# data[].attributes.attachment_link.title
Elk Ridge Middle Math Teacher’s Videos Making a Big Difference

# data[].attributes.headline
Anoka-Hennepin, MN Linking grades to existing LMS.

# data[].attributes.subject
Anoka-Hennepin, MN Linking grades to existing LMS.

# data[].attributes.body
https://community.canvaslms.com/t5/Question-Forum/Standards-Based-Grading-with-Rubrics/m-p/91635

# data[].attributes.headline
One sample (not necessarily an exemplar) "NEO"

# data[].attributes.subject
One sample (not necessarily an exemplar) "NEO"

# data[].attributes.attachment_link.title
NEO LMS Webinar: How to simplify online grading and track student achievement

# data[].attributes.headline
Excel-based tool to compute linear, curvilinear, and average scores:  

# data[].attributes.subject
Excel-based tool to compute linear, curvilinear, and average scores:  

# data[].attributes.body
https://www.marzanoresources.com/marzano-score-estimator-growth-calculator.html

# data[].attributes.headline
Inside Great Schools (Lindsay Unified, CA)

# data[].attributes.subject
Inside Great Schools (Lindsay Unified, CA)

# data[].attributes.attachment_link.readable_text
GreatSchools.org is a national nonprofit with a mission to help every child obtain a high-quality education that values their unique abilities, identities, and aspirations. We believe in the power of research-backed, actionable information to empower parents, family members, and educators to help make this happen. For 25 years, the GreatSchools Editorial Team has been working to make the latest, most important, and most actionable research in education, learning, and child development accessible and actionable for parents through articles, videos, podcasts, hands-on learning resources, email and text messaging programs, and more. Our team consists of journalists, researchers, academics, former teachers and education leaders - most of whom are also dedicated parents and family members - who not only research, fact check, and write or produce this information, but who use it in our daily lives as well. We welcome your feedback at editorial@greatschools.org.

# data[].attributes.attachment_link.title
Inside a performance-based learning school

# data[].attributes.attachment_link.description
Performance-based learning means that students get to learn at their own pace. They can take more time when they need it and move on when they master a concept. See how adopting this model changed student outcomes at Lindsay High School.

# data[].attributes.headline
Personalized Learning described...School climate up! College attendance from 21%-42%.

# data[].attributes.subject
Personalized Learning described...School climate up! College attendance from 21%-42%.

# data[].attributes.attachment_link.title
Chan Zuckerberg LUSD Partnership Announcement

# data[].attributes.headline
Research re: PBE from Regional Education Labs

# data[].attributes.subject
Research re: PBE from Regional Education Labs

# data[].attributes.attachment_link.readable_text
By Joni Wackwitz
May 20, 2020

Teachers know that the amount of time students spend in class does not determine their mastery of course content. Competency-based education (CBE) addresses this issue by allowing students to learn and advance at their own pace. With this approach, students demonstrate mastery of competencies, or learning targets, to earn credit and progress. Research suggests this model can boost academic achievement, high school graduation rates, and college and career readiness ( Anderson & Fulton, 2015; Jerald, Campbell, & Roth, 2017; Sturgis & Patrick, 2010).

Browse these resources from across the Regional Educational Laboratory (REL) Program and other networks to learn more about competency-based education as well as its use in online and blended learning and credit recovery.

Competency-based education

For state guidance in facilitating competency-based learning, a REL Central report summarizes selected state policies and supports related to K-12 competency-based education. The report classifies state laws and regulations into three broad policy categories: (1) credit flexibility, (2) progression flexibility, and (3) individual learning options.

A REL Northeast & Islands report draws on a scan of state-level policies and 20 interviews to describe definitions, policies, and implementation of competency-based education in the Northeast. A companion video and webinar are available.

A new REL Midwest webinar describes the relationship between competency-based education and students' learning outcomes and how to create structures within a school or classroom to effectively implement competency-based education strategies.

