Topic Standards-Referenced Grading Basics Evidence shows the student can... Score Demonstrate all learning targets from Level 3 4.0 The teacher designs instructional activities that grow and the measure a student’s skills in and Level 4 elements identified on our topic scales. Each scale features many such skills and knowledges, Demonstrate all learning targets from Level 3 3.5 also called learning targets. These are noted on the scale below with letters (A, B, C) and with partial success at Level 4 3.0 Demonstrate all learning targets from Level 3 occur at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be Demonstrate at least 50% of the Level 3 marked as being 3A, meaning that the task measured the A item at Level 3. 2.5 learning targets Demonstrate all learning targets from Level 2 When identifying a Topic Score, the teacher 2.0 but none of the learning targets from Level 3 looks at all evidence for the topic. The table to Demonstrate at least 50% of the Level 2 the right shows which Topic Score is entered 1.5 learning targets and none of the Level 3 based on what the Body of Evidence shows. learning targets Demonstrate none of the learning targets from 1.0 Only scores of 4, 3.5, 3, 2.5, 2, 1.5, 1, and 0 can Level 2 or Level 3 be entered as Topic Scores. Produce no evidence appropriate to the 0 learning targets at any level Multiple Opportunities to do a retake, or back to redo about going forward, continually scaffolding student learning through multiple It’s not about going back something; it’s opportunities, and noting that improved learning. Our curriculum builds on are about taking an assessment and itself. “Multiple opportunities” connecting it to past topics. about allowing students to demonstrate their learning multiple times in units subsequent to their current unit, or when It’s learning is scaffolded into future units. Multiple Opportunities will be noted in the guide to the right of the scales. Here you will see initial thinking of connections to other topics. This is also a place where teachers can add connections through their PLCs.
Standards-Referenced Grading Basics Evidence shows the student can... Topic Score Demonstrate all learning targets from Level 3 and Level 4 4.0 Demonstrate all learning targets from Level 3 with partial success at Level 4 3.5 Demonstrate all learning targets from Level 3 3.0 Demonstrate at least 50% of the Level 3 learning targets 2.5 Demonstrate all learning targets from Level 2 but none of the learning targets from Level 3 2.0 Demonstrate at least 50% of the Level 2 learning targets and none of the Level 3 learning targets 1.5 Demonstrate none of the learning targets from Level 2 or Level 3 1.0 Produce no evidence appropriate to the learning targets at any level 0 The teacher designs instructional activities that grow and measure a student’s skills in the elements identified on our topic scales. Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the task measured the A item at Level 3. When identifying a Topic Score, the teacher looks at all evidence for the topic. The table to the right shows which Topic Score is entered based on what the Body of Evidence shows. Only scores of 4, 3.5, 3, 2.5, 2, 1.5, 1, and 0 can be entered as Topic Scores. Multiple Opportunities It’s not about going back to do a retake, or back to redo something; it’s about going forward, continually scaffolding student learning through multiple opportunities, and noting that improved learning. Our curriculum builds on itself. “Multiple opportunities” are about taking an assessment and connecting it to past topics. It’s about allowing students to demonstrate their learning multiple times in units subsequent to their current unit, or when learning is scaffolded into future units. Multiple Opportunities will be noted in the guide to the right of the scales. Here you will see initial thinking of connections to other topics. This is also a place where teachers can add connections through their PLCs.
environmental_science_curriculum_guide_18-19.docx