SBLG Guide to Assessment, Grading and Report Cards
STANDARDS-BASED LEARNING & GRADING An Upper School Parent’s Guide to Assessment, Grading, and Report Cards 2015-2016
Léman Manhattan Mission:
Léman Manhattan Preparatory School is an international learning community committed to educating, empowering and inspiring students from early childhood through 12th Grade to be confident, independent critical thinkers. We equip young minds with the knowledge and skills they need to evaluate, compare and make thoughtful choices so they can become informed and engaged citizens of the world. Léman Manhattan is enriched by our vibrant downtown location and the proven academic resources afforded us as an affiliate school of Nord Anglia Education.
WHAT IS STANDARDS-BASED LEARNING AND GRADING (SBLG)?
LÉMAN MANHATTAN PREPARATORY SCHOOL CORE VALUES
Standard-based learning and grading (SBLG) uses specific standards to inform teaching and learning whereby curriculum is constructed, student understanding is assessed, and descriptive, timely feedback is provided to students. SBLG is designed to increase accountability, transparency, and levels of achievement to enhance a rigorous academic learning environment for students, parents, and teachers.
We believe equally in the value of: • Thinking critically and working collaboratively • Achieving academic excellence • Personalized learning • Nurturing creativity • Modeling and promoting resiliency • Promoting healthy minds and bodies • Respecting one’s self and others • Serving the local and global community • Encouraging open minds and international-mindedness
Research has shown that grading and reporting to specific standards, while using the accompanying strategy of formative assessments and feedback related to progress towards standards, significantly boosts student achievement and motivation.
Effective Assessment at Léman Manhattan For Students, Effective Assessment Is:
For Teachers, Effective Assessment Is:
For Parents, Effective Assessment Is:
an opportunity to demonstrate what they have learned.
an opportunity to determine degrees of prior knowledge before beginning a unit.
an opportunity to become an active participant in the learning process.
an opportunity to monitor their own learning, set goals, and plan next steps.
an opportunity to identify and support learning differences and learning styles.
an opportunity to be accurately informed of their children’s progress.
an opportunity to understand the benchmarks and the criteria for success.
an opportunity to ascertain degrees of understanding and achievement at various stages of the learning process.
an opportunity to be accurately informed of their children’s strengths, and areas in need of support.
an opportunity to reflect and share with peers, and build confidence and self-esteem.
an opportunity to modify instruction and curriculum based on the needs of students.
an opportunity to assist their children in planning for the future, both immediate and longer term.
an opportunity to evaluate, record, and report student achievements to stakeholders.
LÉMAN MANHATTAN’S ASSESSMENT PRACTICES ENSURE THAT Students demonstrate their level of proficiency in meeting the standards. Students understand which standards are being assessed. Standards are aligned with appropriate assessment types. Students receive clear feedback on the assessment which provides them an opportunity to improve. Students have multiple opportunities to reassess on the standards. The Habits and Attitudes of Learning (HAL) standards are assessed and reported separately. Léman Manhattan Preparatory School: Parent’s Guide to Assessment, Grading, & Report Cards | 2
What is Standards-Based Grading? Standards-based grading is the process of assessing and grading student achievement toward the standards outlined in the Léman Manhattan Preparatory School curriculum. Standards-based grading is designed to provide specific, descriptive, timely feedback to students and parents on student achievement towards the standards. The goal of this approach is to provide the teacher, student, and family with an accurate picture of the student’s learning and to encourage a dialogue about how the student can best meet the expectations for each class. In particular, because learning is a process that takes place over time, each of the standards assessed will provide feedback for the student about what to focus on next. With standards-based grading, teachers report a student’s knowledge and understanding relative to the academic standards. Habits and Attitudes of Learning (HAL), the factors that greatly impact overall student performance are assessed, graded, and reported out in a separate yet parallel structure. This separation of academic and HAL achievement in a student’s grade allows for more accurate reporting of student academic achievement, and more effective feedback to inspire future growth and motivation.
BENEFITS OF STANDARDS-BASED GRADING Indicates what students know and are able to do Clearly communicates expectations ahead of time Allows for more specific, descriptive feedback to students Delivers more accurate reporting of student’s academic achievement to students and families Demonstrates the role that a student’s Habits and Attitudes of Learning (HAL) plays in successfully meeting the standards Allows teachers and administrators to more efficiently observe patterns in student achievement data to inform instructional decisions
Léman Manhattan Preparatory School: Parent’s Guide to Assessment, Grading, & Report Cards | 3
Léman Manhattan Academic & HAL Scoring Marks Léman Manhattan teachers use four levels of proficiency to assess students’ academic and HAL performance. These levels of proficiency will be used to report student achievement on academic standards and Habits and Attitudes of Learning on the report card.
