GRADING COMMITTEE
REPORT
M AY 2 0 1 3
2010-2011 DISTRICT IMPROVEMENT PLAN
• Identify and implement high impact strategies
such as review of grading policy, tasks assigned
to students, alternative scheduling, and common
assessment to ensure high expectations for
students.
COMMITTEE MEMBERS
2010-2013
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Greg Anthony, Streamwood High School
Judith Arman, Canton Middle School
Jane Besch, South Elgin High School
Barbara Bettis, Larsen Middle School
Lana Brozik, Eastview Middle School
Raul Castillo, Elgin High School
Tim Cordina, Abbott Middle School
Gina Crespo, ESC
Kathryn Castle, ETA
Jerry Cook, Gifford Street High School
Lorie Fuller, Larsen Middle School
Kristen Gac, Bartlett High School
Kari Hernandez, Tefft Middle School
Perry Hayes, Ellis Middle School
Jack Janezic
Sahar Nammari, Eastview
Christy Craig, Tefft
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Steve Juracka, Bartlett High School
Robert Keck, Kimball Middle School
Robert Kling, Bartlett High School
Steven Lauridsen, Larkin High School
Darlea Livengood, Larkin High School
Terri Lozier, Streamwood High School
Mike Miner, Streamwood High School
Effie Rouse, Elgin High School
Ed Russell, South Elgin High School
Judy Scrima, Kenyon Woods M.S.
Jeff Smith, Canton Middle School
Mary Sotiroff, Elgin High School
Tresa Tolley, Gifford Street High School
Noe Velazquez, Ellis Middle School
Melissa Lane , Community Member
Pat Kressin, Community Member
COMMITTEE OUTCOMES
• A review of current grading policy and
practices
• Specific guiding principles for fair and
effective grading (make recommendations
to Instructional Council)
• A gradual phase-in of a policy – develop a
timeline
• A district-wide secondary level grading
policy for Board approval
SEVEN GUIDING PRINCIPLES
• Grades should reflect proficiency in well-defined
standards-based learning targets that are clear to all
stakeholders.
• Grades should be based solely on academic
performance using formative and summative
assessments.
• Grading scales should devised to give equal
incremental value to each grade division.
SEVEN GUIDING PRINCIPLES
• Students should be expected to complete work for credit
(late work accepted).
• Students should be given multiple ways to demonstrate
their knowledge.
• Feedback should be timely, specific, and related to
learning targets.
• Students should be given multiple opportunities to reach
proficiency on specific standards-based concepts and
skills.
RESEARCH BASED
• Seven guiding principles were derived from a
variety of sources that are available at
www.theETA.org and also the binder provided to all
principals in secondary buildings.
• A major focus of the research stems from Doug
Reeves book, Elements of Grading: A Guide to
Effective Practices.
• Our conversations initially were led by Connie
Kamm, Ed.D. of the Leadership and Learning
Center.
INITIAL IMPLEMENTATION FOCUS
• Grading scales should be devised to give equal
incremental value to each grade division. [3]
• Students should be expected to complete work for credit
(late work accepted). [4]
CURRENT IMPLEMENTATION
May 2013- Guiding Principles 3 and 4
•Grades should be based solely on academic performance using
formative and summative assessments.
•Grading scales should be devised to give equal incremental value to
each grade division. [3]
Grading scales should be chosen by each building
•Students should be expected to complete work for credit (late work
accepted). [4]
•Design a syllabus/class expectation which incorporates these two
principles .
FUTURE IMPLEMENTATION
• Grading should reflect proficiency on welldefined standards-based learning targets
that are clear to all stakeholders.
• Feedback should be timely, specific, and
related to learning targets.
• Students should be given multiple
opportunities to reach proficiency on
specific, standards-based concepts and
skills.
TIMELINE OF IMPLEMENTATION
Guiding Principles
•1. Grades should reflect proficiency on well-defined
standards based learning targets that are clear to all stake
holders. (SY 2014-2015)
•2. Grades should be based on academic performance
using formative and summative assessments. (SY 20142015)
•5 Students should be given multiple ways to demonstrate
their knowledge. (SY 2014-2015)
•6. Feedback should be timely, specific, and related to
learning targets. (SY 2014-2015)
•7. Students should be given multiple opportunities to
reach proficiency on specific, standards-based concepts
and skills. (SY 2014-2015)