ACHS Grading Handbook

2021-2022

Table of Contents

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 I. Collective Vision
II. Operational Definitions
III. Collective Beliefs-The Compelling Why
IV. From Standards to Success
V. Standards Referenced Grading Scale
VI. Credit Recovery
VII. Sample Gradebook
VIII. COVID- 19 Addendum
I. Collective Vision for Grading at Aurora Central High School
Assessment and Grading at ACHS will:
● Monitor progress toward proficiency of rigorous, grade-level standards and objectives
● Clearly communicate the meaning and definitions of grades and grading standards
● Provide constructive, meaningful feedback intended to improve instruction and can be applied to
further student learning
● Include a gradebook which is a reflection of actual student learning and feedback given in the
classroom
● Staff have a common understanding of what proficiency looks like before we teach and assess
student progress
● Have a building-wide consistent and accurate grading process which communicates progress on
grade-level standards and objectives
● Include teacher training/PD on grading and appropriate assessment
● Consider students’ language levels and special needs (IEP, GT, etc) during learning and
assessment to make learning and assessment accessible while maintaining grade-level rigor

Goals for 2021- 2022

● 80% pass rate for all classes
● 90% in CE, Enrichment, Advisory
● Increased course pass rates for MLLs (+ 15% from prior year)

II. Operational Definitions

Term Definitions Examples

Standards In a standards based system the student does not move on
Westminster High School
Based Grading until they have mastered the content.

In a standards referenced system, a student's status is

Standards reported (or referenced) relative to the performance
Referenced standard for each area of knowledge and skill. Even if they The ACHS method
Grading do not meet the standard, they are not necessarily held
back.

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 Formative assessment means information gathered and
reported for the use in and development of knowledge and May be teacher created in PLCs,
Formative skills; Assessment for learning (to improve exit tickets, thumbs up/down,
Assessment
learning)...Happens throughout teaching. Helps teachers questioning techniques, monitoring
gauge students’ understanding of a topic and adjust notes, etc.
teaching, if necessary, before a summative assessment.

PSAT/SAT, Unit tests, Final

Summative
Evaluates proficiency of a standard or topic. Assessment of Exams, Performance Assessments,
Assessment
learning... Happens at the end. Wida ACCESS, Final Projects,
Quiz, Portfolios, Presentations, etc.

The key difference between formative & summative is

When a chef tastes the soup for
Differences timing and purpose; it is the timing of the interpretation
seasoning, it is a formative
between and purpose to which the information is used. Often,
assessment. When the soup is
Formative & formative assessments are for specific learning targets or
served to diners, it is a summative
Summative ideas, whereas summative assessments are for the whole
assessment.
lesson/standard/unit/ topic.

The process in which information is communicated to the

learner that is intended to modify his or her thinking or Written, oral, student-student,
teacher-student, peer review,
Feedback behavior for the purpose of improved learning, goes hand electronic, etc.
in hand with formative assessments.

Learning The steps a student would take towards mastering the

Stair Steps
Progression measurement topic.

Used to evaluate the level of proficiency of a given

Grading Scale 4, 3, 2, 1 Scale
standard or topic (4,3,2,1)

Target learning goal, Level 3 on grading scale;

comprehensive knowledge or skill in a subject or
accomplishment; command or grasp of a subject; the urge Could I teach it to others?
Proficiency to get better and better at something that matters, the Reason through it?
pursuit of mastery; possession or display of great skill or Application to a new situation?
technique

Guaranteed and Essential for ALL students to learn; regardless of who

Core 1 Math, Active Physics,
Viable teaches a given course or grade level, certain standards will
Vertical Alignment
Curriculum be adequately addressed

ALL When we say ALL...we mean ALL ESS,, ELA, AGATE, ...ALL.

A guide listing specific criteria for grading or scoring

Rubric Rubric
formative and summative assessments.

Category in the gradebook where scores on assignments

Record of
are catalogued but do not factor into calculations because Progressive rigor
Growth
the growth score is transferred to the standards categories.

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III. Collective Beliefs-The Compelling “Why”
We come from a generation where the bell curve has left it as a non-negotiable whether or not some
students will fail regardless of their efforts--a belief that some were meant for the medical field and some
were meant for the vegetable field. In Aurora Public Schools, some believe that the implementation of
Standards Referenced Grading is merely an effort to inflate graduation rates and fail fewer students. We
strongly disagree. We believe that the comprehensive implementation of a standards referenced system
makes explicit the expectation of proficiency and beyond. This clarity supports all learners to achieve at
high levels. In addition to this, we the staff at ACHS believe that...
● Teachers are knowledgeable professionals who understand the depth and level of each standard
● grades and feedback must be consistent, accurate, meaningful, and supportive of learning
● all students are capable of meeting the standards when provided the appropriate time and support
● hard work and grit matter in life
● all students can and will succeed
● it is the responsibility of the student and the teacher to put forth effort towards the collective
goal...that all students thrive with structure, support, and high expectations
● all grades are earned, not given
● grades represent where students lie on a continuum of proficiency
● Learning does not stop. Teachers provide students multiple opportunities to demonstrate learning
and will reteach as necessary.

