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Check out these resources for grading:  

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Check out these resources for grading:  

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https://www.usd259.org/grading

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https://sites.google.com/a/stcharlessd.org/sbg/home

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https://wida.wisc.edu/teach/can-do/descriptors

Click on the Name Charts by grade Level (not K-12).

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A tool to help you meet students where they are in their language development

The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

Bilingual and English-immersion early care and education programs

Bilingual, Spanish-immersion and English-immersion K-12 language programs

Bilingual, Spanish-immersion and English-immersion K-12 content-area classrooms

Similar to the WIDA English Language Development Standards Statements, the Can Do Descriptors describe what learners can do with language across different content areas. Although the Can Do Descriptors relate to the ELD Standards Statements, they don't replace them but are used to supplement the standards statements during instruction.

Educators and early childhood practitioners can use the Can Do Descriptors to

Better understand what students at different levels of language proficiency can do with language

Expand their understanding of what the process of language development can look like

Collaborate around scaffolding that students need to engage in content-area learning and develop language at the same time

Differentiate instruction and classroom assessment for language

Interpret ACCESS for ELLs test scores

The Can Do Descriptors have not yet been updated to reflect the 2020 Edition; however, they remain available as a valuable tool for communicating with stakeholders about what students can do at each language proficiency level. WIDA is monitoring educator use to help inform the timing for updating the materials.

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A tool to help you meet students where they are in their language developmentThe Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

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Wichita Public Elementary Grading Practices

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Wichita Public Elementary Grading Practices

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https://www.usd259.org/Page/16478

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High Expectations for all students article

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High Expectations for all students article

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https://www.usd259.org/cms/lib/KS01906405/Centricity/Domain/4768/SRG%20Conversion%20to%20Letter%20Grades%20-%20Middle%20School.pdf

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Des Moines Public Schools SRG site & materials

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Des Moines Public Schools SRG site & materials

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Check this site out if you'd like to see a large, diverse urban district's implementation of SRG practices along the steps of Tammy Heflebower's guidelines:
grading.dmschools.org  Connect with me with questions.     --Becca    blindahl@heartlandaea.org

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Common Assessment Plan - Traditional Item Types

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Common Assessment Plan - Traditional Item Types

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http://www.ssccardinals.org/schools/middle-school/win-time

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https://www.usd259.org/cms/lib/KS01906405/Centricity/Domain/4768/SRG%20Conversion%20to%20Letter%20Grades%20-%20Middle%20School.pdf

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Annenberg Foundation Errors in Thinking Ideas

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Annenberg Foundation Errors in Thinking Ideas

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http://adulted.about.com/od/icebreakers/qt/twotruthsonelie.htm

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Student Progress & Effort Tracking Matrix

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Student Progress & Effort Tracking Matrix

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Google Spreadsheet for students to track their progress on proficiencies scale.

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Student Progress & Effort Tracking Matrix

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Elementary Grading Practices

Elementary teachers are using proficiency scales developed at the district level to plan and measure student progress toward learning targets in all content areas. Proficiency scales are consistent 0-4 point grading scales with performance indicators, allowing the teacher to better track a student's progress on what they are learning and if they have mastered the content.

Social skills, turning in and completing assignments, effort, and behavior are reported separately on the elementary progress report. These are important aspects for success in school and life; however, they should not inflate or deflate a student's academic grade which reflects their understanding of grade level standards.

Extra credit or bonus points for non-academic purposes will not be used. For example, bringing classroom supplies, while appreciated, will not be part of a student's academic grade. If students are not making progress towards mastering skills and concepts, teachers may provide additional assignments and activities that will help the student improve their grade.

Watch: Teachers from across the Wichita Public Schools share their experiences utilizing Standards-Referenced Grading in the classroom.

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Elementary Grading Practices Elementary teachers are using proficiency scales developed at the district level to plan and measure student progress toward learning targets in all content areas. Proficiency scales are consistent 0-4 point grading scales with performance indicators, allowing the teacher to better track a student's progress on what they are learning and if they have mastered the content.

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https://rhs.rutlandcitypublicschools.org/academics/proficiency-based-learning-practices/what-will-colleges-think/

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https://drive.google.com/file/d/1lvY4p1a_8R0oqKhpvzuM2auZu4bh7DBi/view?usp=sharing

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Employees must be logged in to view employee-only content on this web site. All Central Office employee-only documents and forms are available through the WPS Document Center, and will not be searchable through this site search. School-specific staff content will be available on school web sites for employees who have logged into the site.

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ASCD article on grading (Marzano & Heflebower)

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ASCD article on grading (Marzano & Heflebower)