EE
ME
AE
BE
Exceeding Expectations
Meeting Expectations
Approaching Expectations
Below Expectations
A very high to outstanding level of achievement
A high level of achievement
A passable level of achievement
An insufficient level of achievement
Achievement exceeds the Léman standard
Achievement meets the Léman standard
Student is approaching the Léman standard of achievement
Student is not approaching the Léman standard
In-depth inferences and applications that go beyond what was taught, not beyond the expectations for that grade level
No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught
No major errors or omissions regarding the simpler details and processes, major errors or omissions regarding the more complex ideas and processes
With help, the student demonstrates a partial understanding of some of the details, ideas and processes
The student has demonstrated clear mastery of the standard and, depending on the type of assessment, has demonstrated work that exceeded expectations
The student has successfully done what the standard is asking by demonstrating understanding of the relevant skill or knowledge
The student has begun to show understanding of the standard and should continue to work towards mastering the relevant skill or knowledge
The student does not yet have a grasp of the standard and must strive to learn the relevant skill or knowledge
THERE IS NO COMPARISON TO A, B, C, AND D, OR PERCENTAGE EQUIVALENTS
WHEN PERFORMANCE IS NOT ‘MEETING’
The ‘Levels of Proficiency’ are designed to show how your child is achieving relative to the grade level standards. The ‘Meeting Expectations’ mark indicates that your child is meeting the grade level standard. Students who are meeting the grade level standards are prepared to be successful at the next grade level.
Students who are ‘Approaching Expectations’ are making progress towards the grade level standards. Some additional support may be needed. The ‘Exceeding Expectations’ mark indicates that your child has demonstrated a profound understanding or application that goes beyond what was explicitly taught in class.
THE OMNIBUS CLASS GRADE While the EE, ME, AE and BE levels of proficiency will be used to report on student achievement in grades 6-12, a letter grade will be calculated as a final end-of-year grade for each student in grades 6-8, and at the end of each trimester for each student in grades 9-12. For more information on grade conversions, see the Omnibus Conversion Chart. Habits and Attitudes of Learning (HAL) will not be calculated in this final letter grade.
Léman Manhattan Preparatory School: Parent’s Guide to Assessment, Grading, & Report Cards | 4
Habits and Attitudes of Learning (HAL) Habits and Attitudes of Learning (HAL) are as the factors that allow students to successfully meet the standards of any course.
PERSONAL CHARACTER
OWNERSHIP
The student • exhibits self-respect, as well as respect for his or her peers. • maintains a high level of integrity and communicates with honesty and sincerity. • demonstrates good values and respects authority.
The student • has initiative and follow-through. • sets high but achievable goals. • maintains an awareness of his or her weaknesses and works toward overcoming them. • submits work that exhibits the highest quality that he or she is capable of.
CITIZENSHIP The student • is a responsible and contributing member in the classroom, as well as in the local and global communities. • considers the meaning and impact that his or her decisions make on others. • values the strength of well-formed community and works well with others towards a common goal.
DESIRE TO LEARN The student • is inquisitive and open to new ideas and perspectives. • takes risks and chooses challenging projects and learning goals. • is confident and has a desire to continually grow as a learner. • is fully invested in his or her education and understands the value of knowledge. • arrives to class well prepared for each lesson.
RESPONSIBILITY The student • always strives to meet the expectations of the course. • uses available resources outside of class to supplement his or her learning when necessary. • is attentive to and meets all deadlines. • understands and accepts responsibility for his or her role as astudent.
PERSEVERANCE The student • understands that certain endeavors require a sustained effort and great determination. • is willing to be persistent and to try several different approaches to complete tasks. • works diligently to overcome weaknesses. • is goal oriented and does not succumb to challenge and adversity.
Léman Manhattan Preparatory School: Parent’s Guide to Assessment, Grading, & Report Cards | 5
How to Read the Léman Standards-Based Report Card (Middle School)
Student!Name! Student!Address! ! ! ! ! Middle!School!Report!Card!
!
!
!
Achievement Grade Key EE = Exceeding Expectations ME = Meeting Expectations AE = Approaching Expectations BE = Below Expectations
1
! ! !
