Monroe One BOCES strives to align all practices to the tenets of being a responsive and restorative organization and to the most recent and relevant educational research. As such, we have outlined below the grading/reporting beliefs and practices that will be applied by educators across all programs to support student growth and achievement.

Monroe One BOCES Educators believe that:

• Grades communicate to all stakeholders (student, teachers, parents and district) student progress towards learning outcomes in an accurate, and meaningful way consistently across the program.
  
  
• Standards-based grading encourages the growth mindset, which motivates students to accept feedback and be able to self-reflect on specific targets/standards to reach mastery.
  
  
• Grades are a representation of a student’s demonstration of progression towards grade level standards, without bias of learner behaviors.
  
  
• Using self-assessment, teacher feedback, and goal setting, allow students to measure their progress in relationship to the standards and determine their next steps to attain mastery.
  
  

Monroe One BOCES Educators commit to the following practices:

• Curriculum, instruction and assessment is aligned to NYS and/or Industry Standards.
  
  
• Well-designed success criteria tools (i.e. rubrics, checklists, etc.) are regularly utilized to provide meaningful feedback to students and opportunities for self-reflection.
  
  
• Levels of mastery/performance will be collaboratively developed and used consistently across each program.
  
  
• Individualized instruction is designed with students' strengths and areas of need in mind.
  
  
• Goal setting is a regular practice; teaching students how to look at their own data, and set goals based on individual needs.
  
  
• Learner Behaviors are assessed and reported separately from academic achievement.
  
  
• Ongoing learning and feedback cycles are supported through redo’s, retakes, re-assessment.
  
  
• Parents have regular access to information on their child’s progress towards mastery of standards.
  
  
• Grades are determined by using the most recent and frequent evidence of learning to assess understanding.