Competency-based education can be a major adjustment for students. A REL Northeast & Islands guide describes how to adapt, administer, and analyze a survey to collect information about high school students' understanding of and experiences with competency-based education. A companion video is available.

REL Southeast's Measuring Success Through Competency-Based Learning Research Alliance in North Carolina is identifying and sharing best practices for implementing competency-based instruction at K-12 and postsecondary levels. Resources include a CBE Mastery Framework, which details major shifts in four areas of educators' practice: structure, culture, teaching, and learning.

A REL Central study measured the academic progress of elementary and middle school students in a Colorado district's competency-based system as well as teachers' assessment of students' knowledge. On average, students who were behind their traditional grade level took less time to complete performance levels than students at their traditional grade level.

REL Central's North Dakota Innovative Schools Research Partnership, which focuses on evaluating innovative education initiatives and services, is conducting a study of the use of dedicated flex time for student-directed learning as part of a competency-based education system at Legacy High School in Bismarck. Look for the report later this year.

The Ask A REL reference desk service has compiled research citations and resources on competency-based education in response to several questions submitted from the field:

REL Appalachia: What research is available on the effect of performance-based diplomas and education programs [363 KB ] on student outcomes?

REL Central: What research is available on competency-based learning?

REL Midwest: What research is available on

REL Northeast & Islands: What research is available on the impact of proficiency-based grading and reporting on students and the strengths and challenges of grading and reporting when schools move to proficiency-based assessment and reporting?

Online and blended learning

Competency-based instruction often is delivered in an online or blended learning environment. In this webinar, REL Mid-Atlantic provides an overview of blended learning and the potential of using technology in the classroom. The webinar draws on a related infographic to examine the implementation and effectiveness of blended learning, with examples from Delaware.

How much time should students engage with online courses? A REL Midwest and Virtual Education Research Alliance report examines engagement patterns and academic outcomes of students taking online courses in Wisconsin and finds that students who spent at least two hours a week engaging in the courses had better results. An infographic [55 KB ] highlights key findings.

Struggling to keep up with new and emerging research in online education? REL Southeast provides a rundown [210 KB ] of free sites and resources for locating the latest research on K-12 online and blended learning, with suggestions for navigating the resources.

Credit recovery

Competency-based learning is frequently used for credit recovery, which enables students to retake courses and stay on track to graduate. REL Midwest conducted an environmental scan of high school credit recovery programs and practices across Minnesota. The results are helping state leaders ensure equitable access to quality options. An infographic is also available.

Building on the above scan, an ongoing REL Midwest study is assessing the implementation of the Minnesota Alternative Learning Center Networked Improvement Community (ALC NIC), formed in 2019 to improve credit recovery practices by integrating competency-based learning strategies. The report is slated for publication in 2021. Learn more about the work of the Minnesota ALC NIC in this blog post.

Online credit recovery programs are gaining popularity due to their flexibility and ease at providing a range of subjects, even in remote areas-but are they effective? A REL Northwest report describes 2013/14 course enrollment and completion patterns for the Montana Digital Academy (MTDA), a statewide online credit recovery program. The authors find that almost 60 percent of MTDA students received a passing grade.

A REL Southeast study compared students in the North Carolina Virtual Public School (NCVPS) online credit recovery program to students enrolled in other credit recovery programs in the state. Although NCVPS students were less likely than comparison students to graduate high school, NCVPS students who did graduate were more likely to do so in four years.

Can online courses compare to face-to-face instruction? A REL Southeast study analyzed success rates for online and face-to-face credit recovery and general courses at Florida high schools. The results show that the likelihood of a student earning a grade of C or better was higher online compared with face-to-face options for both credit recovery and general courses.

< Previous Post Next Post >

# data[].attributes.attachment_link.title
Resource roundup: Competency-based education | REL Midwest

# data[].attributes.attachment_link.description
By Joni Wackwitz May 20, 2020 Teachers know that the amount of time students spend in class does not determine their mastery of course content. Competency-based education (CBE) addresses this issue by allowing students to learn and advance at their own pace. With this approach, students demonstrate mastery of competencies, or learning targets, to earn credit and progress.

