SBG- An Ongoing Conversation

  1. If I have students in my grade book whom I see for Resource Reading, but another teacher serves them in inclusion Reading, should their Resource/ Pull-out reading class be where “grades” and “practice without penalty” come from?  

Since scores in “progress monitoring” and “standards mastery” reflect feedback on student progress, both the resource and inclusion teachers should provide input on the “progress monitoring” as well as “standards mastery” grades. There should be collaboration and sharing of information so that both teachers are contributing to the recorded scores.  The issue of who would actually keep the grade book in this scenario is complex and involves issues involving CPI, teacher of record, and IEPs.  It would be best to review this on a case-by-case basis.


  1. Does a pullout student in Reading have a report card that addresses IEP goals or Grade level standards?  

A resource student could potentially have assessment events aligned to both grade level standards as well as IEP goals.  Student work toward IEP goals could be reflected on the “progress monitoring” scale as well as a grade in the grade book.  It could be an additional assessment event noted in the grade book in the category of “standards mastery” but designated as “IEP Goal.”  The progress report or report card issued through Power School should not be confused with the progress report generated from SEMS.  We must continue to send home the progress report from SEMS as required by IDEA; these should go home every nine weeks.


  1. In Resource, I work with a 2nd and 4th grade student both of whom are working at a 1st grade level.  Should their report card reflect their averages/ progress towards 1st grade standards or 2nd and 4th grade standards?  

 Students in co-taught and resource settings are to be working toward their respective grade level standards.  The IEP goals may address pre-requisite skills in deficit areas that may be closely aligned to grade level standards in pervious years; however, students must continue to receive instruction based on standards on which they will ultimately be assessed in End of Grade and End of Course tests.


  1. On what standard do I grade in my CBE / CBVI class?  ALL of my students work on pre-requisite skills toward grade level standards.  If I grade on grade level standards, it will be hard to always link the observed or practiced skills to grade level standards.  Also, at any given time, my class will be working on, at minimum, 4 different grade levels of standards for each subject.  How do I split up standards per class, per student when students are grouped differently by class in the grade book? 

Students in a CBE / CBVI setting are working on a functional curriculum where IEP goals and relevant life skills are the primary focus of daily instruction. Grade level standards would be addressed at the access level.   Grades would be generated on the assessment events that directly show progress students are making on pre-requisite skills for their grade level standards.  It would be completely appropriate to name such assignments “IEP Goals” for any student, grade level, or assignment in the CBE / CBVI classroom. In situations where a standard is needed (either at an access or pre-requisite level), it would be most appropriate to target standards for each student’s particular grade level.  The Unique Curriculum would help in identifying specific grade level standards for some of the skills developed in class, as there is a correlation to grade level standards.  But there should not be an expectation that the majority of the assessment events are necessarily tied to standards because the majority of the work in the CBE / CBVI classroom is directed to student IEP goals


5. What do I count as assessments for my CBE / CBVI students?  My high school students do not take assessments very often due to slower progression when compared to same aged peers.  I do not know how often these assessments on standards/ IEP goals will take place. Do I need to have a certain number of assessments in a 9-week grading period?  

There is no expectation that any teacher have a specified number of assessments per grading period.  Teachers should provide enough assessment events to reflect student progress toward each standard and / or IEP goal.  For CBE / CBVI classes, the assessment events would primarily focus on work toward IEP goals with grade level standards being secondary.


  1.  What if only IEP goals become what I assess in my CBE / CBVI classroom?  If only grades are given in the grade book based on individual IEP goals, these may not relate to grade level standards at all (appropriate talking, toileting and hygiene goals, advocacy goals).  Also if I only address IEP goals in the grade book, each individual will have different progress monitoring and assessments.  How will I enter this in the grade book for 4 different blocks with 4 different grade levels?

There is not one certain construct by which teachers must label assessment events.  Here are a couple of options to consider:


Option A

List “IEP Goals; Week 1” as your assessment.  Students will work toward their individual goals, and mastery could be entered under that one assessment event for the week.  Of course, there would be “progress monitoring” scores on the four-point scale leading up to that assessment event.  Teacher notes and student work samples would reflect the goals each individual student was working on for the week even though the grade book does not specify the exact skill being addressed by each student.