2
3
!!
!
! ! ! ! ! ! !
* = Not Assessed
! Class:!ENG8!/!8th!Grade!English!! Teacher:!Teacher!Name! ! ! ! ! ! ! ! ! Final!Report! !!! Grade! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Benchmarks! !
Léman!Manhattan!Preparatory!School! 1!Morris!Street!! New!York,!NY!10004! ! ! ! Grade!Level:!08
!
!
!
!!!!!!!!!!!!!!!!!!!!!!!
!
! !
! !
!
!
!
!
!
AH!
!!!!!!!!!!!!!T1!!!!!!!T2!!!!!!T3!!!!!!!
E8.1!Identifies!explicit!details!and!main!ideas!of!a!text.! E8.2!Understands!connections!between!and!among!explicit!pieces!of!information!orders!the!information! chronologically.! E8.3!Compares,!categorizes!and!combines!elements!and!information!in!a!text!or!multiple!texts.! E8.4!Synthesizes!explicit!and!implicit!information!to!make!predictions,!draw!conclusions,!or!formulate!hypotheses! about!a!text!or!multiple!texts.! E8.5!Describes!the!overall!theme!of!a!text!or!multiple!texts.! E8.6!Sequences!information!within!a!paragraph!or!text.! E8.7!Understands!how!the!purpose!and!intended!audience!for!a!piece!of!writing!help!determine!the!style,!tone,! and!content!of!a!piece.! E8.8!Employs!accurate,!appropriate,!and!precise!word!choice!in!a!piece!of!writing.! E8.9!Writes!arguments!to!support!thesis!statements,!using!valid!reasoning!and!relevant!and!sufficient!evidence.! E8.10!Develops!and!strengthens!writing!as!needed!by!planning,!revising,!editing,!rewriting,!or!trying!a!new! approach.! E8.11!Organizes!an!essay!with!an!introduction,!thesis!statement,!body!paragraphs,!and!a!conclusion.! E8.12!Uses!effective!transitions!between!ideas,!sentences,!and!paragraphs.!
ME! *!
ME! ME!
ME! ME!
*! ME! AE!
EE! ME! ME!
EE! ME! ME!
ME! AE!
ME! AE!
ME! AE!
PERSONAL!CHARACTER! CITIZENSHIP! DESIRE!TO!LEARN! OWNERSHIP! RESPONSIBILITY! PERSERVERANCE!
ME! AE! ME! ME! AE! ME!
5
! ! ! ! ! ! ! ! ! ! ! Habits!and!Attitudes!of!Learning! !
!
! !!!!!!!!!!!!!!!!!!!!!!FIN!
!
!
!
!
!
!
!
!
*! *!
AE! AE! *!
EE! EE!
ME! ME! EE!
4
EE! EE!
ME! ME! EE!
!!!!!!!!!!!!!T1!!!!!!!T2!!!!!!T3!!!!!!! ME! ME! ME! ME! ME! ME!
ME! ME! ME! EE! EE! ME!
6
Page!1!of!10!
1
Describes the grade marks used to represent student achievement.
4
This omnibus class grade is the ‘overall’ class grade for the academic school year.
2
Specific feedback to students and parents related to academic standards.
5
If a standard is not taught and assessed it will not appear OR will have an asterisk.
3
Specific feedback to students and parents related to HAL, non-academic reporting standards.
6
Achievement grades show level of proficiency towards a standard.
Léman Manhattan Preparatory School: Parent’s Guide to Assessment, Grading, & Report Cards | 6
How to Read the Léman Standards-Based Report Card (High School)
Student!Name! Student!Address! ! ! ! ! High!School!Final!Report!Card!
!
!
!
Achievement Grade Key EE = Exceeding Expectations ME = Meeting Expectations AE = Approaching Expectations BE = Below Expectations
1
! ! !
Léman!Manhattan!Preparatory!School! 1!Morris!Street!! New!York,!NY!10004! ! ! ! Grade!Level:!10
!! !
! ! ! ! ! ! ! !
* = Not Assessed
! !
Class:!ENG10!/!World!Literature!! Teacher:!Teacher!Name! !
2
3
! ! ! ! Final!Report! ! Grade! ! ! ! ! ! ! Benchmarks! !
! !
! !
! !
!
!
!
!
!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!T1!!!!!!!T2!!!!!!T3
! ! !
! ! !
