# data[].attributes.body
School leadership resources

# data[].attributes.body
From 2026 HRS Summit

https://padlet.com/shelleyggies/2026-hrs-summit-gies-session-materials-7afoykbabizz4vi8

# data[].attributes.headline
DRAFT Handbook for Multigrade Educators -- Lifeline

# data[].attributes.subject
DRAFT Handbook for Multigrade Educators -- Lifeline

# data[].attributes.attachment_link.title
DRAFT A Handbook for Multigrade Educators July 2025

# data[].attributes.headline
2025-2026 NAD Charts and Pacing Guides — Grades 1-8

# data[].attributes.subject
2025-2026 NAD Charts and Pacing Guides — Grades 1-8

# data[].attributes.body
June 2025

# data[].attributes.headline
2025-2026 NAD Charts and Pacing Guides — Grades 1-4

# data[].attributes.subject
2025-2026 NAD Charts and Pacing Guides — Grades 1-4

# data[].attributes.body
June 2025

# data[].attributes.headline
2025-2026 NAD Charts and Pacing Guides — Grades 5-8

# data[].attributes.subject
2025-2026 NAD Charts and Pacing Guides — Grades 5-8

# data[].attributes.body
June 2025

# data[].attributes.attachment_link.readable_text
HOW CAN SCHOOLS PURCHASE DIGITAL RESOURCES AT NEGOTIATED PRICING FOR NAD SCHOOLS?

All ordering/communication is done directly through the vendor. Please check vendor information closely for ordering deadlines.

NAD has vetted digital resources and negotiated discounted pricing from the following vendors:

HELPFUL TIPS

You will need your ORG ID number. (Find this in the Dashboard. Please DO NOT make this up.)

Consider "padding" your quantity. This is for the purpose of any students you may gain during the school year.

# data[].attributes.attachment_link.title
Discounted Resources | Adventist Education

# data[].attributes.attachment_link.description
NAD has vetted digital resources and negotiated discounted pricing from the following vendors: You will need your ORG ID number. (Find this in the Dashboard. Please DO NOT make this up.) Consider "padding" your quantity. This is for the purpose of any students you may gain during the school year.

# data[].attributes.headline
Renaissance Learning products: Nearpod, Flocabulary, and Accelerated Reader

# data[].attributes.subject
Renaissance Learning products: Nearpod, Flocabulary, and Accelerated Reader

# data[].attributes.body
Conference-wide volume discounting for our schools with Renaissance Learning products!

# data[].attributes.attachment_link.title
How Nearpod impacts teaching and learning through impactful instructional experiences.

# data[].attributes.headline
NEW Resource to Help Children Learn More About the Bible

# data[].attributes.subject
NEW Resource to Help Children Learn More About the Bible

# data[].attributes.body
Your Story Hour offers a FREE Bible study, specifically designed for children ages 9+ to gain a greater understanding of God through the Scriptures.

https://www.yourstoryhour.org/kids-corner/adventures-in-the-holy-bible

# data[].attributes.body
FREE school pilot of Happy Numbers until the end of the school year.

Happy Numbers is a research-based, adaptive PreK-5 math program designed to be used as an independent math center to support student learning through individualized instruction. It is also one of the top-rated programs on Clever.

With this pilot, your PK-5 students/teachers will receive full access at no cost, allowing you to explore how Happy Numbers enhances math instruction and student engagement. (Individual teacher pilots typically last 30 days and do not include full access.)

If you have any questions or would like to pilot the program in your building, please contact Alex (alex.s@happynumbers.com).

# data[].attributes.attachment_link.title
Math Centers that Deliver - Differentiation Done Right | HappyNumbers.com

# data[].attributes.attachment_link.description
While you teach small groups, Happy Numbers serves as an independent math center, providing individualized instruction for the rest of the class.