Option B

Another option would be to list the assessment events by IEP area (e.g. “IEP Goals: Functional Academics” or “IEP Goals: Pre-Vocational”).  This would be more descriptive than Option A as it further defines an area of instructional focus.  Teachers may have more than one area assessed per week, but there would not be an expectation that all areas would be addressed every week (e.g. this week I may work more on pre-vocational whereas the following week we focus on the areas of academics and self-help skills).  All students’ grades would be listed under each assessment event.  Again the teacher’s notes and work samples would reflect exactly what goals each student worked on leading up to the assessment.


Option C

Teachers have the option to create multiple assessment events or assignments and “exempt” students from as many as are not applicable.  For simplicity sake, imagine there are three students in the class, and the teacher creates an assignment titled “IEP Goals: self-help skills.”  Students A and B are working on self-help skills, but Student C is not.  Student C would be exempt from that assessment event where as Students A and B receives scores.  Student C would have a separate assessment event to show their area of instruction; Students A and B would then be exempt from that particular assessment event.


  1. In the grade book, is it possible for someone to delete Q1 and Q2 so that grades can be just put in S1? If you can’t delete Q1 and Q2, can you turn everything into total points to get the same effect?

 The only difference in the grade book is that we are no longer storing grades at Q1 and Q2 (which have always equaled to 50%), but only at the semester to allow for reassessments as needed during the Q1 and Q2. A standards based report card is the end goal. This type of report has to be developed from Pearson (PowerSchool) and communication with the company has already begun.


  1. Should we see Progress Monitoring on Progress Reports? Will we ever move to just having the 1-4 scale on our report cards?

 Progress reports at the 4-½ week and 9 week point are available in PowerSchool and labeled “2014-2015 County Progress Report.” These reports only allow the Standards Mastery portion to calculate and will not pull the 1-4 Progress Monitoring Scale.


  1. Can the 1-4 scale be used with progress monitoring for RTI or do we need to use a percentage score for the data?

 Yes-if you are progress monitoring the 1-4 scale needs to be used, but you could also have a type of assessment given that would be put in the standards mastery category as a percentage score.

Question:  Will there be a drop-down menu for choosing the standard for each assignment in the grade book?

A standards based report card is the end goal, which would allow this feature. This type of report has to be developed from Pearson (PowerSchool) and communication with the company has already begun.


Question:  Will year- long class grades still go historical at the end of S1 instead of when the class ends at the end of S2?

Yes, grades will go historical at S1 and S2.


Question:  Can the SLO be included as a grade?

You can include the post SLO as a grade in the Standards Mastery category.


Question:   May students reassess the post SLO since it is recorded as an assessment in Standards Mastery category?

No, these tests are to be given once at the beginning of the class to assess student knowledge and once at the end to determine student growth.


Question:  Are there a required number of grades that must be entered in progress monitoring or standards mastery?

No, the number of standards you assess determines the number of grades each semester while following the state curriculum map provided by GA DOE.


Question:  Do grades still have to be updated by 4:00 pm on Tuesday?

No, TKES requires ongoing communication with parents. If a child fails an assessment or does not complete an assessment (INC)  a documented parent notification is required.


Question:   If we assess a standard for a single student, do we have to put in assessment scores for everyone?

No- if a student has not yet been assessed, no grade is necessary.  For example, some students are working on a particular standard and other students have not yet received instruction on that standard.  Only those students assessed would need a grade.  The other students would receive a “blank/no grade” until they were ready to be assessed on that standard.


If an assessment should have been completed by a student but has not been completed due to an absence or no attempt made, an INC should be placed in the grade book until the student completes the assessment.


Note:  A “blank/no grade” does not compute to the student average while an INC computes as a zero. 


Question:   If a student is absent at the end of the semester and unable to make up assessments before grades go historical, will they still receive zeros?

Absences should not penalize student grades.  An INC will calculate as a zero until the assessment can be made-up.  If the assessment is completed within the allowable time period, the INC may be replaced with a grade.

Note:  Revision to Walker County Board Policy is currently being proposed to be consistent with Standards Based Grading procedures. 

Question:   Can a 0 be put in the Progress Monitoring Category?

No- the scale is 1-4, but an INC can be used for Incomplete to let the parent know if a student has not completed the assignment.




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