# data[].attributes.body
The elementary report card fits all of that criteria.  The middle school and high school report cards are tradition and do not fit those three criteria.

1. Attendance
2. Participation
3. Completion of projects/assignments
4. Behavior
5. Appropriate social and emotional behaviors combined with acceptance of others.

# data[].attributes.body
1. Yes, we are given the freedom to establish a grading system for our classes. Although not on the report card, it can be seen on E-school.
2. Class Participation, Self Reliance, Attendance, Effort

# data[].attributes.body
-No, core classes are a single content grade.
1. Work ethic
2. participation
3. attendance
4. behavior
5. homework completion

# data[].attributes.body
1. No, but we do have the ability to make comments and citizenship grades are presented.  Otherwise everything is currently lumped into one grade.

2.
Attendance
Class Participation
Citizenship

# data[].attributes.body
1.  Criteria 1- yes, We grade based on student performance.
2- yes. We use various categories to record grades
3- Only with comments

2.  1.  cooperation
2.  Attendance
3.  Work ethic
4.  Effort
5. participation

# data[].attributes.body
1. Mostly, yes.
2. 1-Emotional Intelligence
2. 2-Behavior
2. 3-Peer Interaction
2. 4-Attendance
2. 5-Effort

# data[].attributes.body
For the most part yes.  In theory, absolutely, but in practice there are outliers.

1. Work Ethic
2. Behavior
3. Attendance
4.  Participation
5. Homework Completion

# data[].attributes.body
1.  Yes, yes, and no

2. Class attendance, behavior, engagement, work completion, and citizenship

# data[].attributes.body
1. No. Our policies are based on individual teachers criteria. Every teacher does it differently.

2. Work ethic - Classroom Conduct - Participation - Homework - Attendance

# data[].attributes.body
1. No
2.
1. Motivation
2. Accountability
3. Work Habits
4. Critical thinking
5. Collaboration

# data[].attributes.body
1) BASD's current grading policies do uphold these three criteria. We do, however, report student behavior through comments on report cards.

2)
1-Participation
2-Effort/Work Ethic
3-Preparation
4-Timeliness

# data[].attributes.body
1) Yes, for instance, grades are determined by work done in and out of class and the student's behavior has no direct impact on the grade.
2)
1. Attendance
2. Effort
3. Homework

# data[].attributes.body
1. In Business, we do not use grade-level standards as most of our classes are mixed levels and electives.
No - we do not totally separate non-cognitive factors. Some of these factors are acknowledged as comments.
2. Behavior in class; effort; attitude; punctuality

# data[].attributes.body
1. No. There is not consistent agreement/application of grade-level standards across all classrooms; we have 10 different reporting categories for achievement; we report the hodgepodge.

2. I have faith in the committee and the "disagree and commit process" to be determine non-cognitive/behavioral factors to be reported separately... : )

# data[].attributes.body
1. BASD's current grading policies and practices do not align with the 3 criteria listed above because they get a single content area grade, we do not have performance categories, and we do not report out behavioral information.
2. (1) effort (2) behavior in class (3) critical thinking/ problem solving  (4) grit (5) empathy/perspective taking

# data[].attributes.body
1. It's based on each individual teacher, besides honors and AP.

2) 1. Attendance (engagement), 2. Participation, 3. Behavior, 4. Effort, 5. Work Ethic

# data[].attributes.body
1.  No. Only elementary schools do standard-based grading.
2.  1. Positive Participation
2.  Peer Interaction
3. Work Ethic

# data[].attributes.body
1. no, does not uphold separate reporting due to the BASD reporting policy which reports only 1 averaged grade regardless of how grades are broken up in teacher the grade book that is not observable to parents on the report card

2. #1 - participation
#2 - initiative/self-direction
#3 - persistence/perseverance
#4 - responsibility/accountability
#5  - attendance

# data[].attributes.body
1. Criteria 1: Teachers schoology grades reflect multiple course standards through various assignments. These grades are then summarized into a single content area grade for that marking period.
Criteria 2:  In schoology there is a small number of performance categories. In eschool this translates to one.
Criteria 3: Numerical academic grades are reported with up to two drop-down comments to choose from.

2. 1. Participation
2.  Work Ethic
3. Collaboration

# data[].attributes.body
1. No, we are currently grading on content area grades alone
Yes, we grade on tests, quizzes, homework, and participation but differs by department/teacher
No, grades are not given for behavioral factors - Code of Conduct used instead
2. participation, effort, work ethic, homework completion, attendance
Top:
1. Effort
2. Work Ethic
3. Participation
4. Homework
5. Attendance

# data[].attributes.body
1.     Our group feels that the grading policies do uphold. There is enough data and grading that is provided to include product, process, and progress in all grades. It is more crucial for that the teacher is using all the tools to assess the child.

