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 3 with partial success at Level 4 3.5 Demonstrate all learning targets from 3 3.0 Demonstrate at least half of the Level 3 learning targets 2.5 Demonstrate all learning targets from 2 but none of the learning targets from Level 3 2.0 Demonstrate at least half of the Level 2 learning targets and no 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 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. They’re about allowing students to demonstrate their learning multiple times in units after their current unit or when learning is scaffolded into future units. Multiple Opportunities suggestions will be 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 developed through their PLCs.
Course Map Unit Estimated Duration Content Standards Grading Topics Extended Topics Unit One: Elements of Literature 12 weeks Reading Literature 1 Reading Informational Text 1 Analyzing Textual Evidence Collected and Reported Constructing Writing [W4, W5, W6] Collaborating in Discussions [SL1] Mastering Vocabulary [RL4, RI4, L4] Applying Grammar and Mechanics 1 [L1, L2] Collected and Reported UNSCORED Comprehending Text [RL10, RI10] Reading Literature 2 Analyzing Theme Reading Literature 3 Reading Literature 6 Analyzing Elements Unit Two: Making Meaning 6 weeks Reading Informational Text 2 Reading Informational Text 3 Analyzing Central Ideas Unit Three: Argument 12 weeks Reading Informational Text 6 Reading Informational Text 8 Evaluating Arguments and Purpose Collected and Reported Constructing Writing [W4, W5, W6] Applying Grammar and Mechanics 2 [L1, L2] Collaborating in Discussions [SL1] Comprehending Text [RL10, RI10] Mastering Vocabulary [RL4, RI4, L4] Writing 1 Writing Arguments Unit Four: The Author’s Craft 6 weeks Reading Literature 5 Reading Informational Text 5 Reading Informational Text 9 Analyzing Text Structure Extended Topics Grading Topic: Constructing Writing 4 In addition to meeting the Learning Goal, the student demonstrates a command of and style that rises above formulaic writing.