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The purpose of this document is to outline the assessment and reporting policies of Olympia High School. Our ultimate purpose is to communicate student performance most accurately and meaningfully. Skills-based practices allow us to achieve this goal by ensuring a student’s grade is reflective of learning based on standards as well as the most important skills of a discipline. Skills-based models collect accurate evidence of student performance to determine mastery of skills and content. The final reporting of student learning outcomes will be based on a professional interpretation of evidence.

RATIONALE

We believe that the purpose of assessment is to

  • 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.

IMPLEMENTATION OF SKILLS BASED REPORTING

Teachers should utilize the information from this reporting handbook and should include exact language from this handbook in syllabi in order to maintain the consistent message about how this system will work.


MASTERY LEVELS

The following descriptions define student mastery levels and will be utilized for grading purposes. These levels do not equate to a letter grade. 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. Students are encouraged 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.

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. Exemplary/model work.
3 Skill Attainment- The student demonstrates an understanding of content knowledge and skills.
2 Approaching Skill Attainment- The student is beginning to demonstrate a basic understanding of the required skills and content knowledge.
1 Beginning Skill Attainment- The student does not demonstrate progress towards meeting the expectations of required content knowledge and skills.
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.

ROLES AND RESPONSIBILITIES IN LEARNING

Student
  • Responsible for completing all formative 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 (Advisory/Success Club) when requested or needed.
  • Exhibit good study behaviors and Spartan learner characteristics.
Parent
  • Communicate with teachers regarding learning.
  • 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/skills.
  • Provide descriptive feedback about student achievement and growth toward mastery of academic outcomes.
  • Submit and provide ample 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 may be provided.
  • Communicate with students, parents, counselors, and other stakeholders regarding academic achievement 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 parents have not been successful.
  • Counselor contact does not need to be made if a student has only been absent for an assessment and arrangements have been made to make up assessment.

THE GRADEBOOK

  • All gradebooks will include topics, unit outcomes/skills, professionalism information, and information gathered to assess Spartan learner characteristics. Teachers will report formative and summative assessments. Each unit MUST 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 will be recorded in the gradebook, and 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.

Formative

  • A formative assessment includes quizzes, exit slips, observation, or any evidence that provides teachers feedback regarding student progress. Students are EXPECTED to do formative work - students refusing to do so may receive consequences. Summative assessments are expected to be turned in a timely manner. Students failing to turn in work in a timely manner may be asked to give up their time after school until the work is completed.
  • Feedback on formative assessments MUST be provided to the student prior to the summative assessment in a manner timely enough for students to be able to apply feedback toward mastery.
  • A formative assessment of professionalism and Spartan learner characteristics shall take place at regular intervals throughout the semester.

Summative

  • This form of assessment is an individual student’s evidence used for determining a summative score. Evidence could include tests, papers, projects, labs, or presentations.
  • A student receiving a 1 on an assessment is EXPECTED to reassess.
  • Every summative assessment MUST 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 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.

SUMMATIVE REASSESSMENT

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 is encouraged to have students who choose not to reassess after receiving a 1 to email his or her parent explaining why the student has chosen not to reassess.
  • Each teacher will work with a student individually to determine a timeline 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 may require complete reassessment.
  • Reassessment opportunities may occur during Academic Advisory period, Success Club, or within the instructional block.
  • After the reassessment, the highest grade will be reported.

FINAL REASSESSMENT PROCEDURE

All courses will have a concluding assessment (test, paper, presentation, performance, or project) that assesses cumulative skills in the course. This assessment will come on the last day of the course and ALL students are required to complete it. Second semester seniors will complete final assessments one day prior to their final day of attendance. The assessment should be a culmination of student learning and should assess skill(s) covered in a course. The student must complete the concluding summative in order to receive credit in the course.

The assessment can help a student’s overall course grade. However, the student is expected to perform to the same level he/she has performed on throughout the semester. Therefore, students not meeting the same level of work on the final may have their grade impacted by the final. If the student is ill on the final assessment day, he or she may be required to have a doctor’s note. A student not completing the final assessment activity will receive a mark of X and will fail the course for the semester.

SEMESTER GRADE DETERMINATION

A student’s grade will be communicated by the teacher to student and parent through Skyward. A grade is determined by examining the assessment evidence the student has accrued.

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

A: The majority of summative assessments being 3s, with the remaining values being 4s. A student cannot earn an A with a 2.

B: The majority of summative assessments being 3s. A student cannot earn a B with a 2.

C: The majority of the summative values are a mix of 2s and 3s.

D: The majority of summative assessment scores are 2s with the remaining values being 1s.

F: A student has a majority of 1s and/or a student has received an X on a summative assessment.