2.  Work Ethic, Participation, Behavior, Accountability, Attendance

# data[].attributes.body
1. No. Homework is still mandated as 10% of a course grade.
2.
1. Effort
2. Self Discipline
3. Citizenship/ Community Involvement
4. Empathy/ Perspective Taking
5. Critical Thinking/ Problem Solving

# data[].attributes.body
1. No, we are focused on product and do not generally report out progress for students in secondary. This can be seen in our singular grading model.

2. Rankings:

1. Collaboration/Teamwork

2. Responsibility/Accountability

3. Work Habits

4. Engagement

# data[].attributes.body
1. No, BASD currently utilizes a single grade per course with the ability to add 2 non-cognitive (behavioral) factors.
2. 1- social skills, 2- behavior/conduct, 3- Cooperation with classmates, 4- effort, 5- work ethic

# data[].attributes.body
1. As teachers we believe we evaluate using the three criteria but on the report card it is one grade and not distinguishable. The comment section does allow a teacher to give two pieces of insight. Ex., shows academic improvement, with more effort grade can improve, exemplary student, takes pride in quality work.
2. Priority
1. critical thinking (take initiative to do above minimum work)
2. honesty/integrity
3. respect for self and others
4. Participation/Effort
5. attendance

# data[].attributes.body
1. No, not all.  Mostly number 2 criteria, with a little bit of 1.

2.
1.Work ethic
2.completion of assignments
3.attendance
4.behavior
5.Social/emotional interactions and behaviors.

# data[].attributes.body
1.)  Criteria 1- No (grades not utilized based on behavior)
Criteria 2-  Yes, categorizing the weight of class participation, quizzes, tests, attendance, etc.
Criteria 3- No, it is not how the current grading system is designed

2.) All of these are importance, especially at the vo-tech level because students are graded are work ethic as well.
-attendance
-participation
-behavior
-grit
-completion of projects/assignments

# data[].attributes.body
1.) We do not uphold the 3 criteria. Nothing is separate. Achievement, effort, homework is all in one category.

2.) Effort, behavior, Positive relationships, ( Adult/student)

# data[].attributes.body
1. No...we use subjective scores such as participation and formative scores such as homework in our scores
2. 1.  Participation/Collaboration
2. Communication
3. Work Ethic
4. Homework Completion
5. Attendance

# data[].attributes.body
1. No, we grade by the “hodgepodge” style, all grades are condensed into one grade on our grade reports. We do not use performance categories; it is all in one grade. There is no consistency course to course or teacher to teacher.

2. 1 - Engagement, 2- Work Habits, 3 - Behavior, 4 - Collaboration/teamwork

# data[].attributes.body
We know that grades cannot be interpretable until those who use them understand what they mean. To be effective, grade reports must hold meaningful communicative value for students and their parents. Over a hundred years of research evidence supports this notion (Brookhart, et al., 2016; Guskey & Brookhart, 2019), which provides us three defining criteria to clarify the meaning of grades and from which to judge grading’s effectiveness. The three criteria are:

Criteria 1: Report student performance based on key grade level or course standards rather than a single content-area grade

Criteria 2: Report student achievement using a limited number of performance categories

Criteria 3: Report academic achievement grades separately from information related to noncognitive (behavioral) factors

BREAKOUT SESSION 2: QUESTIONS

1. Does BASD’s existing grading policies and practices uphold all three criteria? Explain with supporting evidence.

2. What noncognitive (behavioral) factors (i.e. participation, effort, work ethic, homework completion, attendance, etc.) would be most useful to BASD students and parents if reported separately from academic grades (i.e. tests, quizzes, projects, labs, etc.)? List no more than 5, and rank them in priority order with “1” given the highest priority.

# data[].attributes.body
1. No because we integrate all competencies to asses proficiency.
2. 1. work ethic
2. 2. behavior
2. 3. participation
2. 4. attendance
2. 5. homework completion

# data[].attributes.body
1. Yes, if you look at the individual categories that are available on eSchool--homework, class participation, projects, quizzes, writing, oral assessments, etc.

We do not show all that information on a report card, though.

2. 1) Engagement (includes class participation, homework completion, study habits, collaboration)
2) Integrity (includes responsibility)
3) Persistence/Perseverance
4) Communication (includes self-advocacy)
5) Behavior in class (includes self-regulation, compassion, time management)

# data[].attributes.body
1. Most grading policies/practices are followed. Academic achievement may be impacted based on the motivation to an academic or elective class.

2. All have an important factor in communicating with the parents/students.  It is hard to identify one as being the most important as all interrelate to the academic/behavioral success in the classroom.

# data[].attributes.body
1. No. Every teacher has the ability to grade how they prefer and the comments on report cards are just from a drop down it is not individualized.