! !
! !
! !
! !
!
!
!
B!
AJ!
B+!
R!1.!Analyzes!how!complex!characters!develop!over!the!course!of!a!text,!interact!with!other!characters,!and! advance!the!plot!or!develop!the!theme.! R!2.!Synthesizes!supporting!details!from!a!text!or!multiple!texts!to!make!predictions,!draw!conclusions,!and! determine!author's!purpose.! R!3.!Interprets!words!and!phrases!as!they!are!used!in!a!text,!determining!technical,!connotative,!and!figurative! meanings,!and!analyzing!how!specific!word!choices!shape!meaning!or!tone.! R!4.!Cites!strong!and!thorough!textual!evidence!to!support!analysis!of!what!the!text!says!explicitly!and!implicitly.! R!5.!Analyzes!the!structure!of!texts,!including!how!specific!sentences,!paragraphs,!and!larger!portions!of!the!text! relate!to!each!other!and!the!whole.! R!6.!Reasons!analogically,!categorically,!and!logically.! R!7.!Analyzes!a!particular!point!of!view!or!cultural!experience!reflected!in!world!literature.! R.8.!Analyzes!how!two!or!more!texts!address!similar!themes!or!topics!in!order!to!build!knowledge!or!to!compare! the!approaches!the!authors!take.! W!1.!Writes!arguments!to!support!claims!in!an!analysis!of!substantive!topics!or!texts,!using!valid!reasoning!and! relevant!and!sufficient!evidence.! W!2.!Writes!informative/explanatory/analytical!texts!to!examine!and!convey!complex!ideas!and!information! clearly!and!accurately!through!the!effective!selection,!organization,!and!analysis!of!content.!
ME!
ME!
ME!
AE!
AE!
AE!
PERSONAL!CHARACTER! CITIZENSHIP! DESIRE!TO!LEARN! OWNERSHIP! RESPONSIBILITY! PERSERVERANCE!
ME! ME! ME! AE! ME! AE!
!
! ! ! ! ! ! ! ! ! ! ! Habits!and!Attitudes!of!Learning! !
!
!
!!!!!!!!!!!!T1!!!!!!!T2!!!!!!T3!!!!!!!
5
!
!
!
!
!
!
!
AE!
ME!
ME!
ME! ME!
ME! ME!
ME! ME!
*!
ME!
ME!
ME! AE! *! AE!
ME! ME! ME! ME!
4
ME! ME! ME! ME!
!!!!!!!!!!!T1!!!!!!!T2!!!!!!T3!!!!!!! ME! ME! ME! ME! ME! EE!
ME! ME! ME! ME! ME! EE!
6
Page!1!of!10!
1
Describes the grade marks used to represent student achievement..
4
These omnibus class grades are for each trimester.
2
Specific feedback to students and parents related to academic standards.
5
If a standard is not taught and assessed it will not appear OR will have an asterisk.
3
Specific feedback to students and parents related to HAL, non-academic reporting standards.
6
Achievement grades show level of proficiency towards a standard.
Léman Manhattan Preparatory School: Parent’s Guide to Assessment, Grading, & Report Cards | 7
Resources and References: Chappuis, Jan, Stiggins, R. Chappuis, S., Arter, J. (2012). Classroom Assessment for Student Learning: Doing It Right—Using It Well. Portland, OR: Educational Testing Service Black, P. & William, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappa, 80(2), 139-19. Brookhart, S. M., & Nitko, A. J. (2008). Assessment and grading in classrooms. Upper Saddle River, NJ: Pearson. Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York: Cambridge University Press. Guskey, T. R., & Bailey, J. M. (2001). Developing grading and reporting systems for student learning. Thousand Oaks, CA. Corwin. Hattie, J. (2009). Visible Learning. New Yourk: Routledge. Marzano, R. J. (2000). Transforming classroom grading. Alexandria, VA: ASCD. Marzano, R. J. (2006). Classroom assessment and grading that work. Alexandria, VA: ASCD. Marzano, R. J. (2010). Formative assessment and standards-based grading. Bloomington, IN: Marzano Research Laboratory. O’Conner, Ken. (2009). How to grade for learning: K-12 (3rd. ed.). Thousand Oaks, CA: Corwin Pollock, Jane E. (2007). Improving Student Learning: One Teacher At A Time. Alexandria, VA: ASCD. Reeves, D. (2011). Elements of grading. Bloomington, IN: Solution Tree. The Village School. (2013). A Parent’s Guide to Assessment, Grading, and Report Cards.