Grades will be reported to parents by the following dates September 20, October 25, November 22, and December 13 for first semester. February 7, March 6, April 10, and May 8.


PROFESSIONALISM

According to the U.S. Department of Labor “Employers want new workers to be responsible, ethical, and team oriented, and possess strong communication, interpersonal, and problem solving skills. Wrap these skills up all together and you’ve got professionalism.” All students in all classes will be assessed on this skill as well as Spartan Skills.

Professionalism is used as a means of communicating why a student may be having difficulty in a class, but it is not intended as a “Got-Ya” skill when a student has not completed a formative that he or she may or may not have needed to complete. This skill information can be used as a way to assist in grade determination when the student is in between two grade levels.

Professionalism Evaluation Rubric
Criteria

Accountability

  • Meets deadlines
  • Detail-oriented

Communication

  • Communicates regarding late work
  • Keeps teacher updated on status/progress

Self-Directed/Self Managed Learner

  • Gets to work without prompting
  • Works on task independently or in group
4 3 2 1
Meets the criteria Meets Most of the criteria Meets Some of the Criteria Meets None of the Criteria


SPARTAN SKILLS

Collaboration
  • I can work in a team with others.
  • I can communicate with others to solve problems.
  • I can encourage others to fulfill their potential.
+ ^ -
MOSTLY SOMETIMES RARELY
As a student, I most often follow the “I CAN” statements related to each Olympia Learner Characteristic As a student, I sometimes follow the “I CAN” statements related to each Olympia Learner Characteristic As a student, I rarely follow the “I CAN” statements related to each Olympia Learner Characteristic
Perseverance
  • I never give up.
  • I do my best.
  • I overcome adversity.
  • I can face all challenges with confidence.
+ ^ -
MOSTLY SOMETIMES RARELY
As a student, I most often follow the “I CAN” statements related to each Olympia Learner Characteristic As a student, I sometimes follow the “I CAN” statements related to each Olympia Learner Characteristic As a student, I rarely follow the “I CAN” statements related to each Olympia Learner Characteristic
Self-Advocacy
  • I can ask for help when needed.
  • I use mistakes to help me learn.
  • I can seek resources to enhance my learning
  • I challenge myself and take risks.
  • I can take ownership of my own learning.
+ ^ -
MOSTLY SOMETIMES RARELY
As a student, I most often follow the “I CAN” statements related to each Olympia Learner Characteristic As a student, I sometimes follow the “I CAN” statements related to each Olympia Learner Characteristic As a student, I rarely follow the “I CAN” statements related to each Olympia Learner Characteristic
Responsibility
  • I complete my assignments in a timely manner.
  • I can follow directions the first time.
  • I am prepared for learning.
  • I am on time.
  • I take initiative.
  • I use feedback to improve my learning.
+ ^ -
MOSTLY SOMETIMES RARELY
As a student, I most often follow the “I CAN” statements related to each Olympia Learner Characteristic As a student, I sometimes follow the “I CAN” statements related to each Olympia Learner Characteristic As a student, I rarely follow the “I CAN” statements related to each Olympia Learner Characteristic
Respect
  • I can treat others with kindness.
  • I can follow rules.
  • I can show compassion and empathy.
+ ^ -
MOSTLY SOMETIMES RARELY
As a student, I most often follow the “I CAN” statements related to each Olympia Learner Characteristic As a student, I sometimes follow the “I CAN” statements related to each Olympia Learner Characteristic As a student, I rarely follow the “I CAN” statements related to each Olympia Learner Characteristic

The following Spartan Skills are not formally assessed, but should be mindful:

  • Empathy
  • Growth Mindset
  • Critical Thinking


INCOMPLETES

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.


SPECIAL CONSIDERATIONS

Transfer students
  • Percentage Grading – the teacher shall enter an equivalent percentage/mark in every summative skill grade in the gradebook. Place “transfer grade” in the comments category.
  • Levels of Learning
    • Students who come in with an A will receive a mark of a 4
    • Students who come in with a B will receive a mark of a 3
    • Students who come in with a D or C will receive a mark of 2.
    • Students who come in with an F will receive a mark of 1.

ELIGIBILITY/COMMUNICATION WITH PARENTS

  • Teacher will report any student whose grade in progress is reflective of a failing grade on the eligibility GoogleDoc by Thursday at 3:30 p.m.
  • A student should be reported as near failing if he or she has one or two summative assessments that are not completed. Any student with three summative assessments with an X shall be considered failing.
  • After two completed skills, any student with all 1’s should be reported as failing.
  • Whenever a student is reported as failing, an attempt at communicating with parents must occur.



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.