# data[].attributes.headline
75 New England Schools & Proficiency Based Learning

# data[].attributes.subject
75 New England Schools & Proficiency Based Learning

# data[].attributes.attachment_link.title
College Admissions | Great Schools Partnership

# data[].attributes.attachment_link.description
85 New England Institutions of Higher Education State that Proficiency-Based Diplomas Do Not Disadvantage Applicants Over the past decade, the movement to adopt proficiency-based approaches to teaching, learning, and graduating has gained momentum throughout New England and the country, as more educators, parents, employers, and elected officials recognize that high educational standards and strong academic preparation are essential to ...

# data[].attributes.attachment_link.readable_text
The walls tell the story at Lindsay Unified. In every classroom - from kindergarten through 12th grade - each student's name is on a list on the wall that shows what students have learned and what they need to do next for every topic they are studying. After checking the list each day, students get to work, with no need for prompting from their teachers.

This small rural district in Tulare County has embraced "performance-based learning," which breaks down the way classrooms are traditionally structured so that students can work independently, with teachers providing individualized support. Lindsay is part of a growing national movement, with more schools promoting the concept of students working at their own pace, being in charge of their own learning and advancing only when they can show they understand the material.

"We have to teach kids to not be passive in their learning," said Lindsay Unified Superintendent Thomas Rooney.

The teachers at Lindsay are called "learning facilitators" because they are less of a focal point than in a traditional classroom. In these classrooms, they answer questions and work with small groups of students who need help or are ready for the next topic. Students, called "learners," set their own pace and monitor their own progress using the lists on the wall.

"We have to teach kids to not be passive in their learning," said School Superintendent Thomas Rooney. "We make the learning transparent. This is what you need to do to demonstrate mastery. This is where you are. You are going to track your own progress."

Teachers are typically familiar with material the grade level below and above the grade they teach. But they also collaborate with each other to meet student needs. If a 6th-grader is ready to learn a 7th-grade topic, he might be sent to a 7th-grade classroom when that teacher is presenting the topic.

Being able to collaborate with other teachers and share their students with each other "takes a lot of trust among adults," said Cinnamon Scheufele, the principal at the district's Washington Elementary and a former teacher there.

Kristy Caesar, a kindergarten teacher at Kennedy Elementary, said kindergartners mostly stay in their own classroom, except when students are academically far ahead of their peers. "This one little boy was such a high flier, I sent him next door to a 2nd-grade classroom" for certain lessons, she said.

More schools across the nation are adopting performance-based learning. In California, a few - including those in Vista Unified in San Diego County and Summit Public Schools, a charter organization in the San Francisco Bay Area - have fully embraced it. Other schools have adopted some aspects of the approach, such as using computers to individualize learning.

Computers typically play a key role in performance-based learning, making it easier for students to work at their own pace. But Lindsay made the shift in 2009 without the benefit of computers for every student.

Since then, the district has used grant funds, including a portion of the $10 million federal Race To The Top grant it received in 2012, to provide computers for every student and free internet access to the small farming community in the Central Valley.

The district made the change because students were not thriving under the traditional system, Rooney said. Dropout rates were high, and those who did graduate rarely went to college. More than 80 percent of the 4,237 students at Lindsay are low-income and almost half are English learners, according to 2015-16 data from the California Department of Education. About 30 percent have parents who are migrant workers, Rooney said.

Now seven years into the performance-based learning transformation, the district is fully committed to the approach. The district's graduation rate has risen from below 70 percent in 2010-11 to about 82 percent in 2013-14, the latest data available for the district. The number of students who have completed A-G requirements for entrance to state universities has doubled - from 17 percent in 2008-09 to 34 percent in 2014-15.

Students have also made substantial gains in district tests of reading proficiency, Rooney said. However, results on the state Smarter Balanced tests in 2016 showed that 42 percentof students scored "standard not met," the lowest category, in English. High school students did better than elementary school students, partly due to demographics, Rooney said, with two-thirds of 3rd-graders identified as English learners compared with one-third of 11th-graders.

