Standards-Based Assessment, Grading and Reporting

eSTART Parent Guide

A Message from the Principal

Hello eSTART Community,

This year, Monroe One BOCES will continue its commitment to implementing equitable practices for all students through standards-based instruction, grading and reporting framework.  This framework will provide a more accurate and comprehensive assessment of students' learning by breaking down the curriculum into specific learning standards or objectives.

Here are some key reasons for our transition to a standards-based grading and reporting framework:

• Clarity and Transparency:
  Standards-based grading provides a clear picture of a student's strengths and areas for growth in each subject. This transparency allows teachers, students and parents to identify where to focus their efforts for improvement.
  
  
• Individualized Feedback:
  Teachers can provide more targeted feedback to students based on their performance in specific learning standards. This feedback helps students understand their progress and how to make improvements.
  
  
• Focus on Mastery:
  Standards-based grading emphasizes the importance of mastery and long-term retention of knowledge and skills. It encourages students to keep working on a concept until they have truly mastered it.
  
  
• Fairness and Equity:
  This approach reduces the impact of extraneous factors such as homework completion or learner behaviors on a student's grade. Grading is centered on what students know and can do while reporting on learner behaviors separately.
  
  
• College and Career Readiness:
  Standards-based grading better prepares students for the real world by emphasizing critical thinking, problem-solving, and subject mastery, which are important skills for college and career success.
  
  
• Consistency:
  It promotes consistency in grading across the schools/programs, making it easier for parents and students to understand performance standards.

Standards-Based Grading practices will further improve our ability to differentiate and personalize learning for each child. These practices fully align with our goal of becoming a restorative, inclusive and equitable organization. It is our hope that this Parent Guide to Standards-Based Assessment, Grading, and Reporting will provide an understanding of how to navigate your child’s report card and grades.

Sincerely, 

Melissa Wollschleger

Principal
eSTART
Monroe #1 BOCES

Assessment (Grading) System

Our teachers’ gradebooks will collect evidence of students learning for content domains. Each domain contains various NYS standards. For more information on course specific domains, see the High School Course Content Domains page. When scoring an assessment, it will be broken down into each standard that is covered. Students will receive a score of 4-1 on each standard from the assessment:

There will not be “zeros” listed in the gradebook, however, you may see “IE” if a student has not shown enough evidence of their learning.  Students will have multiple opportunities to demonstrate progress towards standards.

Progress Reports

At the 5-week mark of each quarter, teachers will report on student progress towards academic standards.  

Report Cards

At the end of the quarter, teachers determine the Levels of Performance in each domain assessed. Teachers use the most recent evidence, most frequent evidence, or professional judgement when determining Levels of Performance. All domains may not be reported each quarter, but by the end of the school year all domains will be reported. Teachers record the levels on the report card as a 4, 3, 2, 1, or IE. The performance level scores are then averaged to provide an overall quarter score on a 0.0 to 4.0 scale.

Academic Recovery Plan

Students who have not shown sufficient evidence or demonstrated only an initial understanding of the standards will be given an opportunity to engage in an academic recovery plan. Teachers will report an IE on the report card and students will have the opportunity to show progress of learning.

To support overall student success, an academic recovery plan may be developed with the student to improve their quarter score. The content teacher will share the plan with the student’s team. The case manager will also communicate the plan with families. The student has up to 2 weeks to complete the plan.

Students who receive a report card indicator of “IE” (Insufficient Evidence), may be required to complete credit recovery during the extended school year session.

Final Average

At the end of the school year, the final score of the course is calculated by averaging all four quarter scores. Students must receive a final average of 1.6 or higher to earn credit for the course.

The conversions provided below may be used if a percentage score is required for a final average.

The following lists 4 Point Final Averages (general rounding rules apply) and their Numerical Conversions for Final Average. 

Learner Behavior Performance

Teachers will assess student learner behaviors based on New York State Social Emotional Learning Standards. 

Cognitive Engagement (Organization, goal setting and time management)

The investment the student is making in their learning journey.

• Work is completed by deadlines and meets requirements
• Takes advantage of most retake opportunities
• Attention to instruction supports learning
  
  

Behavioral Engagement (Classroom Rules and Procedures)

Observable acts that demonstrate the student is involved in their learning.

• Demonstrates self-direction toward productive outcomes and follows all classroom rules and procedures
• Arrives on time and prepared with materials
• Participation benefits their own learning and is conducive to the learning of others
  
  

Emotional Engagement (Social interactions)

The feelings the student has and exhibits in class or expresses through surveys or other communication methods.

• Embraces diversity in others, is respectful of others and their ideas, maintains positive attitude and works well with others
• Effectively communicates with other students
• Exhibits a positive attitude in class