Léman Manhattan Preparatory School: Parent’s Guide to Assessment, Grading, & Report Cards | 8
Léman Manhattan Mission:
Léman Manhattan Preparatory School is an international learning community committed to educating, empowering and inspiring students from early childhood through 12th Grade to be confident, independent critical thinkers. We equip young minds with the knowledge and skills they need to evaluate, compare and make thoughtful choices so they can become informed and engaged citizens of the world. Léman Manhattan is enriched by our vibrant downtown location and the proven academic resources afforded us as an affiliate school of Nord Anglia Education.
WHAT IS STANDARDS-BASED LEARNING AND GRADING (SBLG)?
LÉMAN MANHATTAN PREPARATORY SCHOOL CORE VALUES
Standard-based learning and grading (SBLG) uses specific standards to inform teaching and learning whereby curriculum is constructed, student understanding is assessed, and descriptive, timely feedback is provided to students. SBLG is designed to increase accountability, transparency, and levels of achievement to enhance a rigorous academic learning environment for students, parents, and teachers.
We believe equally in the value of: • Thinking critically and working collaboratively • Achieving academic excellence • Personalized learning • Nurturing creativity • Modeling and promoting resiliency • Promoting healthy minds and bodies • Respecting one’s self and others • Serving the local and global community • Encouraging open minds and international-mindedness
Research has shown that grading and reporting to specific standards, while using the accompanying strategy of formative assessments and feedback related to progress towards standards, significantly boosts student achievement and motivation.
Effective Assessment at Léman Manhattan For Students, Effective Assessment Is:
For Teachers, Effective Assessment Is:
For Parents, Effective Assessment Is:
an opportunity to demonstrate what they have learned.
an opportunity to determine degrees of prior knowledge before beginning a unit.
an opportunity to become an active participant in the learning process.
an opportunity to monitor their own learning, set goals, and plan next steps.
an opportunity to identify and support learning differences and learning styles.
an opportunity to be accurately informed of their children’s progress.
an opportunity to understand the benchmarks and the criteria for success.
an opportunity to ascertain degrees of understanding and achievement at various stages of the learning process.
an opportunity to be accurately informed of their children’s strengths, and areas in need of support.
an opportunity to reflect and share with peers, and build confidence and self-esteem.
an opportunity to modify instruction and curriculum based on the needs of students.
an opportunity to assist their children in planning for the future, both immediate and longer term.
an opportunity to evaluate, record, and report student achievements to stakeholders.
LÉMAN MANHATTAN’S ASSESSMENT PRACTICES ENSURE THAT Students demonstrate their level of proficiency in meeting the standards. Students understand which standards are being assessed. Standards are aligned with appropriate assessment types. Students receive clear feedback on the assessment which provides them an opportunity to improve. Students have multiple opportunities to reassess on the standards. The Habits and Attitudes of Learning (HAL) standards are assessed and reported separately. Léman Manhattan Preparatory School: Parent’s Guide to Assessment, Grading, & Report Cards | 2
What is Standards-Based Grading? Standards-based grading is the process of assessing and grading student achievement toward the standards outlined in the Léman Manhattan Preparatory School curriculum. Standards-based grading is designed to provide specific, descriptive, timely feedback to students and parents on student achievement towards the standards. The goal of this approach is to provide the teacher, student, and family with an accurate picture of the student’s learning and to encourage a dialogue about how the student can best meet the expectations for each class. In particular, because learning is a process that takes place over time, each of the standards assessed will provide feedback for the student about what to focus on next. With standards-based grading, teachers report a student’s knowledge and understanding relative to the academic standards. Habits and Attitudes of Learning (HAL), the factors that greatly impact overall student performance are assessed, graded, and reported out in a separate yet parallel structure. This separation of academic and HAL achievement in a student’s grade allows for more accurate reporting of student academic achievement, and more effective feedback to inspire future growth and motivation.
BENEFITS OF STANDARDS-BASED GRADING Indicates what students know and are able to do Clearly communicates expectations ahead of time Allows for more specific, descriptive feedback to students Delivers more accurate reporting of student’s academic achievement to students and families Demonstrates the role that a student’s Habits and Attitudes of Learning (HAL) plays in successfully meeting the standards Allows teachers and administrators to more efficiently observe patterns in student achievement data to inform instructional decisions
Léman Manhattan Preparatory School: Parent’s Guide to Assessment, Grading, & Report Cards | 3
Léman Manhattan Academic & HAL Scoring Marks Léman Manhattan teachers use four levels of proficiency to assess students’ academic and HAL performance. These levels of proficiency will be used to report student achievement on academic standards and Habits and Attitudes of Learning on the report card.