Educators from California and across the nation visit Lindsay to see what performance-based learning looks like. They find that most classrooms are quiet - the students absorbed in their work. Students work together on topics, talking softly, while others study on their own. Sometimes a group of students will present a project for feedback from their classmates. Even in kindergarten, students edit each other's work before turning it in to a teacher.

"We had to create a culture in which adults gave some ownership to the learners," Rooney said.

Marla Ernest, who teaches English language development at Lindsay High, said: "You never hear a kid say, 'I'm failing a class.' They always feel they are working toward proficiency. If they're not on pace, they figure out what to do to catch up."

Students must pass district assessments for each topic in English, math, science and social studies. Student achievement is rated from level 1 to 4 based on these assessments. When students reach level 3, they are considered proficient and can move on to the next topic.

Students can reach level 4 by doing a project that combines more than one standard or by helping a classmate reach level 3.Level 4 is equivalent to earning an A and would be counted as 4 points in a grade point average.

All students are aware of their progress, even kindergartners and 1st-graders such as Jose Herrera-Vasquez, who pointed to his classroom's wall where it showed how far he had progressed - to level 3 - in reading and writing in kindergarten. To reach that level, he pulled out the set of short words, such as "red," "blue" and "very," he had to be able to read and write.

"Kids can see what they need to learn, where they are going and whether they are on pace," said Caesar, the kindergarten teacher. "It inspires them and lets them help one another and learn from each other."

All students can also easily see how their classmates are doing, but there is no shame about being at level 1 or 2 in a topic.

"Everybody is good at something," Caesar said. "It's all about the culture you create."

Marla Ernest, who teaches English language development at Lindsay High, said: "You never hear a kid say, 'I'm failing a class.' They always feel they are working toward proficiency. If they're not on pace, they figure out what to do to catch up."

Alyssa Alvarado, a high school student, calls the traditional approach "restricting."

"We were held back sometimes and at other times pushed forward when we didn't understand the content," she said.

Some teachers say the new approach requires more work because they have to be prepared with multiple lesson plans each day.

The theory "sounds great until you have 30 kids and no one is in the same spot at the same time," said Tammy Hellwig, who has taught science at Lindsay High for the past 28 years. "You try regrouping them. You stay after school with the kids if you have to."

Scheufele said the teachers at her school like the requirement that every student needs to reach proficiency in every subject, partly because a lot of them grew up in neighborhoods with poor quality schools.

"It's not just a cool idea," Scheufele said. "It becomes an equity issue."

Whether students succeed, Hellwig said, has a lot to do with how much effort they put in. "If they work at home, they can study at a deeper level."

But not all students have that luxury. Some have parents who are migrant farmworkers and need their older children to help support the family by working in the cherry and apricot orchards that surround Lindsay.

High school student Jesus Ceballos said that he has had trouble studying at home because of family obligations, such as working in the cherry fields during summers and helping his father repair houses on weekends.

But Ceballos said the school has motivated him to continue with his studies, graduate and go to college.

"My teachers have always been here during tough times," he said. "They don't just help me academically."
To get more reports like this one, click here to sign up for EdSource's no-cost daily email on latest developments in education.

# data[].attributes.attachment_link.title
Putting students in charge of their learning transforms a small rural district

# data[].attributes.attachment_link.description
Lindsay Unified, a small rural district in California's Central Valley, has embraced performance-based learning.

# data[].attributes.headline
Bill & Melinda Gates Foundation Personalized Learning

# data[].attributes.subject
Bill & Melinda Gates Foundation Personalized Learning

# data[].attributes.attachment_link.readable_text
Thanks to personalized learning, attendance and graduation rates are on the rise in Lindsay, California, where students - primarily from low-income families - have taken ownership of their learning and their futures. In this summary, Senior Program Officer Helayne Brinauer Jones explains what other schools can learn about the promise of quality personalized learning from Lindsay Unified School District.