1. Work Ethic
2. Attendance
3. Effort
4. Participation
5. Homework

# data[].attributes.body
No, our current system does not support all 3 criterion at the middle level.  The 3rd criteria about behavior is not totally covered in our current policy.  Some of it is supported in the Citizenship grade.

Work ethic
attendance
behavior
completion of assignments

# data[].attributes.body
1. No. The report card does not reflect actual standards (criteria #1) nor does it reflect the authentic student due to predetermined comments.
2.
#1 Behavior in class
#2 Effort
#3 Time management
#4 Responsibility/ Accountability
#5 Perseverance/ Persistence

# data[].attributes.body
1) We do not share any of the criteria listed above. We only do a single content grade. No report card category for participation etc.
2) We feel these non-cognitive factors are hard to assess due to subjectivity and how are these factor defendable to parents via concrete evidence.

# data[].attributes.body
1. No, we don't do a standards-based report card.  Yes, we use performance categories. Yes, we report achievement separately from behavior.

2. 1-work ethic
2- homework completion
3- behavior
4- teamwork
5- participation

# data[].attributes.body
1# No
2#
1: Work Ethic
2: Attendance
3: Executive function
4. Engagement
5. SEL

# data[].attributes.body
1- No, we give a single grade that does not include separate grades for standards.
2- 1. work ethic
2. punctuality of assignments
3. engagement
4. class behavior
5. collaboration/team work

# data[].attributes.body
1)C1 - What we teach is PA Health/PE standard based.
C2 - In PE majority of grade is participation based and in Health grade is based on a variety of assessments.
C3 - we average Health and PE grades together
2)1-Participation, 2-Proper attire (sneakers)

# data[].attributes.body
No.

1. Time on task (including distraction on phones or chromebooks or time out of the classroom in the bathroom or avoidance behaviors)
2. Attendance
3. Interpersonal skills
4. Effort
5. Self-advocacy

# data[].attributes.body
1.  No; At the high school level we give one grade on the report card although our grade books contain different performance categories.
2. Attendance, work ethic, self-advocacy

# data[].attributes.body
1. No, we are a hodgepodge and many teachers have their own grading categories
2.
1. attendance
2. self-efficacy
3. growth mindset
4. mutual respect (self/others)
5. accountability

# data[].attributes.body
#1: In general, no.  Teachers have a lot of autonomy in grading.  This allows for a lot of variation from subject to subject based on each teacher's expectations.

#2: Work Ethic, Participation, Behavior

# data[].attributes.body
1. Criteria #1: This would only happen if the teacher structures their grading this way.
Criteria #2:  Again, this would depend on how each teacher structures Eschool.  From a parental perspective, this means that parents need to learn the grading/Eschool structure of each teacher their child has.
Criteria #3:  While many teachers categorize and give a "responsibility" or "participation" grade, that is not indicated on a report card since it all becomes one cumulative grade.  Instead, comments tend to report on behavior.

2.    1. Attendance
2. Work Ethic
3. Participation
4. Collaboration/social skills
5. Preparation

# data[].attributes.body
1) Depends on grade level/Somewhat/No - Although teachers have autonomy in how and how much to combine academics & non-cognitive behavioral factors into grade percentages, when reporting it, it doesn't appear separately.

2) Time Management, Engagement, Self-regulation, Ethics, Communication

# data[].attributes.body
1. No, our current system does not uphold the 3 criteria. We do give a single grade, for instance.
2.
#3 Citizenship (Kindness, respect, collaboration)
#2 Class Behavior/Participation/Discussion Behavior
#1 Assignment completion

# data[].attributes.body
1. No- students receive a single grade for each content area with limited specificity (beyond pre-determined comments).

2. Noncognitive Factors Ranking:
1) Growth Mindset
2) Critical Thinking/Problem Solving
3) Resilience
4) Collaboration/Teamwork
5) Effort

# data[].attributes.body
1. No, although Schoology has different categories, the report card summarizes them into an overall grade.
2.
1-Effort
2-Responsibility/Accountability
3-Behavior
4-Participation

# data[].attributes.body
1. No.  We use other student data such as homework, and participation, as well as the academic grade.

2.  1. Work completion/Accountability
2. Engagement in learning opportunities
3. Appropriate peer/adult interactions
4. Self-advocacy
5. Attendance

# data[].attributes.body
1.
A) Yes; we do a great job of reporting on content area grade criteria (PRODUCT)
B) Somewhat;  there are opportunities on the IRC to report on PROCESS behaviors that enable learning
C) IRC also provides an opportunity to report on PROGRESS.

2. Noncognitive factors worthy of reporting: 1-Work ethic and effort, 3-participation;  2-receptiveness to learning (enthusiasm); i.e. self-motivation

*This is to say that there are no formal, consistent methods for reporting nonacademic factors across the district. However, there is a vast amount of communication that occurs through individual contact with parents to meet these purposes.