# data[].attributes.body
Overview Video!

# data[].attributes.attachment_link.title
Unlock Math Success with Happy Numbers: Deep Conceptual Learning & Growth!

# data[].attributes.attachment_link.title
Marzano Level One and Three Angels for Kids

# data[].attributes.headline
Encounter Bible Units - Resource Padlet 

# data[].attributes.subject
Encounter Bible Units - Resource Padlet 

# data[].attributes.body
Currently including PPTs for 3rd and 4th

# data[].attributes.attachment_link.readable_text
Dolly Parton's Imagination Library is dedicated to inspiring a love of reading by gifting books free of charge to children from birth to age five, through funding shared by Dolly Parton and local community partners in the United States, Canada, United Kingdom, Australia and Republic of Ireland.

Inspired by her father's inability to read and write Dolly started her Imagination Library in 1995 for the children within her home county. Today, her program spans five countries and gifts over 2 million free books each month to children around the world.

"When I was growing up in the hills of East Tennessee, I knew my dreams would come true. I know there are children in your community with their own dreams. They dream of becoming a doctor or an inventor or a minister. Who knows, maybe there is a little girl whose dream is to be a writer and singer.

The seeds of these dreams are often found in books and the seeds you help plant in your community can grow across the world."

# data[].attributes.attachment_link.title
Dolly Parton's Imagination Library | USA, UK, IE, CA, AU

# data[].attributes.attachment_link.description
Dolly Parton's Imagination Library is a book gifting program that mails free books to children from birth until they begin school in participating areas.

# data[].attributes.attachment_link.title
Three Angels Adventist Curriculum for Kids

# data[].attributes.attachment_link.description
The Three Angels Curriulum Project has developmentally appropriate curriculum based on Revelation 14 for grades PreK through 12.

# data[].attributes.headline
How to Launch Three Angels Bible Resources

# data[].attributes.subject
How to Launch Three Angels Bible Resources

# data[].attributes.body
Need Help Getting Started?

You have options!!

1. Watch the recorded training session (see above).

2. Email us to set up a personalized phone appointment: sandy@threeangelsforkids.com or yvette@threeangelsfortoday.org

# data[].attributes.body
Welcome to Bible Academy where kids learn about the important messages that Jesus has for them in the Bible. Each lesson is an 8-page booklet with questions, activities, quizzes, and much more. Included in this set are 10 booklets, each focusing on a different message.

# data[].attributes.attachment_link.readable_text
Description

Welcome to Bible Academy where kids learn about the important messages that Jesus has for them in the Bible. Each lesson is an 8-page booklet with questions, activities, quizzes, and much more. Included in this set are 10 booklets, each focusing on a different message.

Lesson 1: THE B-I-B-L-E

Lesson 2: 1+1+1= GOD | THE TRINITY

Lesson 3: GOD CREATED IT ALL

Lesson 4: WHERE DID SIN COME FROM?

Lesson 5: THE GOOD NEWS OF THE GOSPEL

Lesson 6: WHAT IS A CHRISTIAN?

Lesson 7: BAPTISM

Lesson 8: TIME TO GET TO WORK (STEWARDSHIP)

Lesson 9: JESUS IS COMING BACK

Lesson 10: HEAVEN

Parents, pastors, and other adults working with children will appreciate the way that each lesson encourages the child to look at the subject in different ways.

These are created for kids ages 8-10, and of course younger and older kids will enjoy them too!

# data[].attributes.attachment_link.readable_text
Description

These lessons seek to show that loving God is the most important thing in life.

The Fun-da-mentals Bible study lessons cover 16 topics that are the basis of building a relationship with God. Lessons start with The Great Controversy and include Creation, Adam and Eve's Choice, the Plan of Salvation, Following Jesus, the Second Coming and the Two Resurrections. As you complete each lesson you will take a step toward making a decision to follow Jesus for the rest of your life.

Each lesson includes:

A short reading

Activities

Things to do this week from what you have learned

Additional Scriptures for study

By starting with study of the Bible verses and then moving to practical applications these lessons teach you how to love the God who loved you first.

