SBGR Standards-Based Grading & Reporting - STAFF HANDBOOK - OSPI
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SBGR STAFF
HANDBOOK
Standards-Based
Grading & Reporting
EACH SCHOL AR: A VOICE. A DREAM. A BRIGHT FUTURE.
In Federal Way Public Schools,
we believe that what we do in the classroom
every day has the greatest impact on
Our Strategic Plan Goals
student learning and that we must
continually learn and grow in our practice if THE EARLY YEARS:
we are to meet the needs of all scholars. To BUILDING THE
that end, we hold ourselves to high expectations of delivering high FOUNDATION
quality instruction in every classroom while providing high support. Every student scholar will enter
kindergarten ready to learn with the
Our aligned system of standards based instruction culminates in
social-emotional skills that will propel
standards based grading and reporting. Grades are the ultimate form each scholar to meet or exceed grade level
of feedback to scholars about their progress and achievement of standards in English Language Arts (ELA)
and Mathematics by the end of 3rd grade.
standards. This feedback allows scholars to develop efficacy as lifelong
learners. Meaningful grades allowing for two way communication
WHOLE CHILD:
between teacher, scholar and family must be clear, equitable, valid
THRIVING,
and timely.
CONFIDENT,
In Federal Way Public Schools we follow six principles of grading: RESPONSIBLE
• Grades and reports should be based on clearly specified learning INDIVIDUALS
goals and performance standards; Grades are based on mastery of Every student scholar will be empowered
and prepared to develop personal
grade level standards
responsibility in order to be positive,
• Evidence used in grading should be valid productive members of society.
• Grades should be based on established criteria
ACTIVE LEARNERS:
• Not all performances are included in grades ENGAGED,
• Grade a standard on most recent work EMPOWERED
CRITICAL
• Report achievement and other factors separately THINKERS
This curriculum management plan outlines our structures and systems Every student scholar will be empowered
for ensuring we have a guaranteed and viable curriculum in which we with ownership of their education and be
fully engaged in becoming critical
take the guesswork and variability out of the equation when providing
and creative thinkers.
high quality teaching and learning in every classroom, ensuring
equitable delivery. With the mobility of our students across schools CONTENT-AREA COMPETENCE:
and the region, this level of coordination is essential as we provide MASTERY OF
equitable opportunities for scholars. Within our plan, we outline how ALL SUBJECTS
teaching to standards coupled with grading and reporting scholar Every student scholar
progress on standards allow us to provide students with the critical will receive equitable opportunity
information they need to thrive as learners. for success, and will meet or exceed
standards of performance in all subjects
We believe that every scholar can and will learn at high levels, and by the end of each grade.
that race, socioeconomics, language, cultural background, and other
exceptionalities should not be predicators of student achievement. PERSISTENCE TO GRADUATION:
This plan is our commitment in the Teaching for Learning department HIGH SCHOOL
GRADUATION
to deliver on this promise.
THROUGH
SUCCESSFUL
TRANSITIONS
Every student scholar will successfully
Marla Newton navigate the critical transitions in their
schooling, and will graduate from high
Chief Academic Officer school ready for college, career, and
post-secondary experiences.SBGR Standards-Based
Grading & Reporting
STAFF
HANDBOOK
table of contents
How to Use This Guide.. ................................................................................................................ 4
PURPOSE and RATIONALE...........................................................................................................5
Purpose of Report Card and Rationale for SBGR. . ..................................................................... 5
HOW SBGR PREPARES SCHOLARS for COLLEGE and CAREER...................................................6
PRINCIPLES of GRADING.............................................................................................................7
Six Principles of Grading.............................................................................................................. 7
CRITERIA for GRADING..............................................................................................................11
Assignments.....................................................................................................................11
Reporting Standards.........................................................................................................12
Calculation Defined....................................................................................................................12
Middle School and High School Grading Scale..................................................................12
Non-Academic Grades: Behaviors that Promote Learning..................................................13
FORMATIVE and SUMMATIVE ASSESSMENT............................................................................ 18
Role of Formative and Summative Assessment......................................................................18
Practice vs The Game. . ...............................................................................................................19
Frequently Asked Questions......................................................................................................20
HOMEWORK............................................................................................................................... 23
Homework for Practice, Preparation and Integration..............................................................23
Frequently Asked Questions...................................................................................................... 24
NO ZEROS...................................................................................................................................26
Zeros Not Used in Academic Grades........................................................................................26
Frequently Asked Questions...................................................................................................... 27
RETAKES.................................................................................................................................... 29
Multiple Assessment Opportunities and Retakes. . ..................................................................29
Frequently Asked Questions......................................................................................................30
ACCOMMODATIONS and MODIFICATIONS.................................................................................31
Grading for Specialized Groups................................................................................................. 31
Frequently Asked Questions......................................................................................................33
GLOSSARY..................................................................................................................................36
REPORTING DOCUMENTS......................................................................................................... 38
Student Report Grades K–2 Sample................................................................................. 38
Student Report Grades 3–5 Sample................................................................................. 40
Secondary Sample Report Card........................................................................................42
Elementary Scholar Standards Mastery Report................................................................ 44
Secondary Scholar Standards Mastery Report................................................................. 45
Scholar Competency Mastery Report............................................................................... 46
GRADE BOOK SUMMARY...........................................................................................................47
Canvas Course/Ongoing PD/Help Contacts.......................................................................47How to Use
This Guide
Introduction
Central Office (TFL and Office of Equity) Staff Role:
Federal Way Public Schools has
In support of the district’s Theory of Action (TOA), central office staff will support
been a regional leader in the the handbook contents by collaborating with principals and teachers to coordinate
implementation of Standards- professional development and ongoing support for the handbook contents.
Based Grading and Reporting.
Central office staff will continually partner with principals, teachers, scholars and
During the 16–17 school year, families to support meaningful and accurate communication of grades—aligned
the district went through a to research and best practices in the field.