# data[].attributes.body
Criteria 1: Report student performance based on key grade level or course standards rather than a single content-area grade
Criteria 2: Report student achievement using a limited number of performance categories
Criteria 3: Report academic achievement grades separately from information related to noncognitive (behavioral) factors

1.  A. No, the existing report card template from the district does not report on grade-level standards
B.  No, there are no performance categories broken down on the report card, however they are available in Schoology for 24/7 hour access for parents and students
C. No, we give a summative grade for the course

2.  The non-cognitive behavioral factors we believe are important are:
1. Responsibility
2.Work Habits
3.Conduct
4.Class Attendance/Participation
5.Social Skills

# data[].attributes.body
1. In eSchool categories can be created, but the final grade presented on a report card is a combined average, so no.
2.
1. Self-reliance
2. Time Management
3. Social Skills
4. Punctuality in Class/Assignments

# data[].attributes.body
1. We don't really believe that there is a consistent grading policy or practice. Although as language teachers we base assessment on ACTFL standards where we can, grading is highly individual according to each teacher.

2. Attendance
Punctuality
Completion of work (home or in class)
Behavior
Participation

# data[].attributes.body
1. No, our current grading system does not meet all 3 criteria.  We feel that our courses do meet Criteria #1, but the grading system the BASD has implemented does not meet #2 & #3.

2. Discussion still pending...we can't decide.

2.

# data[].attributes.body
1. No. We are "Encore" related arts and our grading system is set up differently (some O, S, N and some A, B, C, F, and our courses don't count toward cumulative GPA)
Many of our classes are product/performance based. Due to the nature of the classes we teach, there is a lot of differentiation. An S has a large percentage gap. We don't grade based on talent which is common misconception.
All aspects of academic and SEL go in to one grade.
2.  Effort, Attitude, Critical thinking/problem solving, responsibility/accountability, creativity/innovation

# data[].attributes.body
1. The BASD's existing grading policy when examined in Health and Physical Education has these results.
In regard to Criteria 1  our consensus is that it is not based on course standards. Criteria 2 is being met through a variety of performance categories.  Criteria 3 is not being met.
2.  Our group decided that these non-cognitive behaviors should be considered and ranked in this manner.
Participation=2
Homework =4
Attendance=1
Work Ethic=5
Effort=3

# data[].attributes.body
1. No. We all already know the answer to this though. We feel like this a loaded question. We do provide evidence for Criteria 2 but on the Portal not on the report card.

2. We feel like it is difficult to judge many of these "employability factors" because we aren't with these kids all day long. We only see them about 90 minutes per day. We aren't completely comfortable ranking students in these areas because of how subjective they are... with that being said here is what we think: 1) Engagement 2) Work Ethic 3) Compliance (cell phones)

# data[].attributes.body
No, we do not use criteria 3 and partly on number2 with the use of our comments when grading (yet we cannot modify a comment - they are predetermined.

1.  Critical thinking/Problem solving
2.  Responsibility/Accountability
3. Effort
4.  Self-Awareness
5. Conduct

# data[].attributes.body
1. Does BASD’s existing grading policies and practices uphold all three criteria? Explain with supporting evidence.
- We do meet Criteria 2 (from our gradebook categories) and Criteria 3 (because their letter grade reflects their academic achievement and is not related to their behavior, although comments can give insight on behavior), but Criteria 1 we do not meet because of students who are at varying levels of ability and the inability to assess students on grade-level standards because they are not at grade-level or are not at the same grade level as their classmates

2. What noncognitive (behavioral) factors (i.e. participation, effort, work ethic, homework completion, attendance, etc.) would be most useful to BASD students and parents if reported separately from academic grades (i.e. tests, quizzes, projects, labs, etc.)? List no more than 5, and rank them in priority order with “1” given the highest priority.
Critical Thinking/Problem Solving; Class Attendance/Participation; Self-Advocacy/Effort/Help seeking; Flexibility/Adaptability; Accountability
-We had a lot of ideas and definitely need more time to narrow down a top 5

# data[].attributes.body
1. No.  Academic achievement and noncognitive factors are reported in one grade or noncognitive factors are not reported in the grade at all. Also, student performance is reported in a single content area grade.

2.

1. Homework completion
2. Punctuality on assignments
3. Attendance
4. Behavior

# data[].attributes.body
1.  No.  We mixed/combine everything into one grade.
2. This is very difficult. We are still debating this.

# data[].attributes.body
Although we did not have the opportunity to record answers to the questions, we did have some wonderfully productive conversations with Assistant Principal Miranda about the upcoming initiatives.

# data[].attributes.body
1.  No.  BASD does not report academic achievement separately from non-cognitive factors
2.
1.  Responsibility/accountablility
2.  Effort
3.  Engagement
4. Behavior in class