consistent message about the importance of homework from Mr. Miller and Mr. Farnsworth. This was shared with all students. You can access a link to the video here http://www.youtube.com/watch?v=dAWLNwQiDfQ.

Parents and teachers can help motivate students by talking about the role of practice/homework. Grading is meant to communicate learning. It is not a reward/punishment system. The ultimate goal is for students to demonstrate high levels of understanding by the end of a course. We also help kids understand how the role of practice in sports/music is similar to that in learning. The reward is the game and/or performance. Student-athletes are not rewarded after every practice. It can help by having these conversations with students to rethink homework. What is the difference between a test and an assessment? What are the multiple ways teachers assess student understanding of standards besides the traditional hand-written test? An assessment is any evaluation of learning. Examples of assessments include tests, quizzes, labs, projects, essays, teacher observations, speeches and performances. Assessments are used to measure learning at the end of a unit of student (“summative assessment”), however they are also used throughout the learning process to guide learning for both the instructor and the student. (“formative assessment”).

An example of an assessment being used during the learning process is a teacher asking students to complete a one-question quiz at the end of class. The purpose of the quiz is to find out how well students understood the lesson. If quiz


Winter 2014 results indicate not many students understood the concept, the concept may be re-taught the next day in a different way. If quiz results indicate many students understood the concept, the teacher may move on to a new concept the next day. An example of an assessment being using at the end of the learning process is individual students giving a persuasive speech to the entire class after several days of researching and practicing these skills. How do we communicate course syllabi and course/unit standards with parents? Teachers are required to share course syllabi with students (when the class starts) and parents (through email communication) at the start of the course. If you have not received communication in the form of a syllabus or course/unit standards, please first contact the teacher. If the situation is not resolved, you may contact the building principal. Some teachers provide a list of standards to students at the beginning of each unit. Some teachers provide a list of standards to students at the beginning of each quarter. Parents who wish to see a list of the standards may contact the classroom teacher. How do we trust that our questions will be delivered and answered? The district has developed commonly asked questions and answers with parent input throughout the standards based grading implementation. You can receive answer to any questions by contacting school personnel.

What are the reassessment procedures and how do students schedule reassessment? The following information comes from the Fall 2013 Parent Guide:

How%and%when%are%reassessment%schedules%and%opportunities%communicated?(Teachers are communicating reassessment schedules/opportunities (including quarter/semester ending reassessment deadlines) with parents & students through the following mediums: classroom website, course syllabus, online building schedule (HS only), and posted in the classroom.

How%do%students%initiate%reassessments?%%

Student initiated reassessment is an important part of a standards-based grading philosophy. If a teacher determines that a large number of students in a particular class did not demonstrate understanding, additional assessment opportunities may be given to all students. However, if a teacher determines a large number of students in a class have already demonstrated understanding, then reassessment will be administered individually or in small groups. At the teacher’s discretion, students may be required to demonstrate steps towards additional learning prior to a “formal” reassessment. Additional learning requirements may include, but are not limited to any of the following:

• Completion of previously assigned homework/practice assignment(s) related to the specific standard

• Additional homework/practice assignment(s) related to the specific standard


Winter 2014 • Teacher directed tutoring/learning session with selected resource • Written reflection of past misconceptions of learning standard and/or new

understanding of standard

Do%students%initiate%all%reassessments?%%

In order for reassessment to work at an optimal level, reassessment should be initiated by BOTH students and teachers. In some scenarios it may be appropriate for a teacher to reassess some or all students during regular class time. In another scenario, it may be appropriate for a teacher to reassess individual or a small group of students who have demonstrated additional understanding of a standard.

In addition, the following graphic was shared with students on the first day of school.


