eSTART
Standards-Based Assessment, Grading and Reporting
- A Message from the Principal
- Assessment (Grading) System
- Progress Reports
- Report Cards
- Academic Recovery Plan
- Final Average
- Learner Behavior Performance
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,
Katherine Summers
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:
| Score | Student Language |
|---|---|
| 4=Extending the Standard: Student demonstrates a deep conceptual understanding of the learning standard(s) and consistently applies/adapts their proficiency to authentic situations. | I am proficient, can apply this knowledge/skill to new/unfamiliar situations, and can teach others. |
| 3=Achieving the Standard: Student demonstrates deep understanding of the learning standard(s). | I am proficient with very few errors. |
| 2=Approaching the Standard: Student demonstrates a partial understanding of the learning standard(s). | I am making progress with guidance. |
| 1=Beginning the Standard: Student has begun to demonstrate an understanding of the learning standard(s). | I am just beginning to learn. |
| IE=Insufficient Evidence: Student has not provided adequate evidence to assess level of understanding of the learning standard(s). | I have not submitted any evidence of this learning. |
| NA=Not assessed: Learning standard(s) not assessed during this marking period. |
Progress Reports
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.
Levels of Academic Performance by Domain
| Level | Description |
|---|---|
| Excels (4) |
Student excels in the standards that have been assessed. They demonstrate knowledge of the skills and practices that exceed the expectations of this course. This would be evidenced by students receiving 4’s and 3’s on all standards within the domain, with the majority being 4’s. |
| Proficient (3) |
Student is proficient with the standards that have been assessed. Student demonstrates sufficient knowledge of the instructional skills and practices. This would be evidenced by students receiving 3’s and/or 4’s on half or more of the standards within the domain. |
| Developing (2) |
Student is developing their understanding of the standards that have been assessed. They demonstrate partial knowledge of the instructional skills and practices. This would be evidenced by students receiving 2’s on more than half of the standards within the domain. |
| Initial (1) |
Student demonstrates an initial understanding of the standards that have been assessed. They demonstrate limited knowledge of the skills and practices and may require additional support/prompting. This would be evidenced by students receiving 1’s on more than half of the standards within the domain. |
| Insufficient Evidence (IE) | Student has not provided sufficient evidence to assess the standards during this marking period. |
| Not Assessed (NA) | No standards from this domain were assessed during this marking period. |
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.
We recognize there may be some cases where a percentage score is required for non-reporting purposes (scholarship applications, awards criteria, etc.). In those cases, please contact a school counselor or administrator to provide you with our conversion chart.
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
Levels of Learner Behavior Performance
| Level | Description |
|---|---|
| Consistently | The student has consistently demonstrated this learner behavior. |
| Sometimes | The student has sometimes demonstrated this learner behavior. |
| Rarely | The student has rarely demonstrated this learner behavior. |
| UA | Unable to access due to absences. |