Strategic Planning process
Administrator Role:
involving over 2000 stakeholders.
Utilize the handbook to support teachers and staff with the implementation
The Superintendent also met
of Standards-Based Grading and Reporting (SBGR). Provide professional
with hundreds of parents and
development to support alignment to the Principles of Grading with classroom
scholars during her 100-Day assessment, grading and reporting practices. When all administrators support
entry plan. Throughout both of the FWPS Principles of Grading, it will support a systems approach to Standards-
these processes, a consistent Based Grading and Reporting practices.
theme was the need to improve
Teacher Role:
how grades and academic
Utilize the handbook to guide best practices, based upon research and experts
progress are communicated to
in the field related to a Standards-Based Grading and Reporting System. The
families and scholars. Parents, in
handbook outlines our guiding principles related to grading and reporting,
particular, expressed frustration provides an overview of the report card along with supporting guidelines for
in not being able to access specific issues and practices in SBGR. Ultimately, this guide is created to support
real time information related teachers with accurate and meaningful communication of grades across the
to scholar grades. Additionally, system. Teacher voice was utilized in the creation of this handbook and will
families indicated a lack of clear continually be used as we refine our SBGR system.
information around our grading Scholar and Family Role:
and reporting system to interpret
Utilize the Scholar and Family Handbook, ParentVue, and StudentVUE, to access
and understand standards-based accurate and meaningful communication related to learning progress and grades.
grading and reporting. Because family and scholars are critical partners for the development of tools
and resources related to standards-based grading and reporting, this handbook is
As a result of this feedback and
designed to support principal and teacher with system-wide guidelines for SBGR
input, the district convened a
and support two-way communication around scholar progress.
Standards-Based Grading and
Reporting Committee comprised
of approximately 60 teachers,
parents, principals, and central
office staff. The purpose of the
committee was as follows:
S B G R S T A F F H A N D B O O K | F E D E R A L W AY P U B L I C S C H O O L S
4PURPOSE and RATIONALE
Purpose of Report Card
and Rationale for
Standards-Based
Grading & Reporting
Rationale for Standards-Based While grading, what happens
Grading and Reporting if an algorithm is occasionally
The purpose of the
Research indicates standards-based inaccurate?
report card is to
grading and reporting allow us to more In standards-based grading and
communicate, at a accurately and consistently report reporting, the most important thing
certain point in time, scholar achievement to scholars and to remember is the need for teachers
scholar progress of: families as it relates to academic to be able to defend a scholar’s
standards and behaviors that promote grade with evidence. When grade
1. Achievement of academic learning. book algorithms based on evidence
standards Grades must be a clear measure of do not accurately reflect an individual
scholar achievement to communicate scholar’s achievement, teachers
2. Behaviors that promote
accurately to scholars and families must use professional judgement
learning (non-academics to adjust a grade. Therefore, a
specific information about academic
such as: social-emotional scholar’s performance assessments
achievement. To ensure this, behaviors
development and work coupled with a teacher’s professional
that promote learning, such as social
habits) judgement, establish the basis
development and work habits, are
reported separately. of standards-based grading and
reporting.
Grades are the ultimate form of
feedback to scholars about their “Teachers at every level must be able
progress and achievement. This to defend the grades they assign and
feedback allows scholars to develop must have evidence to support their
efficacy as lifelong learners. In order decisions. To serve as meaningful
for this to happen, grades must be communication, grades must be
clear, accurate, and meaningful. fair, accurate, and reliable. They are
Meaningful grades allow for two- more likely to be so when thoughtful
way communication between the professionals concur on the purpose of
teacher, scholar, and family around grades, look at the evidence they have
achievement and progress towards and then decide the grade that best
mastery over time, emphasizing summarizes that evidence.” (Guskey/
scholar voice, advocacy, and self- Jung, 2016, p. 54)
assessment in their learning journey,
including at Scholar-Led Conferences.
O’Connor, K., & O’Connor, K. (2009). How to Thomas Gusky, LeeAnn Jung, “Grading: Why you
grade for learning, K–12. Thousand Oaks, CA: should trust your own judgment”; Educational
Corwin. Leadership, April 2016
Guskey, T. R., & Bailey, J. M. (2010). Developing
standards-based report cards. Thousand Oaks,
CA: Corwin.
S B G R S T A F F H A N D B O O K | F E D E R A L W AY P U B L I C S C H O O L S
5HOW SBGR PREPARES SCHOL ARS for COLLEGE and CAREER
In early March 2018 under the
guidance of Dr. Campbell, FWPS
organized a college admissions
panel to speak to staff, parents, and
community.
The panel included the University of
Washington, Western Washington
University, Renton Technical College,
Green River College, University of
Puget Sound, Eastern Washington
University, and Seattle colleges. Three key ideas were surfaced by the
panel: Use the QR code
The Panel was provided with FWPS
or URL to access
SBGR Principles of Grading to review • Admissions Officers recognize the Panel Video:
and provide feedback. They were different districts have different https://bit.ly/3hgrePb
extremely impressed with the work of grading practices.
the FWPS SBGR Committee, but most
• Admissions is based on a grading
importantly, they were more impressed
system, coupled with a student’s
that we were aligning standards-based
experience and rigorous course
instruction to the reporting component
work.
in order to build a standards-based
grading and reporting system—based • Admissions Officers affirmed FWPS
on the premise of providing students grading practices align to College
and families with accurate grades. Ready Standards.
Finally, Admissions officers shared
with us that they base admissions on
their own calibration of each district’s
grading system across the country
because no school district shares a
similar GPA calculation.
S B G R S T A F F H A N D B O O K | F E D E R A L W AY P U B L I C S C H O O L S
6PRINCIPLES of GRADING
Based on best practice and discussion with families, scholars and staff, FWPS has adopted
Six Principles of Grading
Principle 1 Grades and reports will be based on clearly specified
learning goals and performance standards.