Related Stories

Powerful things happen when learning is student-centered. At Joseph Lovett Elementary School in Chicago, administrators have been working hard to create an engaging learning environment for students.

Last week, our Progress in Action campaign celebrated Teacher Appreciation Week by highlighting stories of great teachers around the country-teachers who are working to help all students succeed.

Heading into a new school year, I'm feeling refreshed, energized, and excited to take on new challenges. I have many things on my mind. But mostly I'm eager to see how my learners grow and make progress.

Sign up for our newsletter

Subscribe to get timely and informative updates directly from the U.S. Program team. The newsletter will offer research, resources, and materials that U.S. Program and our partners create to improve education for all. Subscribe today to read about lessons learned from practitioners.

# data[].attributes.attachment_link.title
Investing in the Promise of Quality Personalized Learning

# data[].attributes.attachment_link.description
Thanks to personalized learning, attendance and graduation rates are on the rise in Lindsay, California, where students - primarily from low-income families - have taken ownership of their learning and their futures. In this summary, Senior Program Officer Helayne Brinauer Jones explains what other schools can learn about the promise of quality personalized learning from Lindsay Unified School District.

# data[].attributes.attachment_link.readable_text
Abstract

The Vermont Educational Quality Standards, passed in 2014, require students to graduate high school based on proficiency not merely by the accrual of course credits. The deadline to implement this policy is 2020, and thus, high schools across Vermont are feverishly revamping their systems and structures to support this change. Like many reforms, teachers are at the forefront of putting this policy into practice. The purpose of this study is to understand how teachers experience the shift to implement proficiency-based learning practices in their classrooms and how administrators support teachers in making this transition.

Two Vermont high schools were selected for this study. Both were well underway with formal implementation efforts. An online questionnaire was provided to all teachers at both schools. The district curriculum coordinators and all school administrators, in addition to any instructional coaches, were interviewed on a one-on-one basis. Four teachers from each site, representing a variety of subject areas (math, science, ELA, and social studies) were also interviewed on an individual basis. Furthermore, a variety of documents were analyzed from each site, including grading policies, teacher handbooks, and other artifacts related to the implementation of proficiency-based learning.

Findings suggest that teachers were actively engaged in implementation efforts within their classrooms but found the process challenging. Certain aspects of proficiency-based learning prove to be more difficult than other elements to put into practice. Engaging in a "pedagogical triage", teachers were selective with regard to which aspects of proficiency-based learning they attempted to implement. Given a lack of time and resources and the complex nature of the reform, teachers generally implemented those elements that were easier to put into practice. Furthermore, school and district administrators provided a variety of supports and resources to assist teachers' sensemaking of proficiency-based learning practices. Intentional educational infrastructure that included instructional coaches, assessment cycles, professional learning communities, and curriculum materials, were evident at both the high schools in this study. Overall, the changes teachers discussed were more evolutionary than revolutionary.

This study illuminates the specific challenges with implementing proficiency-based learning in a high school setting and how teachers experience putting proficiency-based learning into practice in the classroom. Additionally, the role of instructional coaches emerged as a key element of a coherent educational infrastructure in supporting teacher sensemaking of policy messages. Proficiency-based learning holds promise as an education reform but will only work with a coordinated educational infrastructure and a timeline that allows teachers to full comprehend all aspects of the policy.

Recommended Citation

Jones, Andrew, "Implementing Proficiency-Based Learning In Vermont High Schools: How Administrators Support Teacher Sensemaking Of Education Reform" (2019). Graduate College Dissertations and Theses. 1030.
https://scholarworks.uvm.edu/graddis/1030

# data[].attributes.attachment_link.title
Implementing Proficiency-Based Learning In Vermont High Schools: How Administrators Support Teacher Sensemaking Of Education Reform

# data[].attributes.attachment_link.description
The Vermont Educational Quality Standards, passed in 2014, require students to graduate high school based on proficiency not merely by the accrual of course credits. The deadline to implement this policy is 2020, and thus, high schools across Vermont are feverishly revamping their systems and struct…

# data[].attributes.headline
What's working? Huffington Post article.

# data[].attributes.subject
What's working? Huffington Post article.

# data[].attributes.attachment_link.readable_text
Over the next few weeks, millions of children across the country will spontaneously take part in a quiet, private ritual. Just before bedtime on their last night of summer vacation these students, like generations before them, will carefully select and lay out their first-day-of-school outfit.