Recommend for ages 9 - 12

About the Author: Dr. Jeremiah Green, EdD, serves as Elementary Chaplain at Loma Linda Academy and Associate Pastor for Children at the 16th Street Seventh-day Adventist Church. He is also the founder of The Withstanders Inc. and Withstander Academy which equip children to be God's superheroes. Dr. Green has spent eight years training pastors and children's ministries leaders through his Children's Ministry Coaching Network. He has also traveled around the world equipping leaders and ministering to children. Dr. Green is married to Giliane Green, and has a son, Micaiah, and three daughters, Zaraiah, Annaiah, and Moraiah.

Paperback. Copyright 2024.

# data[].attributes.body
All of the Elementary and Secondary Video Links!

Please go to AE Dashboard --> User Guides --> Menu Encounter --> Encounter Video Resources

# data[].attributes.attachment_link.readable_text
Here are links to two Google Drive Folders:
Elementary Encounter YouTube Clips: https://drive.google.com/drive/folders/16zvJEIviCKIvIpMtGCeaE1JfaarRxBVO?usp=sharing

Secondary Encounter content: Click the link here to access all the vimeo, youtube, etc videos in a Google Drive folder. https://nad.adventisteducation.org/SecondaryEncounterResources. The contents of the folder can be saved to your computer for offline access or in case the online links are removed. All of Grade 9-12 are included if possible.

# data[].attributes.attachment_link.description
Here are links to two Google Drive Folders:Elementary Encounter YouTube Clips: https://drive.google.com/drive/folders/16zvJEIviCKIvIpMtGCeaE1JfaarRxBVO?usp=sharing Secondary Encounter content: Click the link here to access all the vimeo, youtube, etc videos in a Google Drive folder. https://nad.adventisteducation.org/SecondaryEncounterResources. The contents of the folder can be saved to your computer for offline access or in case the online links are removed.

# data[].attributes.attachment_link.readable_text
Check out these great posters to use with our children when teaching them the fundamentals that we believe in. It's just an easier way to have fun and learn! Feel free to download them and use them at your earliest convenience.

# data[].attributes.attachment_link.description
Check out these great posters to use with our children when teaching them the fundamentals that we believe in. It's just an easier way to have fun and learn! Feel free to download them and use them at your earliest convenience.

# data[].attributes.body
https://www.adventsource.org/store/childrens-ministries/bible-and-baptismal-lessons/bible-study-methods-for-kids-41868

The 20 different methods included in this book will help your child get more out of their study of the Bible and grow in their love for Jesus and His Word.

# data[].attributes.headline
SKITS for Adventist Heritage from CIRCLE (of ALC) 

# data[].attributes.subject
SKITS for Adventist Heritage from CIRCLE (of ALC) 

# data[].attributes.headline
Various Adventist Heritage Resources from CIRCLE of ALC

# data[].attributes.subject
Various Adventist Heritage Resources from CIRCLE of ALC

# data[].attributes.headline
Various Adventist Heritage Resources from CIRCLE of ALC

# data[].attributes.subject
Various Adventist Heritage Resources from CIRCLE of ALC

# data[].attributes.headline
SBL - Becky Meharry SBL/Unit Planning Padlet

# data[].attributes.subject
SBL - Becky Meharry SBL/Unit Planning Padlet

# data[].attributes.body
Google Drive

# data[].attributes.headline
Marzano HRS - High Reliability Summit Info

# data[].attributes.subject
Marzano HRS - High Reliability Summit Info

# data[].attributes.attachment_link.readable_text
Imagine if every school focused on five key components of education and gave staff the time to fully master them. The result would be sustainable school improvement and high levels of learning for all.

Trusted by educators around the world, the Marzano High Reliability Schools (HRS) framework serves as a long-term strategic planning guide for schools and districts. Rather than constantly seeking new initiatives, the framework encourages educators to concentrate their efforts on five key areas of operation:

1. Safe, Supportive, and Collaborative Culture

2. Effective Teaching in Every Classroom

3. Guaranteed and Viable Curriculum

4. Standards-Referenced Reporting

5. Competency-Based Education

Join us at the High Reliability Schools Summit to learn how this powerful framework can help address your school or district's unique needs and goals. With the support and guidance of our acclaimed HRS experts, you and your team will dive deep into the five levels of high reliability schooling, engage in strategic planning, and leave fully prepared to create the conditions for success across your school community.