Winter 2014 Who helps people reassess if teachers are absent? Any teacher in a department can help a student if they have content specific questions. This is a similar process prior to standards-based grading when a student needed to complete a make-up test or seek assistance in an academic area: other teachers in the department were asked to assist. Students can look at the reassessment schedule to see when other teachers are available. Mr. Munson, Solon High School Success Coordinator, is available to help any student with a reassessment and has built in study session throughout the week to help students as well. What are our current methods of communication with parents? The district uses several ways to communicate with parents. The most utilized tool is the district’s messenger system that allows the school to directly email information to all parents. We also use parent meetings, open houses, and conferences. The website is also frequently used to communicate. Other information can be found in the local newspaper, school board agenda and minutes posted under the district information tab on the Solon website. www.solon.k12.ia.us. The Director of Instruction and/or members of the SBG Task Force provided updates to the board of education so far this academic year at the August, October and January board meetings. An additional update will be shared at a spring board of education meeting. Is there a report from this committee being shared with the school board? Notes from the parent advisory committee are provided to the board of education in the principal’s monthly report. Where can parents go to easily find information? District home page www.solon.k12.ia.us-! District-! Academics-! Standards Based Grading/Reporting. Who posts the information on the school website? Administrators in each building work with the district’s webmaster to publish information to the website. How do we make materials access friendly? Any materials on standards based grading can be found on the district’s website. Additionally, any parent experiencing challenges in locating materials may contact the school office and someone can assist them. Is SBG working with block scheduling? This was not a theme brought up by high school teachers on the SBG Task Force. Each building has a leadership team that monitors the daily schedule and evaluates the implementation of standards based grading. Buildings may make changes to instructional schedules if needed to better support the learning process for all students.


Winter 2014 How can the grading guidelines be simplified to ensure parent understanding? Parents should access the Standards Based Grading Update & PowerSchool Guide for interpretation of grading guidelines. If a parent is unclear about the grading guidelines they should contact the building principal. Has Kirkwood approved the grading system being piloted in Mrs. Leimkuehler’s class for college credit? Yes, this was approved by Kirkwood Community College. How do we determine which courses are used to pilot grading systems? Courses used to pilot grading systems are determined by teachers that are interested in using his/her course to pilot an alternative method. This has been limited to only select courses with input from the SBG Taskforce.

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Solon Community Schools Standards-Based Grading – Frequently Asked Questions

Last Updated April 2013 for the 2012-13 school year!Why did the Solon school district make this change?!● Improved communication and additional feedback for parents, students and teachers -

parents and students will see areas of academic strength and weaknesses in the grade book rather than seeing a test score or homework assignment and wondering what the next steps might be. Teachers will know which standards they need to re-teach. Students will know which standards they need additional learning opportunities and/or practice. !

● Supports “assessment for learning,” one of the five characteristics of effective instruction from the Iowa Department of Education’s “Iowa Core” initiative - In a traditional grading system, student assessments were often given for the purpose of entering them in the grade book. Assessment for learning means assessments are given for the purpose of identifying future learning opportunities/activities for students. !

What is the difference between traditional grading practices and standards-based grading?!

Traditional Grading System! Standards-Based Grading System!

!1. Based on assessment methods (quizzes,

tests, homework, projects, etc.). One grade/entry is given per assessment.!

2. Assessments are based on a percentage system. Criteria for success may be unclear.!

3. Use an uncertain mix of assessment, achievement, effort and behavior to determine the final grade. May use late penalties and extra credit.!

4. Everything goes in the grade book - regardless of purpose.!

5. Include every score, regardless of when it was collected. Assessments record the average - not the best - work.!

!1. Based on learning goals and

performance standards. One grade/entry is given per learning goal.!