EE
ME
AE
BE
Exceeding Expectations
Meeting Expectations
Approaching Expectations
Below Expectations
A very high to outstanding level of achievement
A high level of achievement
A passable level of achievement
An insufficient level of achievement
Achievement exceeds the Léman standard
Achievement meets the Léman standard
Student is approaching the Léman standard of achievement
Student is not approaching the Léman standard
In-depth inferences and applications that go beyond what was taught, not beyond the expectations for that grade level
No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught
No major errors or omissions regarding the simpler details and processes, major errors or omissions regarding the more complex ideas and processes
With help, the student demonstrates a partial understanding of some of the details, ideas and processes
The student has demonstrated clear mastery of the standard and, depending on the type of assessment, has demonstrated work that exceeded expectations
The student has successfully done what the standard is asking by demonstrating understanding of the relevant skill or knowledge
The student has begun to show understanding of the standard and should continue to work towards mastering the relevant skill or knowledge
The student does not yet have a grasp of the standard and must strive to learn the relevant skill or knowledge
THERE IS NO COMPARISON TO A, B, C, AND D, OR PERCENTAGE EQUIVALENTS
WHEN PERFORMANCE IS NOT ‘MEETING’
The ‘Levels of Proficiency’ are designed to show how your child is achieving relative to the grade level standards. The ‘Meeting Expectations’ mark indicates that your child is meeting the grade level standard. Students who are meeting the grade level standards are prepared to be successful at the next grade level.
Students who are ‘Approaching Expectations’ are making progress towards the grade level standards. Some additional support may be needed. The ‘Exceeding Expectations’ mark indicates that your child has demonstrated a profound understanding or application that goes beyond what was explicitly taught in class.
THE OMNIBUS CLASS GRADE While the EE, ME, AE and BE levels of proficiency will be used to report on student achievement in grades 6-12, a letter grade will be calculated as a final end-of-year grade for each student in grades 6-8, and at the end of each trimester for each student in grades 9-12. For more information on grade conversions, see the Omnibus Conversion Chart. Habits and Attitudes of Learning (HAL) will not be calculated in this final letter grade.
Léman Manhattan Preparatory School: Parent’s Guide to Assessment, Grading, & Report Cards | 4
Habits and Attitudes of Learning (HAL) Habits and Attitudes of Learning (HAL) are as the factors that allow students to successfully meet the standards of any course.
PERSONAL CHARACTER
OWNERSHIP
The student • exhibits self-respect, as well as respect for his or her peers. • maintains a high level of integrity and communicates with honesty and sincerity. • demonstrates good values and respects authority.
The student • has initiative and follow-through. • sets high but achievable goals. • maintains an awareness of his or her weaknesses and works toward overcoming them. • submits work that exhibits the highest quality that he or she is capable of.
CITIZENSHIP The student • is a responsible and contributing member in the classroom, as well as in the local and global communities. • considers the meaning and impact that his or her decisions make on others. • values the strength of well-formed community and works well with others towards a common goal.
DESIRE TO LEARN The student • is inquisitive and open to new ideas and perspectives. • takes risks and chooses challenging projects and learning goals. • is confident and has a desire to continually grow as a learner. • is fully invested in his or her education and understands the value of knowledge. • arrives to class well prepared for each lesson.
RESPONSIBILITY The student • always strives to meet the expectations of the course. • uses available resources outside of class to supplement his or her learning when necessary. • is attentive to and meets all deadlines. • understands and accepts responsibility for his or her role as astudent.
PERSEVERANCE The student • understands that certain endeavors require a sustained effort and great determination. • is willing to be persistent and to try several different approaches to complete tasks. • works diligently to overcome weaknesses. • is goal oriented and does not succumb to challenge and adversity.
Léman Manhattan Preparatory School: Parent’s Guide to Assessment, Grading, & Report Cards | 5
How to Read the Léman Standards-Based Report Card (Middle School)
Student!Name! Student!Address! ! ! ! ! Middle!School!Report!Card!
!
!
!
Achievement Grade Key EE = Exceeding Expectations ME = Meeting Expectations AE = Approaching Expectations BE = Below Expectations
1
! ! !