Learn how the HRS framework serves as a school leadership model that offers a clear, concise focus on research-based practices that increase student achievement.

Discover how establishing a common model of instructional practice can improve teaching and learning in every classroom.

Explore how the professional learning communities (PLC) concept is embedded into the HRS framework and serves as a critical vehicle to drive learning.

Acquire a process for establishing a guaranteed and viable curriculum districtwide to ensure all students learn.

Understand how to use quick data to monitor and sustain successful practices within schools.

Examine key aspects of standards-based grading, such as developing proficiency scales and creating high-quality classroom assessments.

Investigate the concept of competency-based education and how it can be developed within a school.

Learn from leading experts

Keynote speakers

Hear from our attendees

"The most valuable aspect of this event was leaving feeling like my district is focused on the 'right' work and also feel reinvigorated to start a new school year. The keynote speakers and breakout sessions provided valuable materials and much 'food for thought' about the future of our district and how we serve our students every day. The resources were great and I am so excited for a new year!"

"This event perfectly balances the art and science of education. With thoughtful consideration of the science of teaching and learning, this team of associates brings humanity, empathy, autonomy, and passion to a framework that could transform education in the US."

"Hearing the opinions, advice, and values/beliefs of accredited educators who are well known. It was a rich experience."
Agenda and speakers are subject to change. Detailed agenda
Day 1
Monday, January 29th

Day 2
Tuesday, January 30th

Day 3
Wednesday, January 31st
Events reach capacity quickly. Please confirm your registration before making travel plans.
All rates are per day and subject to change.

In order to receive the discounted hotel room rate, please mention Solution Tree.
After the deadline listed below, rates will be determined by the hotel.

Parking information:
Convention Center
Hilton Palacio del Rio: Valet $44, Self parking not available at hotel
La Quinta by Wyndham San Antonio Riverwalk: Self park: $26 Valet $33

Primary Hotel

Hilton Palacio del Rio

200 S Alamo St
San Antonio, TX 78205
210-222-1400

Discounted Rate: (single or double) $259 per night

Deadline: January 8, 2024 or until group rate is sold out.

Alternate Hotel 1

La Quinta by Wyndham San Antonio Riverwalk

303 Blum St
San Antonio, TX 78205
800.753.3757

Discounted Rate: (single or double) $199 per night

Deadline: January 8, 2024 or until group rate is sold out.

Venue
Henry B. González Convention Center
900 E Market St

San Antonio, Texas

Participation Information

You will receive a certificate of participation 6 weeks after the event concludes. Please check with your department of education for CEU availability.

Additional Information

# data[].attributes.attachment_link.description
The Marzano High Reliability Schools™ framework, based on 40 years of research, defines five progressive levels of performance that a school must master to become a high reliability school-where all students learn the content and skills they need for succ

# data[].attributes.headline
HRS Summit - Jan Hoegh Session Resources

# data[].attributes.subject
HRS Summit - Jan Hoegh Session Resources

# data[].attributes.headline
Elementary and Early Childhood Education Updates PDF

# data[].attributes.subject
Elementary and Early Childhood Education Updates PDF

# data[].attributes.attachment_link.readable_text
Multigrade curriculum rotations are in four year cycles that alternate between odd and even years. The current cycle will depend on the last half of the proposed school year:

School years ending with even numbers use even curriculum cycles (2 or 4).

School years ending with odd numbers use odd curriculum cycles (1 or 3).

Which odd or even rotation being utilized is determined by the next cycle in the four-year sequence. Textbook pages on this site are automatically updated to show the intended cycle, but can be manually set to display another cycle when needed by using the cycle selector at the top right of any applicable page.