Principle 2 Evidence used in grading will be valid.
Principle 3 Grading will be based on established criteria.
Principle 4 Not all performances should be included in grades.
Principle 5 Grade a standard based on most recent work.
Principle 6 Report achievement and other factors separately.
Principle 1
Clearly specified
learning goals
and performance
standards
Principle 6
Principle 2
Report achievement
and other factors Evidence will
separately be valid
Six
Principles
of Grading
Principle 5 Principle 3
Grade a standard Grading will be based
on most recent on established criteria
work
Principle 4
Not all performances
should be included
in grades
S B G R S T A F F H A N D B O O K | F E D E R A L W AY P U B L I C S C H O O L S
7PRINCIPLES of GRADING
Principle 1
Grades and reports will be E L E M E N TA R Y E X A M P L E DOK3
based on clearly specified FWPS 2nd Grade Units of Study Narrative Scholar Success Criteria:
learning goals and performance Writing DOK3 F Write a beginning for your story.
Unit 3 “Lessons for the Masters” F Explain what happened in order.
standards.
Narrative Writing: On-Demand Performance F Use details to help your readers
Identify goals for a period Assessment Prompt picture your story.
of time Priority Standards Assessed: 2.W.3— F Make an ending for your story.
Write narratives in which they recount a
Give examples of proficiency well-elaborated event or short sequence of
events. Include details to describe actions,
Use common assessments thoughts, and feelings, use temporal words
Create rubrics for grading to signal event order, and provide a sense
of closure.
S TA N DA R D Exceeding: 4 Meeting: 3 Approaching: 2 Beginning: 1
2.W.3 Write narratives in which they recount Wrote a narrative Wrote a narrative Wrote a narrative Did not write
a well-elaborated or short sequence of in which they about an event or about an event or a narrative
events, including details to describe actions, recounted a well- short sequence short sequence of about an
thoughts, and feelings, use temporal words elaborated event or of events with 3 events with 1 detail. event or short
to signal event order, and provide a sense short sequence of details. sequence of
of closure. events including 4 events.
or more descriptive
details.
SECONDARY E X AMPLE DOK3
FWPS 6th Grade Expeditionary Learning Scholar Success Criteria:
Module 1, Unit 3 End of Unit Assessment F Engage the reader by establishing a
Narrative Writing DOK3 context, narrator, and/or characters.
Unit 3 “My Hero’s Journey Narrative” F Organize an event sequence that includes
Priority Standards Assessed: 6.W.3— transitions to show time and place.
Write narratives to develop real or imagined F Use details, precise words, and
experiences or events using effective sensory language to help your readers
technique, relevant descriptive details, and picture your story.
well-structured event sequences. F Include a clear conclusion for your story.
S TA N DA R D Exceeding: 4 Meeting: 3 Approaching: 2 Beginning: 1
6.W.3 Write narratives to develop real or Organization Organization Organization Organization is
imagined experiences or events using insightfully clearly follows an somewhat follows unclear or does
effective technique, relevant descriptive follows an event event sequence an event sequence not make sense.
details, and well-structured event sequence that that unfolds but may be Does not
sequences. unfolds naturally naturally and confusing or lack use descriptive
and logically logically with details. details or
with a variety of a variety of Uses some sensory
transitions to show transitions to show relevant descriptive language.
time and place. time and place. details, and
Insightfully Uses precise sensory language.
uses precise words, relevant
words, relevant descriptive details,
descriptive details, and sensory
and sensory language to convey
language to convey experiences.
experiences.
S B G R S T A F F H A N D B O O K | F E D E R A L W AY P U B L I C S C H O O L S
8PRINCIPLES of GRADING
Principle 2 EXAMPLE
Evidence used in grading USED IN GRADING SHOULD NOT BE USED IN GRADING
will be valid.
✔ Demonstrative skill based Attendance
At the standard level, validity on a defined and taught Homework as practice or new learning
references desired results when academic standard (IEP Penmanship
goals)
it measures what we intend it to Effort
✔ Performance and product-
measure, not extraneous factors. based assessments
Non-academic benchmark
Extra credit
Limited technology
Practice tasks
Principle 3
Grading will be based on
established criteria.
S TA N DA R D Exceeding: 4 Meeting: 3 Approaching: 2 Beginning: 1
A.CED Scholar provides Scholar provides a correct Scholar sets up an Scholars provides
Create equations a correct equation answer but then simplifies incorrect equation that no equation or
that describes that demonstrates it into an incorrect demonstrates limited gives an equation
numbers or understanding of what equation. understanding of what that does not
relationship is required to solve the Or is required to solve the demonstrate
problem. Scholar has a minor error problem. understanding of
in the equation given but what is required to
demonstrates substantial solve the problem.
understanding of what
is required to solve the
problem.
Principle 4
E X A M P L E S O F F O RM AT I V E (practice) A N D S U M M AT I V E (the game) A S S E S S M E N T S
Not all performances should T Y P I C A L LY N O T I N C L U D E D INCLUDED
be included in grades. F O R M AT I V E ( P R AC T I C E ) S U M M AT I V E ( T H E G A M E )
Formative (Practice) Assessments Practice tests/tasks ✔ Quizzes
provide information about what the
Exit tickets ✔ Tests
scholar understands, and prepares
him/her for summative assessments Homework as practice ✔ Mid Unit Assessments
much like an athletic team practices Diagnostic Assessments ✔ District End and Mid Unit Assessments
before a final game. This promotes Pre-Assessments ✔ Performance Tasks
two-way communication between
Checklists ✔ Projects
teacher and scholar to develop
ownership and promote growth through Observations ✔ Lab Reports
continual learning. It is rarely factored Ancedotal ✔ Formative converted to summative
into a final grade. It is typically used if the formative matches the rigor of the
In the moment checks and standard and scholar shows mastery
for practice and not usually included
adjustments
in grades. However, there are
circumstances when formative may
turn into summative and included in
grades. See the FAQ for more details.