Whether a student is laying out a school uniform, the latest in brand-name gear, or simply a clean set of clothes, this simple act is full of meaning. Because in the care with which they choose that first outfit, and in the symbolism of arranging it--just so--students capture the excitement of the Back to School season; the anticipation of what the new school year will hold; and the planning required for a successful year ahead.

Planning is good, but of course there are plans to enact and goals to set that are far more central to students' success in school than the clothes they wear.

That's why over the next two weeks, the Bill & Melinda Gates Foundation is celebrating the Back to School season by highlighting powerful examples of the thoughtful planning, the intensive collaboration, and the ambitious goal-setting that parents, teachers, and communities are undertaking this school year to set students on the path toward real and lasting success.

Working toward shared goals - in the classroom, at the kitchen table, and in our communities - is critical to making education a bridge to opportunity for students. For too many, and particularly for low-income students and students of color, that bridge has become too narrow, too hard to navigate, with a toll that is too high for too many. Back to School is a chance to remind ourselves that in order to make that bridge accessible for everyone, we need goals to help get us there.

Here's an example of what I mean: At Lindsay Unified, a school district in California's Central Valley, they are doing important work to create shared goals and a shared vision for students' success in the classroom. In Lindsay, where over 80 percent of students qualify for free and reduced-priced lunch and over half are English language learners, the school system uses a model that provides custom learning paths for every student.

Instead of trying to force every student to learn at the same rate, Lindsay lets students advance to the next level of learning when they master specific content, regardless of their age or the time of year. Being clear about individual learning goals, and giving teachers the right tools to help them tailor instruction for students, helps students "own" their learning and make progress. The video of Laura, below, is just one example of how students are making powerful results they can proud of:

Another example is the extensive collaboration around goal setting being facilitated by our partners like Learning Heroes (whose mission is to equip parents to support their children's success). Working with community partners like Chicago Public Schools, the League of United Latin American Citizens, National Urban League, the National Hispanic Christian Leadership, and the National Council of La Raza, Learning Heroes is helping to convene "kitchen table" events to help parents understand the learning goals their child should be reaching at each grade level, as well as how to understand the assessment scores that show where their child is making progress or needs more support.

Learning Heroes has also compiled an online, interactive set of "Super 5" steps parents can take to champion their children's academic success, as well as their social and emotional health, both in and out of the classroom - a helpful resource as parents meet with teachers for Back to School meetings.

Communities are also doing vital work to set and achieve shared goals for student success, like the Chattanooga 2.0 initiative in Hamilton County, Tennessee. Four out of ten students there currently live in poverty, but there is also growing economic opportunity -- with nearly 10,000 new jobs that pay a living wage (around $35K a year) expected to come to Hamilton County over the next few years, due to rapid expansion in automotive manufacturing and other advanced industries. Eighty percent of these jobs will require a postsecondary certificate or degree, so a coalition of community partners including the Benwood Foundation, Public Education Foundation, Chattanooga Chamber of Commerce and the Hamilton County Department of Education, came together to create a strategy to improve education outcomes and workforce development in this changing economy.

Business partners, faith groups, educators and other key stakeholders in the community collectively agreed to adopt a shared goal of having 75 percent of Hamilton County residents earn postsecondary credentials by 2025. They also included participants from early childhood, K-12, and postsecondary sectors to engage in a 100-day planning process so that the work connects across the education continuum.