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 IV. From Standards to Success

Standards / Competencies
↓
Essential Standards
↓
Standard Skills Concepts Students will know and Overarching Learning
be able to do: and Language
Targets

↓
Assessment
(assesses student progress toward Learning Targets)

↓
Daily Learning and Language Targets and Lesson Plans (using the ACHS
Instructional Framework)

An example student process:

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V. Standards Referenced Grading Scale
A=3.00-4.00
B=2.50-2.99
C=2.00-2.49
D=1.00 -1.99
F= Below 1.00

Weekly Grade Entry in IC:

All teachers will enter at least one grade in the IC gradebook per week, per student. Any grade of
D or F will be reported to the student’s family via Talking Points and a record of the contact
entered in the IC contact log.

Determining a Quarter Grade:

Each gradebook should contain weighted categories which are aligned to a single standard. Student
grades for individual assignments should be categorized under each category. Individual assignment
grades can be omitted at the discretion of the teacher and the average score of the assignments should not
be used.

A=3.00-4.00

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B=2.50-2.99
C=2.00-2.49
D=1.00 -1.99
F= Below 1.00

Students who have earned a quarter grade of F should be included in small group opportunities so that
they can have the chance to improve their grade and therefore earn credit for the course.

Grading for ALL students

● Standards referenced - starts with Tier I instruction
● Proficiency scales include the language and content required to demonstrate understanding of
standard
● 1+ standards aligned grade is entered in the IC gradebook each week for each student

Grading for MLLs

● Standards referenced - starts with Tier I instruction
● WIDA Performance Definitions
● Proficiency scales include the language and content required to demonstrate understanding of
standard
● 1+ standards aligned grade is entered in the IC gradebook each week for each student

Grading for students with IEPs and 504 Plans

● Standards referenced - starts with Tier I instruction
● Accommodations and modifications
● Proficiency scales include the language and content required to demonstrate understanding of
standard
● 1+ standards aligned grade is entered in the IC gradebook each week for each student

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VI. Credit Recovery

At ACHS, students will be offered multiple opportunities for credit recovery in order to ensure
students have the chance to demonstrate their progress on the standards and are on the path to graduation.
These opportunities may be accessed during:
● Class with reteach/retake assessments
● Enrichment
● Edgenuity 2020 (credits earned in ED2020 will not count for NCAA Division I & II
requirements)

We believe that given the appropriate time and support all students can achieve at high levels and
graduate on time. We believe that students must show mastery of concepts through multiple assessments
(formative & summative) in order to recover credit. This challenges the notion of seat time, which is an
antiquated system, and not in line with standards referenced teaching and learning. We also believe that
students need to retain the knowledge, skills, and concepts to be college and career ready and to
maintain a deep and appropriate knowledge base. With this belief, we expect to maintain a high standard
for student work, work ethic, and the importance of teacher professional judgment.

In order to ensure appropriate rigor, equity for all students, and that we stay true to our collective beliefs
the following guidelines must be followed:

1. Common formative and summative assessments must be in place for the Content Team in
order to ensure the standard for mastery is the same for all students during the school year and
during the credit recovery process.
2. Students must demonstrate proficiency as determined by the GLCT in order to recover credit
for standards in which they did not show proficiency. This can happen at any point but is
particularly likely during the designated reteaching periods.
3. If a student demonstrates a 1.0-4.0 on all assessments, the student can be granted credit for the
course.
4. If a student does not complete all required assessments and coursework for the standard(s),
the teacher is able to award a grade based on the level of proficiency demonstrated on any
assessments and/or coursework without penalty awarded for missing assessments and/ or
coursework.
5. If a student demonstrates limited understanding (1.0-1.9), the teacher should embed those
standards in ongoing coursework and assessments so that students have multiple opportunities to
demonstrate increased proficiency on those standards.

VII. Gradebook Setup Video

Categories:
● Standard(s) or Topic(s)-weights agreed upon by content team

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Assignments:
● Sub-standard or topic followed by assignment name
○ EX) 1.1.a Socratic Seminar
● Abbreviation of assignment needs to have the sub-standard or topic
Grade Calculations: Done by IC
● Average of Categories using weights determined by content team

● Standards Based Grading for ELLs

● WIDA Can Do Descriptors by CLDE Level