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Standards-Based Assessment, Grading and Reporting
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Standards-Based Assessment, Grading and Reporting
Transition and Employment Programs Parent Guide
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A Message from the Principal
Transition Community,
Monroe One BOCES and the Transition and Employment Age Programs are committed to implementing equitable practices for all students by engaging in a 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 components of a standards-based 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 and Reporting will provide an understanding of how to navigate your child’s report card and grades.
Sincerely,
Bonnie J. Masiuk
Principal, Transition and Employment Age Programs - Clarity and Transparency:
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Evaluation System
Teachers will use recorded observations, written assessments and work evaluations to determine the report card scores for students. All assessment and data information gathered is based on classroom instruction and work-based experiences. All Transition Programs assess students based on the Career Development and Occupational Studies (CDOS) Standards.
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Determining Performance Levels
At the end of each rotation period, 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.
Report cards can be accessed via the Parent Portal on SchoolTool. Learn more on the SchoolTool™ Parent Portal User Guide page.
Levels of Performance
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Excels (4)
Student excels in the CDOS standards that have been assessed. They demonstrate knowledge and application of the skills and practices that exceed the expectation of this program.
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Proficient (3)
Student is proficient in the standards that have been assessed. Student demonstrates sufficient knowledge of the skills and practices of this program.
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Developing (2)
Student is developing their understanding of the standards that have been assessed. They demonstrate partial knowledge of the skills and practices of this program.
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Initial (1)
Student demonstrates an initial understanding of the standards that have been assessed. They demonstrate limited knowledge of the skills and practices of this program and may require additional support/prompting.
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Insufficient Evidence (IE)
Student has not provided sufficient evidence to assess the standards at this time.
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Not Assessed
Standards from this domain were not assessed during this marking period.
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Learner Behavior Performance
Teachers will assess student learner behaviors based on New York State Social Emotional Learning Standards.
Responsibility
- Follows classroom and work-based procedures, rules and routines
- Follows directions
- Actively participates in classroom and work-based instruction
Interacts Well with Others
- Works collaboratively with preferred and non-preferred staff/peers
- Demonstrates appropriate social skills with peers, supervisors, and community members
- Applies appropriate strategies to resolve an issue with others
Safety
- Navigates the classroom and work-based environments, and community safely by responding appropriately to safety concerns and adhering to safety guidelines
- Recognizes differences in levels of relationships with others (personal, intimate, friend, acquaintance/co-worker, stranger)
Levels of Learner Behavior Performance
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Consistently (C)
The student has consistently demonstrated this learner behavior.
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Usually (U)
The student has usually demonstrated this learner behavior.
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Sometimes (S)
The student has sometimes demonstrated this learner behavior.
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Rarely (R)
The student has rarely demonstrated this learner behavior.
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Questions?
Contact your student's school program:
- Bird/Morgan: (585) 586-1850
- Creekside: (585) 383-2239
- Eastern Monroe Career Center: (585) 387-3815
- eSTART: (585) 383-6464
- Multi-Occ/FOCUS: (585) 387-3883
- O’Connor Academy: (585) 383-6670
- Project LIFE: (585) 387-3828
- Project SEARCH: (585) 387-3828
- SELF: (585) 387-3828
- TOUR: (585) 387-3828