S B G R S T A F F H A N D B O O K | F E D E R A L W AY P U B L I C S C H O O L S
9PRINCIPLES of GRADING
Principle 5 SCHOLAR 1 Traditional Grading Standards-Based Grading
Performance #1 2 2
Grade a standard based
Performance #2 2 2
on most recent work.
Performance #3 4 4
Performance #4 4 4
Performance #5 3 3
3.0 4.0
SCORE (based on average) (based on most recent*)
SCHOLAR 2 Traditional Grading Standards-Based Grading
Performance #1 4 4
Performance #2 4 4
Performance #3 3 3
Performance #4 2 2
Performance #5 2 2
3.0 2.0
SCORE (based on average) (based on most recent*)
EXAMPLE EXAMPLE
TRADITIONAL GRADING STANDARDS-BASED
GRADING
In traditional grading,
two scholars earn In standards-based
*In the grade book, final scores will default to the the same score even grading, the final score
mode of the most recent three performances.
though their final level of reflects a scholar’s final
When no mode exists, the median of the three
most recent performances is used. mastery is different. level of mastery.
Principle 6
EXAMPLE
Report achievement and other Academic Behaviors that Promote Learning
factors separately.
• Math Development of skills and habits that support
Behaviors that promote learning should • ELA achievement:
be reported separately from learning • Science • Work completion
based on academic standards, so that • Social Studies • Cooperation
grades accurately reflect skills, habits • PE • Participation
and achievement. • Music • Effort
• World Languages
2019–2020: 6–12 teachers may
• Career Technical Education
report behaviors that promote learning Courses
through comments, however, behavior
is not calculated into academic
grades; K-5 teachers continue previous
practice.
2020–2021: K–12 teachers report
behaviors that promote learning
through a separate score on the report
card.
S B G R S T A F F H A N D B O O K | F E D E R A L W AY P U B L I C S C H O O L S
10CRITERIA for GRADING
Assignments
ASSIGNMENT LEVEL GRADING CHART
E L E M E N TA RY S C H O O L S TA N DA R D L E V E L
Meets all key indicators* for proficient work and most key
4 Excelling indicators for exceptional work.
Rationale/Purpose Meets most key indicators for proficient work related to a
for Clear Descriptors 3 Meeting standard. Independently demonstrates grade level knowledge
and skills for this point in the school year.
Academic performance standards
With occasional help, meets some key indicators for proficient
are about achievement at a point in
2 Approaching work related to a standard. Demonstrates some grade level
time, not about growth or progress. knowledge and skills for this point in the school year.
Academic performance levels With frequent help, meets few key indicators for proficient
are limited in number and clearly 1 Beginning work related to a standard. Demonstrates little grade-level
described. Descriptors explain knowledge and skills for this point in the school year.
achievement levels in an honest,
meaningful and useful way. Levels of
IE IE added for a standard means there is no score and/or work was not completed.
achievement are described in terms
of the characteristics of academic
ASSIGNMENT LEVEL GRADING CHART
achievement required by scholars to be
proficient at grade level. M I D D L E S C H O O L a n d H I G H S C H O O L S TA N DA R D L E V E L
Meets all key indicators* for proficient work and most key
Grading 4 Excelling
indicators for exceptional work.
Assessments test scholar knowledge
Meets all key indicators for proficient work and some key
of specific priority standards. Each 3.5
indicators for exceptional work.
priority standard on an assessment is
scored independently using the rubric. Meets most key indicators for proficient work related to a
3 Meeting
standard. Independently demonstrates grade level knowledge
All of the scores for a priority standard and skills for this point in the school year.
are calculated to become the mark for Independently meets some key indicators for proficient work
2.5
that standard. related to a standard.
With occasional help, meets some key indicators for proficient
2 Approaching
work related to a standard. Demonstrates some grade level
knowledge and skills for this point in the school year.
Meets few key indicators for proficient work related to a
1.5
standard.
With frequent help, meets few key indicators for proficient
1 Beginning
work related to a standard. Demonstrates little grade-level
knowledge and skills for this point in the school year.
With constant help, partial or no demonstration of key
0.5
indicators.
IE IE added for a standard means there is no score and/or work was not completed
M Modified Grade
Guskey, T. R., & Bailey, J. M. (2001). Developing
P Pass
grading and reporting systems for student
learning. Thousand Oaks, CA: Corwin Press.
NC No Credit
O’Connor, K. (2011). A repair kit for grading:
15 fixes for broken grades. Boston: Pearson.
Marzano, R. (2006). Classroom Assessment and * Key indicators is a list of details showing what scholars know or need to learn based on the learning
Grading that Work. Alexandria: ASCD standard.
S B G R S T A F F H A N D B O O K | F E D E R A L W AY P U B L I C S C H O O L S
11CRITERIA for GRADING
Reporting Standards
Reporting Standards: Priority Standards: Evidence of Learning:
Reporting standards are broad groups Standards describe what scholars Evidence of learning shows what
of connected priority standards that should know and be able to do in scholars have learned and are able
communicate the knowledge and a particular grade or course. They to do relative to a standard. Scholars
skills that scholars are expected to change from grade to grade. show evidence of learning in many
master. Reporting standards show a forms, such as assessments, projects,
Priority standards are the essential
pattern of performance across a group classroom discussions, and more.
state standards that ensure career and
of priority standards and indicate a
college readiness. Teachers use priority
scholar’s strengths and areas that
standards to develop curriculum, plan Guskey, T. R., & Bailey, J. M. (2001). Developing
need support. Families use reporting grading and reporting systems for student
instruction, and gather evidence of
standards to understand what their learning. Thousand Oaks, CA: Corwin Press.
learning through different kinds of
scholar is learning and identify areas
assessments.
for growth.
