An update as we approach the end of the first quarter; Our every Wednesday's early outs for professional development come quickly. It is sometimes hard to plan for but I believe is good because we are meeting frequently and regularly. Our focus has been on Standards Based Education. Our goal is to make sure the student's grade is a true reflection of learning in each Core Standard. As a middle school and high school staff, we are developing a new grading scale. It will be based more on descriptions than percentages. You may see a number system but it will equate to the traditional A,B,C,D and F for now. We are also working on developing common grading guidelines. Common grading guidelines have two main purposes. One is that every teacher and class would be grading exactly the same. Currently each teacher can decide what goes into a grade and how they grade. The second is that by limiting what goes into the grade, we are making the grade as accurate as possible. Now the grade may contain some non-academic factors such as extra-credit, effort, behavior, late work and other factors that when added to or subtracted from the grade distorts the meaning of the grade. I believe we can do a better job of communicating progress to students and parents. Also, if we are using classroom grades to monitor students then they must solely be based on academics and linked to standards. We are in the beginning stages of researching Standards Based Education.
We have been looking at student data and working on interventions when students are struggling. We have started a Student Tutor Program where older students have agreed to help younger students with assignments in all areas. I am monitoring that program during "Flex Time." Flex Time is a 30 minute period built into the schedule every day but Wednesdays. It's purpose is for teachers and students to have time during the day to get together and make up work, get help, read or simply use the time to finish assignments. We will keep looking at ways to help every student be successful.
