How have grading practices developed at RHS?
Rutland High School is committed to the continuous improvement of our teaching and learning practices. This requires that we examine the latest research on learning and adapt our practices to meet those findings. The following timeline tracks the school’s progress toward the proficiency based practices we are using today.
- Developed and refined school-wide Professional Learning Communities, which are collaborative teams devoted to addressing:
- What we expect all students to know and be able to do;
- How we will know when the student has met the expectation;
- How we respond to students who have not met the expectation; and
- How we respond once the student has met the expectation.
- Established the Freshman Interdisciplinary Team to ensure that the ninth grade curriculum will:
- Demonstrate real-world relevance;
- Reinforce and integrate standards across the curriculum;
- Be interdisciplinary;
- Demonstrate a Global Studies and / or STEM focus.
- Adopted a school-wide Grading Philosophy, which includes statements on the Meaning of a Grade and Academic, Non-Academic Factors, and Grades.
- Statewide adoption of the Educational Quality Standards which require that schools adopt proficiency based practices and graduation requirements which enable students “…to demonstrate proficiency” in content areas and “transferable skills.” (EQS, 2120.5);
- School-wide and ongoing development of Common Assessments;
- School-wide development and assessment of Academic Expectations.
- Developed course specific standards and proficiency scales;
- Developed and adopted a conversion scale between proficiency based and traditional grades.
- Ongoing development of course specific standards and proficiency scales;
- Implement proficiency based learning practices in the classroom;
- Implement the Habits of Work standard on the report card.
- Assessment grades recorded using proficiency scales and grades of 0 – 4;
- Course standards included on report cards;
- Habits of Work final grade included on the transcript.
- Implemented proficiency based grading software for use with progress reports and report cards;
- Course standards tied to Transferable Skills;
- Students received an individual report of Transferable Skills and school-wide results published online.
- Developed Learning Matrices based on Proficiency Scales;
- Ongoing implementation of Learning Matrices in the classroom.
- Continue to refine and revise proficiency based grading practices through the ongoing development of Standards, Proficiency Scales, Learning Matrices, Scope and Sequence Documents, and Standard Operating Procedure Documents.