2. Standards are criterion or proficiency-based. Criteria and targets are made available to students ahead of time.!

3. Measures achievement only OR separates achievement from effort/behavior. No penalties or extra credit given.!

4. Selected assessments (tests, quizzes, projects, etc.) are used for grading purposes.!

5. Emphasize the most recent evidence of learning when grading.!

Adapted from O’Connor K (2002). How to Grade for Learning: Linking grades to standards (2nd ed.). Thousand Oaks, CA: Corwin Press. What is the timeline for implementing the new standards-based grading guidelines? Why are some teachers implementing this differently right now (or some classes not at all)? When the board of education approved the standards-based grading guidelines in Spring 2012, staff survey data indicated additional time was needed before full implementation. Many teachers are already implementing the grading guidelines in all of their classes. Still other teachers learned more about implementing the grading guidelines through professional learning during the first three quarters of 2012-13. Middle school and high school teachers are required to implement the grading guidelines with at least one of their classes by the beginning of the 4th quarter. Teachers’ implementation of the grading guidelines may vary during this time of professional learning until the beginning of the 2013-2014 school year when all classes are

Appendix!B!

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required to utilize the grading guidelines. ! When looking at the grade book, how can I help my students? When a student’s score in the grade book are below proficiency, consider asking your student the following questions:!● What standards do you think you still need to learn?!● When was the last time you practiced / worked on [standard]?!● When was the last time you were assessed (i.e. test, quiz, project) on [standard]?!● When is your next opportunity to reassess on [standard]?!● What practice, studying and/or re-teaching opportunities have you completed in

preparation for the next reassessment opportunity?! When contacting a teacher about below proficiency standards in the grade book, consider asking the following questions:!● When was the last time all students were assessed on [standard]?!● When is the next opportunity my student will have to reassess on [standard]?!● What practice, studying and/or re-teaching opportunities should my student take

advantage of related to [standard] before reassessing?! How might standards-based grading impact my student’s grade point average (GPA)? We do not anticipate seeing any long-term changes in GPA or honor cords, however we do believe quarter and semester grades in a standards-based system will be a better reflection of student learning.!● In a standards-based grading system, homework no longer counts towards the final

grade, however it is still assigned and important for students to complete to receive feedback on their progress towards learning the class standards. Some students may choose not to complete their homework. In some classes in the past, homework completion counting towards the final grade may have “masked” a student’s overall grade. In a standards-based grading system, it does not, however students who have not yet demonstrated understanding of a standard (and/or are not satisfied with their current grade) have the opportunity to improve their grade. Two of our grading guidelines state...[emphasis added]!

1. Students will be allowed multiple opportunities to demonstrate their understanding of classroom standards in various ways. Retakes and revisions will be allowed. !

2. Teachers will determine grade book entries by considering multiple points of data emphasizing the most recent data and provide evidence to support their determination.!

Is there a problem transferring standards-based grading to colleges for admissions purposes? Has the way GPA is calculated changed? No, students still earn a letter grade in a course and the high school transcript looks the same as it has in the past. Students’ grade point averages are still based on 4=A, 3.7=A-, B+=3.33, B=3, etc. This is a separate process from the four point grading rubric used to report students’ current understanding of a standard in PowerSchool. !How does this system prepare students for college? Identifying one's strengths and weaknesses as a learner, being self-motivated to meet course objectives, developing strong study habits, and mastering course standards are all aspects of this system that will help students in college. !!How does this impact Lakeview Elementary report cards?

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Lakeview Elementary reports students’ levels of understanding already on its report cards and has done so for approximately twenty (20) years. The standards on the report cards will eventually change due to implementation of the required Iowa Core essential concepts and skills, however the process of reporting student learning will remain the same.!What research and/or educational literature supports standards-based grading? A dynamic list of articles related to the tenets of standards-based grading is available at www.tinyurl.com/SBGLiterature!Where can I find additional resources? Grading guidelines, additional frequently asked questions, a detailed background and timeline are available at www.tinyurl.com/scsdsbg and http://www.solon.k12.ia.us/district/instruction/sbg/ A brief video describing standards-based grading is available at www.tinyurl.com/scsdsbgvideo!!

powerschool guide march2014 - solon high · pdf file · 2014-03-28parent update...

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