One room teachers: You have a choice in Bible, Art, Music, and PE to choose whichever grade curriculum best reflects the majority of your students. If the majority of students are in grades 1-4, use lower grade choice. If the majority of your students are in grades 5-8, the upper grade choice is used.

# data[].attributes.attachment_link.description
Multigrade curriculum rotations are in four year cycles that alternate between odd and even years. The current cycle will depend on the last half of the proposed school year: School years ending with even numbers use even curriculum cycles (2 or 4). School years ending with odd numbers use odd curriculum cycles (1 or 3).

# data[].attributes.headline
Language Arts and Science - Kendall Hunt

# data[].attributes.subject
Language Arts and Science - Kendall Hunt

# data[].attributes.body
20% discount off license renewals if ordered prior to August 31, 2024!

# data[].attributes.body
Click on the following links to access the Padlets:

K-5 Impact Padlet   Passcode: NADsdaSS2023

6-8 Voices & Perspectives Padlet  Passcode: NADsda2023SS

# data[].attributes.attachment_link.readable_text
As states and districts overhaul the way their schools teach reading, many are banking on one specific professional-learning program to propel this transformation: Language Essentials for Teachers of Reading and Spelling, commonly known as LETRS.

A critical part of making large-scale changes to reading instruction is introducing teachers to research and new methods. That's where professional learning comes in.

LETRS instructs teachers in what literacy skills need to be taught, why, and how to plan to teach them. And it delves into the research base behind these recommendations.

The program is long, intensive, and expensive. It can take upwards of 160 hours to complete over the course of two years. But it's also become one of the most frequently used options for reading professional development.

Twenty-three states have contracted with Lexia, the company that houses LETRS, to provide some level of statewide training. About 200,000 teachers total are enrolled in the training this year, an 8-fold increase from 2019, the company says. "We call it wild, explosive growth," said Cassandra Wheeler, a senior manager of LETRS state success at Lexia.

How did this one training become so ubiquitous? Is it really that different from the other PD options? And most importantly: Does it work?

What is LETRS?

LETRS is a training course developed by Louisa Moats and Carol Tolman, both literacy experts and consultants. It's for teachers who work with beginning readers, though there are also companion trainings available for administrators and early childhood educators.

LETRS is divided into two volumes, aligned to this framework.

The first covers how to teach and assess students' knowledge of the sounds in the English language (phonemic awareness), how those sounds represent letters that can create words (phonics), and how and why to teach word parts (morphology). It also covers spelling and fluency instruction.

The second explains how to develop students' spoken language abilities, including vocabulary knowledge; how to create a "language-rich" classroom; comprehension instruction; and how teachers can build connections between reading and writing. The course also gives teachers information about how to diagnose reading problems and differentiate instruction.

LETRS is not a curriculum or a set of activities-that's not its goal. The goal is to "give people a knowledge base for doing the job," Moats said. "I want the teacher in front of a group of kids to feel like she or he understands what is going on in the minds of the kids as they are trying to learn."

Why is LETRS so popular?

The answer to that starts with what many in the reading field are calling the "Mississippi model."

In 2014, Mississippi started LETRS training with its K-3 teachers, part of a broader effort to align reading instruction in the state to evidence-based practices.

In the years since, about two dozen state departments of education have embraced similar changes, instating mandates that require schools to use materials, assessments, and methods aligned to the evidence base behind how children learn to read. Many have cited Mississippi as an example.

An evaluation of Mississippi's LETRS implementation from the Southeast Regional Education Laboratory, a federally funded implementation network, found that it increased teacher knowledge and improved teacher practice. Then, in 2019, Mississippi students made big gains in reading on the National Assessment of Educational Progress.

Education officials thought that replicating Mississippi's LETRS training would lead to similar results, said Beth Anderson, the executive director of the Hill Center in Durham, N.C., which houses an independent school for students with reading difficulties and provides reading professional development. "As often happens in education, everyone jumped on the bandwagon of what looked like the silver bullet solution, and LETRS is what looked like that," she said.