2
3
!!
!
! ! ! ! ! ! !
* = Not Assessed
! Class:!ENG8!/!8th!Grade!English!! Teacher:!Teacher!Name! ! ! ! ! ! ! ! ! Final!Report! !!! Grade! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Benchmarks! !
Léman!Manhattan!Preparatory!School! 1!Morris!Street!! New!York,!NY!10004! ! ! ! Grade!Level:!08
!
!
!
!!!!!!!!!!!!!!!!!!!!!!!
!
! !
! !
!
!
!
!
!
AH!
!!!!!!!!!!!!!T1!!!!!!!T2!!!!!!T3!!!!!!!
E8.1!Identifies!explicit!details!and!main!ideas!of!a!text.! E8.2!Understands!connections!between!and!among!explicit!pieces!of!information!orders!the!information! chronologically.! E8.3!Compares,!categorizes!and!combines!elements!and!information!in!a!text!or!multiple!texts.! E8.4!Synthesizes!explicit!and!implicit!information!to!make!predictions,!draw!conclusions,!or!formulate!hypotheses! about!a!text!or!multiple!texts.! E8.5!Describes!the!overall!theme!of!a!text!or!multiple!texts.! E8.6!Sequences!information!within!a!paragraph!or!text.! E8.7!Understands!how!the!purpose!and!intended!audience!for!a!piece!of!writing!help!determine!the!style,!tone,! and!content!of!a!piece.! E8.8!Employs!accurate,!appropriate,!and!precise!word!choice!in!a!piece!of!writing.! E8.9!Writes!arguments!to!support!thesis!statements,!using!valid!reasoning!and!relevant!and!sufficient!evidence.! E8.10!Develops!and!strengthens!writing!as!needed!by!planning,!revising,!editing,!rewriting,!or!trying!a!new! approach.! E8.11!Organizes!an!essay!with!an!introduction,!thesis!statement,!body!paragraphs,!and!a!conclusion.! E8.12!Uses!effective!transitions!between!ideas,!sentences,!and!paragraphs.!
ME! *!
ME! ME!
ME! ME!
*! ME! AE!
EE! ME! ME!
EE! ME! ME!
ME! AE!
ME! AE!
ME! AE!
PERSONAL!CHARACTER! CITIZENSHIP! DESIRE!TO!LEARN! OWNERSHIP! RESPONSIBILITY! PERSERVERANCE!
ME! AE! ME! ME! AE! ME!
5
! ! ! ! ! ! ! ! ! ! ! Habits!and!Attitudes!of!Learning! !
!
! !!!!!!!!!!!!!!!!!!!!!!FIN!
!
!
!
!
!
!
!
!
*! *!
AE! AE! *!
EE! EE!
ME! ME! EE!
4
EE! EE!
ME! ME! EE!
!!!!!!!!!!!!!T1!!!!!!!T2!!!!!!T3!!!!!!! ME! ME! ME! ME! ME! ME!
ME! ME! ME! EE! EE! ME!
6
Page!1!of!10!
1
Describes the grade marks used to represent student achievement.
4
This omnibus class grade is the ‘overall’ class grade for the academic school year.
2
Specific feedback to students and parents related to academic standards.
5
If a standard is not taught and assessed it will not appear OR will have an asterisk.
3
Specific feedback to students and parents related to HAL, non-academic reporting standards.
6
Achievement grades show level of proficiency towards a standard.
Léman Manhattan Preparatory School: Parent’s Guide to Assessment, Grading, & Report Cards | 6
How to Read the Léman Standards-Based Report Card (High School)
Student!Name! Student!Address! ! ! ! ! High!School!Final!Report!Card!
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Achievement Grade Key EE = Exceeding Expectations ME = Meeting Expectations AE = Approaching Expectations BE = Below Expectations
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Léman!Manhattan!Preparatory!School! 1!Morris!Street!! New!York,!NY!10004! ! ! ! Grade!Level:!10
!! !
! ! ! ! ! ! ! !
* = Not Assessed
! !
Class:!ENG10!/!World!Literature!! Teacher:!Teacher!Name! !
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3
! ! ! ! Final!Report! ! Grade! ! ! ! ! ! ! Benchmarks! !
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! !
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! ! !
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B!
AJ!
B+!
