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Skills Based Reporting

Olympia High School has begun piloting Skills Based Reporting in several classes during the 2016-2017 school year. Beginning in 2017-2018 many courses will be Skills Based in their designation and by 2018-2019 all courses will be. So why Skills Based? At Olympia High School, we believe the following when it comes to assessment for learning:

  • Demonstrate consistent, accurate, and meaningful mastery of learning.
  • Support student mastery through frequent, descriptive and relevant feedback.
  • Communicate progress to all stakeholders.
  • Provide information to students for self-evaluation and growth.
  • Assist in planning for differentiation among students.
  • Assist teachers in reflecting on their effectiveness of instruction.
  • Document students’ learner characteristics.

Roles and Responsibilities in Learning

Student

  • Responsible for completing all classwork, homework, or any other work required by the teacher in order to master the content. Work will be completed in a timely manner according to the deadlines set forth by the teacher. This includes any work for reassessment.
  • Required to seek help from teacher or other staff members when necessary.
  • Have good attendance and attend interventions or Success Club when requested or needed.
  • Exhibit good study behaviors and Spartan learner characteristics.

Parent

  • Communicate with teachers regarding student behavior, Spartan learner characteristics, and academic achievement.
  • Collaborate with student and teacher to assist in mastery of outcomes.
  • Log into Skyward for timely information on student achievement.
  • Communicate often and seek help/clarity if necessary from student and teacher.
  • Communicate with school officials if concerns arise.

Classroom Teacher

  • Teach department constructed curriculum.
  • Provide descriptive feedback about student achievement and growth toward master of academic outcomes.
  • Submit feedback in a timely manner.
  • Provide re-teaching and targeted reassessment work that is relevant and respectful to learning in task and quantity.
  • Provide students with a reassessment window. It is best practice for a student to complete the reassessment process as soon as possible. However, if a student shows sustained efforts toward learning or there are extenuating circumstances, an extension of reassessment time frame will be provided.
  • Communicate with students, parents, counselors, and other stakeholders regarding academic achieve and behavioral expectations.
  • Work in PLCs to collaborate on teaching and assessment strategies that help students achieve.

Counselor

  • Counselor will communicate with a teacher when…
  • The teacher attempts to get the student to assess have not been successful.
  • The teacher’s attempts to communicate with the parent have not been successful.
  • Counselor contact does not need to be made if a student has only been absent for an assessment and arrangement have been made to make up assessment.

How Will Assessment Information Be Reported

Olympia High School will continue to give students traditional grades A, B, C, D, and F even though we will be utilizing a Skill Based Reporting system. All student grades will be reported on a student transcript and a grade point average will be computed for each students.

Student assessment work will be communicated given the following descriptions that reflect student mastery levels. These levels do not equate to 4=A, 3=B, 2=C, D=1, etc. These levels allow students to know where they are in the level of mastery and will define for the student the next step in their learning. Some students will choose to reassess based on their level of mastery. Students need to understand that a level of 3 indicates where they need to be while a 4 illustrates their ability to apply the skills at a higher level (their work reflects a model for how the assessment should be completed).

Levels of Learning Descriptors

4 Advanced Skill Demonstration- The student demonstrates a complete and in-depth mastery of the content and is able to apply the knowledge and skills to additional areas of learning.
3 Skill Attainment- The student demonstrates an understanding of content.
2 Approaching Skill Attainment- The student is beginning to demonstrate a basic understanding of the required skills and concepts.
1 Beginning Skill Attainment- The student does not demonstrate progress towards meeting the expectations of required content.
X Lack of evidence – missing or incomplete – the student will not be able to receive credit in a course if there is lack of evidence.

A student’s grade will be communicated to teacher, student, and parent through Skyward. A grade is determined through an algorithm that weights summative assessments equally. The algorithm will have an assigned score for 4, 3, 2, and 1. This set score as reported in Skyward is the only time the number system will reflect a grade. Students and parents will not see this algorithm or percentages.

The grade that is determined through the algorithm should help a teacher, student, and parent know the progress that the student is making towards earning a set achievement level. The final grade should not be lower than the grade the algorithm determines; however, a teacher may use his/her professional judgment to determine if a student may have his/her grade bumped up to the higher level.