"The focus on science of reading has driven a lot of the momentum that we're seeing," said Nick Gaehde, the president of Lexia and Voyager Sopris Learning. But also: "The funding environment has certainly been a factor."

Is LETRS aligned to the methods used in the science of reading?

Yes-and it differs from other kinds of reading professional learning.

Much of teacher professional development goes like this: Teachers will sit in a few days of sessions about a couple of new tools or approaches, apply the ones they think might be useful to their practice, and discard the rest. LETRS isn't like this.

"We have instead mapped out a course of study where one thing builds upon another in a sequence," Moats said.

The LETRS sequence takes a "speech to print" approach to teaching foundational skills, Moats said. "We're convinced from research that, for kids, the underpinning of being able to learn the alphabetic code for reading and spelling is phoneme awareness"-the ability to hear and manipulate the sounds within words. Once kids have that skill, they can connect those sounds to letters, and they can begin to read words.

But LETRS, like the science of reading, isn't just about word reading. The second year of LETRS is all about language comprehension, and its method differs from typical approaches.

Much reading comprehension instruction in schools today is focused on teaching comprehension skills-finding the main idea, comparing and contrasting-which students are supposed to learn how to do and then apply to other texts.

But studies show that practicing these skills doesn't actually lead to better comprehension, in part because understanding a text is heavily dependent on background knowledge. Understanding a passage about baseball means knowing a bit about the sport, its rules, and its equipment beforehand, as one famous study found.

LETRS teaches how and when to apply these evidence-based strategies. But it also takes what Moats calls a "text-based" approach to reading comprehension.

The program instructs teachers to develop their lessons and questions for students purposefully, based on the specific text they're reading: What knowledge should they take away? What new vocabulary can they learn? Teachers need to have read the text themselves to be able to facilitate this process-something that isn't always the case in classrooms where students are asked to practice comprehension skills in books of their choice.

"Instead of using any random passage to teach main idea, we want the teacher to first think about what the main idea is and what they want kids to learn," Moats said.

A lot of teachers didn't learn these approaches to teaching reading in preservice programs or in professional development, so they can feel "very foreign," she said.

Why wouldn't most of this information have been covered in teacher preparation?

These ideas are one hallmark of a balanced literacy approach to reading instruction, a philosophy that 68 percent of teacher educators in this survey said they adhere to.

A popular instructional technique in balanced literacy classrooms is guided reading, in which a teacher coaches a student through reading a book matched to their level. The goal is to facilitate students' comprehension of the text, prompting them when needed with suggestions and support. If a student struggles to read a word, a teacher might suggest looking at the letters, but the teacher might also suggest checking the picture or thinking about what word would make sense.

To understand how this is different than the approach that LETRS presents, imagine learning how to read is like learning how to play basketball. The LETRS system is to teach kids the rules, practice their skills through drills, and scrimmage a few times before they play their first game.

By contrast, a balanced literacy approach often puts kids on the court right away. Some kids are naturally gifted ballplayers, and they quickly get the hang of dribbling and shooting. But others will continue to struggle for the whole season, because they never learned the foundations of the sport.

Does LETRS lead to higher student achievement?

That's a complicated question.

The evaluation of LETRS in Mississippi found that teacher knowledge and quality of instruction increased in Mississippi schools after the training.

But teachers in Mississippi didn't just get the training. They also had a system of coaching to support them in applying it-figuring out how what they were learning should translate into practice.

And the Southeast Regional Education Laboratory evaluation only measured changes to teachers' knowledge and how teachers taught. The researchers note that the study can't say whether LETRS, specifically, improved student scores.

Mississippi also made changes to curriculum materials and intervention protocols. Was it teacher knowledge that made a difference for student achievement? Was it one of the other supports? Some combination of several factors? It's hard to know for sure.

Experimental studies of LETRS have shown similar results: The training increases teacher knowledge and can change practice given the right conditions-but these shifts don't always translate into higher student achievement.