None of the work described above is simple or easy - and there will always be bumps in the road and lessons to learn. But we salute the parents, teachers, organizations, businesses and faith leaders who understand that the work of setting students - and particularly our most disadvantaged students - on a path toward success is possible if we can work together to meet shared goals. They also understand that this work is too important to leave undone, and that there is no time like the present to do it. After all, another school year is about to begin, and we've all got things to do to get ready for tomorrow.

Related

Education goal setting Bill and Melinda Gates Foundation whatsworking

President, U.S. Program, Bill & Melinda Gates Foundation

Do you have info to share with HuffPost reporters? Here's how.

# data[].attributes.attachment_link.title
What's Working: Setting Goals For Success

# data[].attributes.attachment_link.description
Over the next few weeks, millions of children across the country will spontaneously take part in a quiet, private ritual. Just before bedtime on their last night of summer vacation these students, like generations before them, will carefully select and lay out their first-day-of-school outfit.

# data[].attributes.headline
Common Assessment Plan - Traditional Item Types

# data[].attributes.subject
Common Assessment Plan - Traditional Item Types

# data[].attributes.headline
LSBL Session 3 Asst. Item Types & Attributes

# data[].attributes.subject
LSBL Session 3 Asst. Item Types & Attributes

# data[].attributes.headline
Assessment Breakout Reflective Questions #2

# data[].attributes.subject
Assessment Breakout Reflective Questions #2

# data[].attributes.headline
How to read a proficiency scale Wichita Public Schools

# data[].attributes.subject
How to read a proficiency scale Wichita Public Schools

# data[].attributes.body
https://www.usd259.org/cms/lib/KS01906405/Centricity/Domain/4768/How%20to%20Read%20a%20Proficiency%20Scale1.pdf

# data[].attributes.headline
Jefferson County's "What are proficiency scales?" video link: 

# data[].attributes.subject
Jefferson County's "What are proficiency scales?" video link: 

# data[].attributes.body
South Sioux City Reporting Handbook

# data[].attributes.body
North Platte Reporting Handbook

# data[].attributes.headline
Proficiency Reporting Guidance Columbus, NE

# data[].attributes.subject
Proficiency Reporting Guidance Columbus, NE

# data[].attributes.body
CPS K-8 Proficiency Reporting Handbook

# data[].attributes.attachment_link.description
Parents and students have shared that they desire fair and consistent grading practices across the district. Traditional grading practices are entirely dependent on what an individual teacher determines should be measured, which means two students doing identical work could earn different grades depending on the classroom teacher.

# data[].attributes.headline
Excel-based tool to compute linear, curvilinear, and average scores:  

# data[].attributes.subject
Excel-based tool to compute linear, curvilinear, and average scores:  

# data[].attributes.body
https://www.marzanoresources.com/marzano-score-estimator-growth-calculator.html

# data[].attributes.attachment_link.title
Breakout Room Grading Discussion Questions

# data[].attributes.body
https://rhs.rutlandcitypublicschools.org/academics/proficiency-based-learning-practices/what-will-colleges-think/

# data[].attributes.body
https://community.canvaslms.com/t5/Question-Forum/Standards-Based-Grading-with-Rubrics/m-p/91635

# data[].attributes.attachment_link.title
Released Items - New Meridian Resource Center

# data[].attributes.attachment_link.description
The catalog below includes scoring rubrics and guides to the scoring, as well as released item sets, answer keys, and sample student responses.

# data[].attributes.body
https://www.aps.edu/assessment/educator-resources/released-items-2019
https://smarterbalanced.org/newly-released-sample-questions-can-help-support-instruction/
https://www.nationsreportcard.gov/sample_questions.aspx

https://www.edcite.com/parcc-common-assessments

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

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

# data[].attributes.headline
Wichita Public Elementary Grading Practices

# data[].attributes.subject
Wichita Public Elementary Grading Practices

# data[].attributes.body
https://www.usd259.org/Page/16478

# data[].attributes.headline
Check out these resources for grading:  

# data[].attributes.subject
Check out these resources for grading:  

# data[].attributes.body
https://www.usd259.org/grading