FOR THOSE WHO ASK ABOUT GRADES AND NUMBERS

The evidence of learning will lead the student to receive an individual grade

A - The majority of summative assessments are 4s with the remaining values being mostly 3s.

B – The majority of summative assessments are 3’s with the remaining values being mostly 2’s.

C – The majority of summative assessments are 2’s with the a few remaining values being 1.

D - The minority of summative assessment scores of 2 with the remaining values being 1.

F – A student has maintained only 1’s and has chosen no path for reassessment or the student has one or more X’s on a summative assessment.

INC - Student learning is still in progress. Incomplete scores are to be cleared by the tenth day after the new semester begins. The use of Incomplete is to be used only in extreme situations. If preponderance does not exist, the teacher is to look at the formative data and exercise professional judgment when determining the grade.


Reassessment Policy for 2017-2018

Reassessment is offered to all students on all summative assessments. It is best practice for a student to complete summative reassessment as soon as possible.

  • If a student receives a 1, the student is EXPECTED to reassess.
  • Each teacher will work with a student individually to determine a time line and a time and place for reassessment. Each teacher will set his/her guidelines for reassessment at the beginning of a course.
  • Students who have not completed the formative work in preparation for the summative may be required to go back and complete that work.
  • An extension of reassessment time frame may be provided for extenuating circumstances or demonstration of sustained efforts.
  • Teachers will determine which portions of the summative to reassess; the nature of some summative assessments will require complete reassessment.
  • Reassessment opportunities may occur during advisory period, Success Club, or within the instructional block.
  • After the reassessment, the highest grade will be reported.

Semester Summative Assessment

WHAT ABOUT FINAL EXAMS? Courses will now have final summative assessments that will be aligned to the skills of a course.

All courses must have a final assessment (test, paper, presentation, performance, or project). The assessment should be a reflection of student learning and should assess skills covered in a course. The student must complete the semester summative in order to receive credit in the course; however, a student may waive attendance of the reassessment date (final date of the semester) if he/she has earned a preponderance of 3’s and 4’s in a course and has obtained a blue or white card.

The summative assessment should be department aligned and approved and should be rigorous in its evaluation.

The semester summative can help a student’s overall course grade. It should not hurt the student. However, the student is expected to perform to the same level he/she has performed on throughout the semester. Students who do not meet the same level of assessment will meet with the teacher regarding his/her performance or take an alternative assessment.


The Skills Based Gradebook

THE GRADEBOOK

  • All gradebooks will include unit outcomes, skills, and information gathered to asses Spartan learner characteristics. Teachers will report all formative and summative assessments. Each unit will contain multiple formative assessment information reported. Teachers will designate summative/formative assessments with the word SUMMATIVE/FORMATIVE or a designation S/F which symbolizes SUMMATIVE/FORMATIVE followed by the description of the assessment.
  • Formative work submitted to the teacher will be recorded, but will be considered NO COUNT in the overall grade. This information serves as learning evidence reported by the teacher.
  • Students must do ALL summative work to receive a credit for the course. Teachers will submit the grade of X for work that is not completed on summative assessments. Formative work not completed will also be recorded with an X, but “no count” is indicated on these assessments so the formative designation will serve as a form of communication with the parent.

What Is Formative Assessment?

  • A formative assessment includes quizzes, exit slips, observation, or any evidence that provides teachers feedback regarding student progress.
  • Feedback on a formative assessment should be provided to the student prior to the summative assessment in a manner timely enough for student to be able to apply feedback toward mastery.
  • A formative assessment of Spartan learner characteristics will take place at regular intervals throughout the semester.

What Is Summative Assessment?

  • This form of assessment is an individual student’s evidence used for determining a summative score. Evidence should include tests, papers, projects, or presentations.
  • A student receiving a 1 on an assessment is EXPECTED to reassess.
  • Every summative assessment should have a rubric that outlines the level of learning indicator for 4, 3, 2, and 1.

The “4”

  • The “4” should not be an elusive mark; however, it should also not be easy to obtain. Students should always be able to earn a 4 on a summative assessment, but the four success criteria should clearly illustrate advanced understanding and exemplary skill mastery (model work). A student may be told that a formative is only capable of earning a 3, but that should be designated somewhere in the gradebook notes for the class.