Other studies validate the idea that strong coaching can help teachers translate LETRS into practice.

If LETRS doesn't always lead to increases in student scores, is it worth the investment?

Lexia declined to share per-participant costs for LETRS training. But the PD is a big-ticket item for several states.

North Carolina is spending $54 million on training and related supports. Alabama has spent $28 million. South Carolina has spent $24 million; Kansas, $15 million; Oklahoma, $13 million; Utah, almost $12 million.

LETRS advocates-including many teachers who have gone through the training-say that the comprehensive, sequenced knowledge base it provides is an essential springboard for delivering evidence-based instruction.

"It's a lot of work, it's like another college course. But it's so valuable," said Lisa Tidwell, a kindergarten teacher in Ogden, Utah, who started LETRS this past school year.

It's also helpful for teachers to all go through the same training, so they have a common language, said Kelly Butler, the CEO of the Barksdale Reading Institute, a Mississippi group that helped lead the state's reading overhaul.

But does that training have to be LETRS?

"This is a hard question, and it's something I think about a lot," said Emily Solari, a professor in the department of curriculum, instruction, and special education at the University of Virginia.

It's reasonable to expect that there's some threshold of knowledge that teachers need to reach in order to apply evidence-based practices in their classroom, said Solari, who is also a member of a council that advises Lexia on best practices. But it's not a given, she said, that teachers would need to go through a program as intensive as LETRS to reach it.

"Every district has a certain amount of resources," Solari said. "Where do we put those resources to get the biggest bang for your buck?"

# data[].attributes.attachment_link.title
What Is LETRS? Why One Training Is Dominating 'Science of Reading' Efforts

# data[].attributes.attachment_link.description
The intensive, expensive teacher training has boomed-but what does it include? And does it work?

# data[].attributes.headline
Lindsay Kemeny, author of 7 Mighty Moves - Scholastic

# data[].attributes.subject
Lindsay Kemeny, author of 7 Mighty Moves - Scholastic

# data[].attributes.attachment_link.description
I am passionate about teachers learning and applying the science of reading in their classrooms, so I am offering these modules for free! However, if you’d like to donate to show your appreciation, you are welcome to donate to my Donor’s Choose project here.

# data[].attributes.attachment_link.title
CO0LUMBIA UNION ELEMENTARY BIBLE ENCOUNTER 2024

# data[].attributes.headline
Elementary Bible Encounter Facebook Page 

# data[].attributes.subject
Elementary Bible Encounter Facebook Page 

# data[].attributes.headline
Multigrade Bible Encounter Facebook Page

# data[].attributes.subject
Multigrade Bible Encounter Facebook Page

# data[].attributes.attachment_link.title
Grading for Mastery and Redesigning My Gradebook

# data[].attributes.attachment_link.description
This year I decided to overhaul my gradebook and assess students based on their mastery of particular skills, also referred to as standards-based grading. Instead of organizing my gradebook using traditional categories (e.g. homework, classwork, projects, tests, and projects), I identified the main skills we would be focusing on developing in this class and used those to create my gradebook categories.

# data[].attributes.attachment_link.authors[].name
Chris Hull | Otus Co-Founder and Chief Product Officer

# data[].attributes.attachment_link.description
This is a guide to different types Standards-Based Grading scales and how to convert Standards-Based Grades into traditional letter grades.

# data[].attributes.attachment_link.readable_text
Within the Marzano Academy model reporting and grading can take a number of forms. More specifically, an academy has the choice of using standards-referenced reporting or competency-based reporting.

Standards-referenced reporting retains aspects of traditional grades and incorporates aspects of a competency‐based system. A partial standards‐referenced report card is depicted in figure 3.1.