R E P O R T CA R D GRADE BOOK CL ASSROOM
Evidence of
Priority Learning
Standard 1
Evidence of
Elementary Final Grade Learning
Priority
Standard 2
Reporting Evidence of
Secondary Final Grade Standard 1 Priority Learning
Standard 3
Reporting Evidence of
GRADE Learning
Standard 1 Priority
Standard 4
Reporting
Standard 1
Calculation Defined Middle School and High School Grading Scale
Priority standard scores are calculated
Summative Grade Priority Standards Grades
using mode of the most recent 3
scores for the standard. If no mode, The average of all priority standards assessed is
A between 3.50 and 4.00
then the priority standard score is the
median of the most recent 3 standard The average of all priority standards assessed is
B between 2.75 and 3.49
scores. The reporting standard score
The average of all priority standards assessed is
is the average of the aligned priority C between 2.00 and 2.74
standards. The overall course grade
The average of all priority standards assessed is
is then the average of the reporting F 1.99 or below.
standards.
Use the QR code or URL
to access the Calculation
Defined video:
https://bit.ly/3gjo6B2
S B G R S T A F F H A N D B O O K | F E D E R A L W AY P U B L I C S C H O O L S
12CRITERIA for GRADING
Non-Academic Grades:
“A college and career-ready student
Behaviors that
possess the content knowledge, strategies,
Promote Learning skills, and techniques necessary to be
Rationale, Purpose successful in a postsecondary setting.”
and Research Base for —Dr. David Conley
Non-Academic Standards
The purpose of Behaviors that Promote
Grade Standard Criterion:
Standard Criterion:
Standard Criterion:
Learning, preschool through 12th grade,
Level OWNERSHIP
is to provide feedback to scholars COLL ABOR ATION SELF-MANAGEMENT
Band OF LE ARNING
and families on a range of skills and
behaviors that can impact academic Learn and engage in Participate in classroom and Identify strategies to help
PRE K–2
progress and contribute to positive and active listening with school routines to demonstrate me be in control of myself
peers and adults ownership of learning and ask for additional
productive classroom communities. help as needed, with adult
assistance.
The Behaviors that Promote Learning
align to Federal Way Public Schools’
Practice and Develop multiple strategies Choose and practice
Strategic Plan, specifically Goal 2:
GR ADES 3–5
demonstrate active to demonstrate ownership of specific self-management
Whole Child, and Goal 5: Persistence listening with peers learning, specifically: skills to maintain self-
to Graduation. In Goal 5, every student and adults • Completing work on time control.
scholar will successfully navigate the • Organization of materials and
supplies (routines)
critical transitions in their schooling,
and will graduate from high school ready
Work collaboratively Refine multiple strategies to Demonstrate the ability to
GR ADES 6–8
for college, career, and post-secondary with others on group demonstrate ownership of draw on multiple views to
experiences. In alignment with Goal 5, tasks learning, specifically: inform decision-making
the Behaviors that Promote Learning • Completing work on time and problem-solving
• Organization of materials and approaches.
for preschool through 12th grade
supplies (routines)
include a continuum of developmentally-
appropriate behaviors that scholars
GR ADES 9–12
Work collaboratively in Apply multiple strategies to Demonstrate problem-
are taught and learn over time. The a variety of roles demonstrate ownership of solving and decision-
indicators for each standard are also learning, specifically: making skills that use
• Completing work on time multiple viewpoints.
observable and measurable behaviors,
so that teachers can track and provide • Organizational skills (routines)
feedback to scholars.
The Behaviors that Promote Learning Below are the range of resources utilized to develop the Behaviors that Promote
are also aligned to Federal Way Public Learning for Federal Way Public Schools:
Schools principles of grading, specifically AVID Elective Standards—Character Development, Grade 6 and Grade 9.
Principle 6: Report achievement and Conley, D.T. Rethinking College Readiness. New England Board of Higher Education. Article adapted
other factors separately, so that grades from Conley, D.T. (2007): Toward a comprehensive conception of college readiness. Eugene, Oregon:
accurately reflect skills, habits, and Educational Policy Improvement Center.
achievement. The levels of Behaviors Conley, D.T. (2012) A complete definition of college and career readiness. Educational Policy
that Promote Learning are described in Improvement Center. Retrieved: www.epiconline.org
terms of the developmental trajectory OSPI Social Emotional Learning Benchmarks Workgroup (SELB). (2016) Report: Addressing Social
Emotional Learning in Washington’s K–12 Public Schools.
that scholars progress through within
grade level bands. For example, in Scope and Sequence, Kindergarten through Fifth Grade (2011). Second Step: Skills for Social and
Academic Success. Committee for Children.
connection with college and career
Wood, C. (2007) Yardsticks: Children in the Classroom Ages 4–14, 3rd Ed. Center for Responsive
readiness standards, a key learning skill
Schools, Inc.
and technique includes ownership of
learning (Conley, 2012), which becomes
more sophisticated for scholars as they
progress through school.
S B G R S T A F F H A N D B O O K | F E D E R A L W AY P U B L I C S C H O O L S
13CRITERIA for GRADING
Sample Rubric: Grades Pre K–2
P R E K –2 A Scholar is... Developing A Scholar Can... Sometimes A Scholar Can... Consistently
1 2 3
Learn and
• With prompting, participate • Occasionally participate • Consistently participate in class
engage in
in class discussions using in class discussions using discussions using established
active listening
established procedures (e.g. established procedures. (e.g. procedures (e.g. hand signals
with peers and
hand signals and talk moves, hand signals and talk moves, and talk moves, raising hand to
adults
COLLABORATION
raising hand to speak, etc.) raising hand to speak, etc.) speak, etc.)
