Standards-Based Assessment, Grading and Reporting

O'Connor Academy Parent Guide

A Message from the Principal

Hello OCA Community,

This year, Monroe One BOCES will continue its commitment to implementing equitable practices for all students by furthering the transition to a fully 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.

With appreciation, 

Mark Frenzel

Principal
O’Connor Academy
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:

Gradebooks can be accessed via the Parent Portal on SchoolTool™. Learn more on the SchoolTool™ Parent Portal User Guide page. 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 the academic standards and the learner behaviors addressed in the classroom. 

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 may be given an opportunity to engage in an academic recovery plan.

The content teacher develops an academic recovery plan 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 5 weeks to complete the plan. Depending on the completion of the academic recovery plan in the given timeframe, the score on the report card will be adjusted and updated on Parent Portal.

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. 

Respectful

Was the student respectful to all community members?

• Listened to staff giving instruction/direction
• Accepted the responses/perspectives of others
• Maintained personal space/property and boundaries  
• Used kind & considerate language 
  
  

Responsible

Was the student responsible for their action? 

• Was responsible for their own materials
• Accepted responsibility for actions/choices
• Used appropriate coping skills
• Communicated needs appropriately
• Used time productively
• Completed work 
  
  

Ready to Learn 

Did the student persist through challenging tasks & use available resources (supports) responsibly? 

• Asked for/accepted help when needed
• Communicated thoughts/needs
• Ignored external distractions