R!1.!Analyzes!how!complex!characters!develop!over!the!course!of!a!text,!interact!with!other!characters,!and! advance!the!plot!or!develop!the!theme.! R!2.!Synthesizes!supporting!details!from!a!text!or!multiple!texts!to!make!predictions,!draw!conclusions,!and! determine!author's!purpose.! R!3.!Interprets!words!and!phrases!as!they!are!used!in!a!text,!determining!technical,!connotative,!and!figurative! meanings,!and!analyzing!how!specific!word!choices!shape!meaning!or!tone.! R!4.!Cites!strong!and!thorough!textual!evidence!to!support!analysis!of!what!the!text!says!explicitly!and!implicitly.! R!5.!Analyzes!the!structure!of!texts,!including!how!specific!sentences,!paragraphs,!and!larger!portions!of!the!text! relate!to!each!other!and!the!whole.! R!6.!Reasons!analogically,!categorically,!and!logically.! R!7.!Analyzes!a!particular!point!of!view!or!cultural!experience!reflected!in!world!literature.! R.8.!Analyzes!how!two!or!more!texts!address!similar!themes!or!topics!in!order!to!build!knowledge!or!to!compare! the!approaches!the!authors!take.! W!1.!Writes!arguments!to!support!claims!in!an!analysis!of!substantive!topics!or!texts,!using!valid!reasoning!and! relevant!and!sufficient!evidence.! W!2.!Writes!informative/explanatory/analytical!texts!to!examine!and!convey!complex!ideas!and!information! clearly!and!accurately!through!the!effective!selection,!organization,!and!analysis!of!content.!
ME!
ME!
ME!
AE!
AE!
AE!
PERSONAL!CHARACTER! CITIZENSHIP! DESIRE!TO!LEARN! OWNERSHIP! RESPONSIBILITY! PERSERVERANCE!
ME! ME! ME! AE! ME! AE!
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! ! ! ! ! ! ! ! ! ! ! Habits!and!Attitudes!of!Learning! !
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!
!!!!!!!!!!!!T1!!!!!!!T2!!!!!!T3!!!!!!!
5
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!
!
!
!
AE!
ME!
ME!
ME! ME!
ME! ME!
ME! ME!
*!
ME!
ME!
ME! AE! *! AE!
ME! ME! ME! ME!
4
ME! ME! ME! ME!
!!!!!!!!!!!T1!!!!!!!T2!!!!!!T3!!!!!!! ME! ME! ME! ME! ME! EE!
ME! ME! ME! ME! ME! EE!
6
Page!1!of!10!
1
Describes the grade marks used to represent student achievement..
4
These omnibus class grades are for each trimester.
2
Specific feedback to students and parents related to academic standards.
5
If a standard is not taught and assessed it will not appear OR will have an asterisk.
3
Specific feedback to students and parents related to HAL, non-academic reporting standards.
6
Achievement grades show level of proficiency towards a standard.
Léman Manhattan Preparatory School: Parent’s Guide to Assessment, Grading, & Report Cards | 7
Resources and References: Chappuis, Jan, Stiggins, R. Chappuis, S., Arter, J. (2012). Classroom Assessment for Student Learning: Doing It Right—Using It Well. Portland, OR: Educational Testing Service Black, P. & William, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappa, 80(2), 139-19. Brookhart, S. M., & Nitko, A. J. (2008). Assessment and grading in classrooms. Upper Saddle River, NJ: Pearson. Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York: Cambridge University Press. Guskey, T. R., & Bailey, J. M. (2001). Developing grading and reporting systems for student learning. Thousand Oaks, CA. Corwin. Hattie, J. (2009). Visible Learning. New Yourk: Routledge. Marzano, R. J. (2000). Transforming classroom grading. Alexandria, VA: ASCD. Marzano, R. J. (2006). Classroom assessment and grading that work. Alexandria, VA: ASCD. Marzano, R. J. (2010). Formative assessment and standards-based grading. Bloomington, IN: Marzano Research Laboratory. O’Conner, Ken. (2009). How to grade for learning: K-12 (3rd. ed.). Thousand Oaks, CA: Corwin Pollock, Jane E. (2007). Improving Student Learning: One Teacher At A Time. Alexandria, VA: ASCD. Reeves, D. (2011). Elements of grading. Bloomington, IN: Solution Tree. The Village School. (2013). A Parent’s Guide to Assessment, Grading, and Report Cards.
Léman Manhattan Preparatory School: Parent’s Guide to Assessment, Grading, & Report Cards | 8