• With prompting, repeat or • Occasionally repeat or • Consistently repeat or
paraphrase words of partner paraphrase words of partner to paraphrase words of partner to
to check for understanding check for understanding check for understanding
• With prompting, wait • Occasionally wait appropriately • Consistently wait appropriately
appropriately to respond to respond (e.g. raise hands to respond (e.g. raise hands and
(e.g. raise hands and wait to and wait to be called on) wait to be called on)
be called on) • Occasionally demonstrate • Consistently demonstrate
• With prompting, attention to speaker (culturally attention to speaker (culturally
demonstrate attention responsive) responsive)
to speaker (culturally
responsive)
Participate • With prompting, learn and • Occasionally learn and follow • Consistently learn and follow
in classroom follows school and classroom school and classroom routines school and classroom routines
OWNERSHIP OF LEARNING
and school routines with support with support with support
routines to • With prompting, follow • Occasionally follow classroom • Consistently follow classroom
demonstrate classroom norms to request norms to request help from norms to request help from peers
ownership of help from peers and adult peers and adult and adult
learning • With prompting, build • Occasionally build stamina • Consistently build stamina
stamina to stay on task to stay on task through age- to stay on task through age-
through age-appropriate appropriate timed sessions for appropriate timed sessions for
timed sessions for independent activities independent activities
independent activities • Occasionally know and • Consistently know and complete
• With prompting, know and complete class and personal class and personal goals
complete class and personal goals
goals
Identify • With prompting, manage • Occasionally manage feelings • Consistently manage feelings of
strategies feelings of success and of success and disappointment success and disappointment with
to help me disappointment with self and with self and others without self and others without disrupting
be in control others without disrupting disrupting learning learning
of myself learning • Occasionally name current • Consistently name current
SELF-MANAGEMENT
and ask for • With prompting, name emotion and use a calming emotion and use a calming
additional help current emotion and use a strategy (e.g. Belly Breathing) strategy (e.g. Belly Breathing)
as needed, calming strategy (e.g. Belly • Occasionally use strategies to • Consistently use strategies to
with adult Breathing) promote positive interpersonal promote positive interpersonal
assistance • With prompting, use relationships (e.g. Kelso’s relationships (e.g. Kelso’s
strategies to promote Choices, Skill Streaming, Choices, Skill Streaming, Second
positive interpersonal Second Step, etc.) Step, etc.)
relationships (e.g. Kelso’s • Occasionally use words to • Consistently use words to
Choices, Skill Streaming, identify and solve problems identify and solve problems
Second Step, etc.)
• With prompting, use
words to identify and solve
problems
S B G R S T A F F H A N D B O O K | F E D E R A L W AY P U B L I C S C H O O L S
14CRITERIA for GRADING
Sample Rubric: Grades 3–5
GRADES 3–5 A Scholar is... Developing A Scholar Can... Sometimes A Scholar Can... Consistently
1 2 3
Practice and • With prompting, participate • Occasionally participate • Consistently participate
demonstrate in class discussions using in class discussions using in class discussions using
active listening established procedures (e.g. established procedures (e.g. established procedures (e.g.
with peers and hand signals and talk moves, hand signals and talk moves, hand signals and talk moves,
COLLABORATION
adults raising hand to speak, GLAD, raising hand to speak, GLAD, raising hand to speak, GLAD,
sentence stems, etc.) sentence stems, etc.) sentence stems, etc.)
• With prompting, speak in • Occasionally speak in • Consistently speak in
response to the speaker by response to the speaker by response to the speaker by
taking turns, asking questions, taking turns, asking questions, taking turns, asking questions,
and/or providing feedback and/or providing feedback and/or providing feedback
• With prompting, demonstrate • Occasionally demonstrate • Consistently demonstrate
attention to speaker (culturally attention to speaker (culturally attention to speaker (culturally
responsive) responsive) responsive)
Develop • With prompting, complete • Occasionally complete work • Consistently complete work
multiple work on time on time on time
strategies to » Focus on work, keep trying, » Focus on work, keep trying, » Focus on work, keep trying,
demonstrate use time efficiently use time efficiently use time efficiently
ownership » Finish and turn in » Finish and turn in » Finish and turn in
OWNERSHIP OF LEARNING
of learning, assignments by due date 80% assignments by due date 80% assignments by due date 80%
specifically: of the time of the time of the time
• Completing » With support and scaffolds, » With support and scaffolds, » With support and scaffolds,
work on time manage long term assignments manage long term assignments manage long term
• Organization including stage of completion including stage of completion assignments, including stage
of materials and material and material of completion and material
and supplies • With prompting, organize • Occasionally organize • Consistently organize
(Routines) materials and supplies materials and supplies materials and supplies
» Quickly access materials for » Quickly access materials for » Quickly access materials for
all subjects all subjects all subjects
» Follow routines » Follow routines » Follow routines
independently, or with minimal independently, or with minimal independently, or with minimal
reminders reminders reminders
» Maintain materials and » Maintain materials and » Maintain materials and
supplies for future use supplies for future use supplies for future use
Choose and • With prompting, differentiate • Occasionally differentiate • Consistently differentiate
practice between small and big between small and big between small and big
specific self- problems and respond problems and respond problems and respond
management appropriately (e.g., Kelso’s appropriately (e.g., Kelso’s appropriately (e.g., Kelso’s
skills to Choices/Second Step skills, Choices/Second Step skills, Choices/Second Step skills,
SELF-MANAGEMENT
maintain self- seek an adult for assistance seek an adult for assistance seek an adult for assistance
control with big problems, etc.) with big problems, etc.) with big problems, etc.)