In figure 3.1 the overall grades have been computed and reported in a traditional manner. This is done by translating the summative scores on measurement topics for a given subject area into a traditional letter grade. To illustrate, consider the final scores for the subject of social studies. The dark portion of each bar graph represents the student's initial status, while the light portion represents the student's current status as described by the summative score. For the measurement topic of Using Geographic Tools (Geography), the student started with a score of 1.0 (the dark part of the bar graph) but reached a summative score of 3.0 by the end of the grading period. Thus, the student grew by 2.0 score points. Notice that the report card in figure 3.1 also includes measurement topics for cognitive and metacognitive skills. These are addressed just as academic content is addressed. That is, each subject area reports status and growth for each specific measurement topic.

Summative proficiency scale scores can be converted to letter grades using the conversion scale in figure 3.2.

There is obvious logic to the conversion scale in figure 3.2. A score of 3.0 on a proficiency scale represents proficiency with the content, therefore, an average of 3.0 or above puts a student in the A category. By extension, an average score of 2.50 to 2.99 puts a student in the B category and so on. Figure 3.3 translates proficiency scale scores into percentage scores.

Competency-Based reporting uses a different model than standards‐referenced reporting. A competency‐based system uses levels rather than traditional grade levels. A competency‐based system allows students to progress through levels in each subject area according to demonstrated proficiency rather than time. Therefore, scores are reported according to a student's individual progression through levels rather than according to a time-based grade level or a specific course. This is depicted in figure 3.6.

Note that many subject areas include levels 01 through 10. Level 10 represents mastery of a subject area as would be sufficient for a general high school diploma in a traditional system. However, not all subject areas include 10 levels. For example, art has six levels, technology has seven levels, and personal or social skills has five levels. In other words, each content area has as many or as few levels necessary to describe progression up to high school graduation. An advantage of a competency‐based system is that it allows for levels that exceed high school achievement expectancy. For example, mathematics has three advanced levels, as do language arts and science. Art has one advanced level, and technology has two. This means that a student who is still working on high school proficiency for some levels, may exceed high school proficiency in others. In many cases, students may earn college credit for achieving these advanced levels.

Finally, note that figure 3.6 displays the level a student is currently working on for each subject area, as well as areas in which a student has already demonstrated proficiency. For example, in science, the student is working on level 04. The proportion in the cell is 17/25. Of the twenty-five measurement topics at that level, the student has demonstrated proficiency (an obtained score of at least 3.0 on the scale) on seventeen of the topics. Also, note that at level 03 in science, the student has a recorded score of 3.0. This means that while the student received a 3.0 or higher on all measurement topics, the majority of the scores were 3.0. An alternative to this convention is to report the average score across measurement topics. For example, instead of an overall score of 3.0 for level 02 mathematics, the student might have received a score of 2.68. It is important to note that, in all cases, this average score across measurement topics would always be at least 3.0 before students can move on to the next level (meaning this student would have needed more work to achieve proficiency). Once a student has completed a level, the teacher drops the proportional scores (as seen in the 17/25 cell for level 04 science) and reports only the overall score for the measurement topics of that level.

The Empower system allows for a wide variety of reporting options for both standards‐
referenced and competency‐based approaches.

Relative to the use of Empower, academy teachers should:

Decide whether they will a standards‐referenced or a competency-based system.

Determine the exact format that will be used with "report cards" and how to generate
those reports.

# data[].attributes.attachment_link.description
Within the Marzano Academy model reporting and grading can take a number of forms. More specifically, an academy has the choice of using standards-­referenced reporting or competency-­based reporting. Standards-Referenced Reporting Standards-referenced reporting retains aspects of traditional grades and incorporates aspects of a competency‐based system. A partial standards­‐referenced report card is depicted in figure 3.1.

# data[].attributes.body
VOTED: to use the Marzano 7 & 10 point conversion scale as an option in the SIS for converting p-scales to traditional grade scales.

# data[].attributes.headline
Dr. Marzano Converting Proficiency Scales

# data[].attributes.subject
Dr. Marzano Converting Proficiency Scales

# data[].attributes.attachment_link.title
Dr. Marzano on Converting Proficiency Scale Grades to Traditional Percentage & Letter Grades