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Every department has implemented CFA's and are refining their skills which is naturally leading to more equitable and effective grading practices.

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Math teachers are seeing the benefits of CFA and determining if students need more time to master or if students need enrichment

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Grade levels developing their own common formative assessments.

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No zeros on any papers.  If a child does not complete an assignment and or fails an assignment they are retaught and reassessed.  The parents are also contacted if there is a chance of a zero.

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No zeros on any papers.  If a child does not complete an assignment and or fails an assignment they are retaught and reassessed.  The parents are also contacted if there is a chance of a zero.

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A few teachers are using standards based grading practices in their classrooms.
Departments are having good discussions about what the essential standards are and working on ways to truly
focus on them.
Departments using CFAs - working on getting better at using data to ensure all students all learning

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Steps toward:  Realizing projects cannot just have one grade or be weighted too heavily; conversations over standards and surprise when students who do little on daily work understand concepts well; full credit for late work (but only up to a point is the downside. NEED: more understanding of ineffective measure of averaging redos;

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Team that uses "concept checks" rather than homework to determine if students have mastered an objective. Students also have an opportunity to re-take a concept check after they have gained a better understanding of the concept. 

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Team that uses "concept checks" rather than homework to determine if students have mastered an objective. Students also have an opportunity to re-take a concept check after they have gained a better understanding of the concept. 

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Some of my 3rd/4th grade teachers have embraced the exit assessment to determine the level of understanding for each student on specific skills and using this to build groups to determine what needs to happen next.

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Some of my 3rd/4th grade teachers have embraced the exit assessment to determine the level of understanding for each student on specific skills and using this to build groups to determine what needs to happen next.

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Students are setting and reviewing individual academic goals based on content and standards in 5th grade
Sci/Ss classes

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Failed skills are retaught
Measurement of mastery occurs over time and multiple opportunities

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Teams beginning to use standards to create common formative assessments.  Using these assessments to teach and reteach until mastery.
Use of phonics screener from Journeys to asses students and place in FLEX groups.  Reassessing after 2-3 weeks and forming new FLEX groups as needed.

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The K-2 skills based report card is heading in the right direction, however the skills are still too broad as they lump standards together.
CFA's for our older elementary grade levels are starting to make a difference in some of the grading practices but still are a work in progress.
Zeros are not permitted makes a huge impact on students learning however some teachers still have a difficult time realizing this is a behavior not ability.

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Standards Based Grading and Flex Grouping

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Standards Based Grading and Flex Grouping

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Students are assessed based on the skill they have learned, then flex-grouped for re-teaching of the skill or enrichment.

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Learning Standards for each grade organized by quarter and assessed throughout the year.

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Through our weekly common formative assessments, we have seen the natural progression of grades reflecting student mastery of objectives.  Teachers enter objectives into the gradebook (from the CFA) and change the grade as the students progress...may take several reteach/small group times to get mastery.  They just add a comment in Powerschool that it took ____ times to reach mastery.