• With prompting, practice • Occasionally practice restating • Consistently practice restating
restating someone else’s point someone else’s point of view someone else’s point of view
of view • Occasionally persevere • Consistently persevere
• With prompting, persevere through personally challenging through personally challenging
through personally challenging situations situations
situations • Occasionally manage simple • Consistently manage simple
• With prompting, manage and complex emotions by and complex emotions by
simple and complex emotions stating how you feel and use a stating how you feel and use a
by stating how you feel and use calming strategy calming strategy
a calming strategy
S B G R S T A F F H A N D B O O K | F E D E R A L W AY P U B L I C S C H O O L S
15CRITERIA for GRADING
Sample Rubric: Grades 6–8
GRADES 6–8 A Scholar is... Developing A Scholar Can... Sometimes A Scholar Can... Consistently
1 2 3
Work • With prompting, hear, share, • Occasionally hear, share, and • Consistently hear, share, and
collaboratively and support the effort of support the effort of others support the effort of others
with others on others • Occasionally demonstrate • Consistently demonstrate
group tasks • With prompting, strategies for keeping group strategies for keeping group
demonstrate strategies for members working well together members working well together
COLLABORATION
keeping group members • Occasionally articulate how • Consistently articulate how they
working well together they assisted a group member assisted a group member on the
• With prompting, articulate on the task task
how they assisted a group • Occasionally demonstrate • Consistently demonstrate active
member on the task active listening skills to listening skills to other group
• With prompting, other group members (e.g., members (e.g., S.L.A.N.T.)
demonstrate active listening S.L.A.N.T.) • Consistently reflect on group
skills to other group • Occasionally reflect on group experience by providing feedback
members (e.g., S.L.A.N.T.) experience by providing
• With prompting, reflect on feedback
group experience by providing
feedback
Refine multiple • With prompting, • Occasionally communicate • Consistently communicate
strategies to communicate school/class school/class procedures school/class procedures
demonstrate procedures regarding late or regarding late or missed regarding late or missed
ownership missed assignments assignments assignments
OWNERSHIP OF LEARNING
of learning, • With prompting, • Occasionally demonstrate • Consistently demonstrate
specifically: demonstrate established established and learned established and learned
• Completing and learned organizational organizational system for each organizational system for each
work on time system for each class/ class/teacher class/teacher
• Organization teacher • Occasionally document due • Consistently document due date
of materials • With prompting, document date when prompted by the when prompted by the teacher
and supplies due date when prompted by teacher • Consistently articulate class
(Routines) the teacher • Occasionally articulate class grades, find missed work, and
• With prompting, articulate grades, find missed work, and know which standards they are
class grades, find missed know which standards they are doing best with StudentVUE
work, and know which doing best with StudentVUE • Consistently approach teacher
standards they are doing • Occasionally approach teacher for work when absent
best with StudentVUE for work when absent
• With prompting, approach
teacher for work when absent
Demonstrate • With prompting, name one • Occasionally name one • Consistently name one adult or
the ability adult or support structure for adult or support structure for support structure for academic
to draw on academic and social support academic and social support and social support
multiple views • With prompting, identify • Occasionally identify a strategy • Consistently identify a strategy
to inform
SELF-MANAGEMENT
a strategy for helping for helping themselves and/ for helping themselves and/or
decision- themselves and/or others or others when they face others when they face adversity
making and when they face adversity adversity • Consistently explain what the
problem-solving • With prompting, explain what • Occasionally explain what the school expectations are when
approaches the school expectations are school expectations are when an unsafe situation or problem
when an unsafe situation or an unsafe situation or problem arises
problem arises arises • Consistently identify a peer or
• With prompting, identify • Occasionally identify a peer adult to speak with for personal
a peer or adult to speak or adult to speak with for problems (Check for redundancy
with for personal problems personal problems (Check for and potentially combine with 1st
(Check for redundancy and redundancy and potentially bullet)
potentially combine with 1st combine with 1st bullet)
bullet)
S B G R S T A F F H A N D B O O K | F E D E R A L W AY P U B L I C S C H O O L S
16CRITERIA for GRADING
Sample Rubric: Grades 9–12
G R A D E S 9 –1 2 A Scholar is... Developing A Scholar Can... Sometimes A Scholar Can... Consistently
1 2 3
Work • With prompting, utilize • Occasionally utilize • Consistently utilize
collaboratively understanding of group understanding of group roles understanding of group roles
in a variety of roles (leader, note taker, (leader, note taker, researcher, (leader, note taker, researcher,
roles researcher, timekeepers, timekeepers, graphic design) timekeepers, graphic design)
graphic design) needed to needed to complete the task needed to complete the task
COLLABORATION
complete the task • Occasionally distribute the • Consistently distribute the work
• With prompting, distribute work equitably among group equitably among group members.
the work equitably among members. • Consistently manage project
group members • Occasionally manage project timelines and check in with
• With prompting, manage timelines and check in with group’s progress
project timelines and check group’s progress • Consistently communicate
in with group’s progress • Occasionally communicate productively with peers.
• With prompting, productively with peers. • Consistently provide and
communicate productively • Occasionally provide and respond to peer feedback
with peers respond to peer feedback
• With prompting, provide and
respond to peer feedback
Apply multiple • With prompting, have no • Occasionally have no more • Consistently have no more than
strategies to more than 10 late or missing than 10 late or missing 10 late or missing assignments
demonstrate assignments assignments • Consistently articulate their
OWNERSHIP OF LEARNING
ownership • With prompting, articulate • Occasionally articulate their organizational system that is
of learning, their organizational system organizational system that utilized to meet different teacher/
specifically: that is utilized to meet is utilized to meet different class requirements
• Completing different teacher/class teacher/class requirements • Consistently share/show
work on time requirements • Occasionally share/show evidence on how due dates
• Organizational • With prompting, share/show evidence on how due dates and assessments dates are
skills evidence on how due dates and assessments dates are recorded/organized
(Routines) and assessments dates are recorded/organized • Consistently articulate current
recorded/organized • Occasionally articulate current achievement in classes as
• With prompting, articulate achievement in classes as reflected in StudentVUE
current achievement in reflected in StudentVUE
classes as reflected in
StudentVUE
Demonstrate • With prompting, name three • Occasionally name three • Consistently name three
problem-solving possible solutions to a possible solutions to a problem possible solutions to a problem
and decision- problem • Occasionally explain the • Consistently explain the
making skills • With prompting, explain the
SELF-MANAGEMENT
potential outcomes of three potential outcomes of three
that use multiple potential outcomes of three possible solutions possible solutions
viewpoints. possible solutions • Occasionally name multiple • Consistently name multiple
• With prompting, name adults or support structures for adults or support structures for
multiple adults or support academic and social support academic and social support
structures for academic and • Occasionally name two • Consistently name two
social support situations/scenarios when situations/scenarios when adult
• With prompting, name two adult intervention should be intervention should be sought
situations/scenarios when sought after (non-routine, very after (non-routine, very serious
adult intervention should be serious problem) problem)
sought after (non-routine,
very serious problem)
S B G R S T A F F H A N D B O O K | F E D E R A L W AY P U B L I C S C H O O L S
17FORMATIVE and SUMMATIVE ASSESSMENT
Role of Formative
This section refers to Principle 4; see page 8.
and Summative
Assessment
Formative Assessments: A Sample Unit Assessment Plan (adapted from O’Connor, page 132)
Formative assessment is a range
Purpose Assessment Task Assessor
of formal and informal assessment
procedures conducted during learning Formative Map draft 1 Teacher, Scholar and/or Peer
activities to improve scholar mastery Map near final Teacher, Scholar and/or Peer
of performance standards. Opinion essay plan/draft Teacher, Scholar and/or Peer
Quiz (Formative Assessment) Teacher and Scholar
Summative Assessments: Checklist Teacher and Scholar
Observation Teacher
Summative assessments evaluate
scholar learning at the end of an Summative Map Teacher
instructional unit by comparing it Short Opinion Essay Teacher
against an identified performance Benchmark Assessment Teacher
standard or benchmark. Unit Test Teacher
District Mid Unit Assessments Teacher
District End of Unit Assessments Teacher
4 Only Summative Assessments are 4 Scholars should be provided
used in the determination of grades. multiple opportunities through
classwork and through formative
4 Types of Summative Assessments
assessments before completing the
include:
summative assessments that count
• District End of Unit Assessments toward a grade.
• Benchmark Assessments 4 Formative and Summative
• Performance Assessments assessments should be clearly marked
in the grade book, with only summative
assessments included toward the
scholar’s grade.
4 Formative can be converted to
summative if the formative matches
the rigor of the standard and scholar
shows mastery.
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18FORMATIVE and SUMMATIVE ASSESSMENT
Practice vs The Game
Formative vs Summative
Like sports,
standards-based instruction is about learning
and mastering a skill—meaning:
1. Introduction of standards with opportunities to practice and gain mastery;
2. New learning happens with formative assessments and adjustments made;
3. Assessment of standards (the game);
4. Scholars with mastery move on, those who are not successful are given
more opportunities for practice, then a retake;
5. Repeat the cyle.
Introduction of standard Opportunities for practice
(skills, knowledge, and
1. Scholar initiates
dispositions)
reassessment process
Scholar Scholar did
with mastery not demonstrate 2. Scholar completes
moves on mastery requirements established
Feedback provided Feedback provided by teacher (additional
and score goes in and score goes in teacher instruction,
Opportunity to practice the grade book the grade book continued practice,
and gain mastery individual or group tutoring
For example: in-class activities, sessions, additional
observation, homework, reading/practice problems)
formative assessments — quiz
Summative assessment
New learning happens Reassessment
of standards (the game)
Scholar is provided feedback opportunity
Scholar is formally assessed on
to clarify misunderstandings Up to two
standard(s) using Mid and End Unit
(cycle continues until reassessment attempts
Assessments—no more than 2–3
summative assessment)
standards assessed at a time
S B G R S T A F F H A N D B O O K | F E D E R A L W AY P U B L I C S C H O O L S
19F R E Q U E N T LY A S K E D Q U ES T I O N S
FORMATIVE and SUMMATIVE ASSESSMENT FAQ
1. What are formative assessments?
Formative = inform
• Teachers use formative assessment to gather evidence of scholar learning that is intended to
inform and adjust instruction and to provide feedback to scholars.
• Formative assessments may occur multiple times during a class period and/or throughout a unit
of instruction.
• Some formative assessments may include teacher notes, observations, checklists, exit tickets,
scanning scholar work, etc.
2. What is the difference between formative assessments and common formative assessments?
• Formative assessments are used by an individual teacher. Formative assessments are intended
to inform instruction in the moment or for the following day.
• Data from both formative and common formative assessments can be used to provide feedback
to scholars.
• Common formative assessments are designed and used by an entire PLC team to answer
Question 2 of the DuFour Model, “How will we know each scholar has learned it?”
• Common formative assessments are used by PLC teams to examine their practice and determine
which instructional strategies yield the highest levels of scholar learning to answer Questions
3 and 4 of the DuFour Model, “How will we respond when they don’t learn?” and, “How will we
respond if they already know it?”
• Common formative assessments are given periodically throughout a unit of study.
3. What are summative assessments?
Summative = summarize
• Summative assessments may occur at both the middle and the end of a unit of study.
• Some summative assessments may include unit tests, District Mid and End Unit Assessments,
benchmark assessments, final essays, etc.
• Teachers use summative assessments at the end of instruction to summarize and evaluate
scholar mastery of standards.
• Summative assessments are used to determine grades.
4. Should teachers enter formative assessments into the grade book?
• Formative assessments are not part of the determination of grades. However, teachers may want
to include formative assessments in the grade book to see growth over time and communicate
progress to scholars and families.
• Formative assessments entered into the grade book should be marked ‘Not for Grading’.
• Families can see the formative assessments through Parent VUE when teachers click on “Show
Assignment in Portal.”
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