STANDARDS-BASED LEARNING & GRADING

An Upper School Parent’s Guide to Assessment, Grading, and Report Cards 2015-2016

Léman Manhattan Mission:Léman Manhattan Preparatory School is an international learning community committed to educating, empowering and inspiring students

from early childhood through 12th Grade to be confident, independent critical thinkers.

We equip young minds with the knowledge and skills they need to evaluate, compare and make thoughtful choices so they can become

informed and engaged citizens of the world.

Léman Manhattan is enriched by our vibrant downtown location and the proven academic resources afforded us as an affiliate school of

Nord Anglia Education.

WHAT IS STANDARDS-BASED LEARNING AND GRADING (SBLG)? Standard-based learning and grading (SBLG) uses specific standards

to inform teaching and learning whereby curriculum is constructed,

student understanding is assessed, and descriptive, timely feedback

is provided to students. SBLG is designed to increase accountability,

transparency, and levels of achievement to enhance a rigorous

academic learning environment for students, parents, and teachers.

Research has shown that grading and reporting to specific standards,

while using the accompanying strategy of formative assessments and

feedback related to progress towards standards, significantly boosts

student achievement and motivation.

LÉMAN MANHATTAN PREPARATORY SCHOOL CORE VALUESWe believe equally in the value of:

• Thinking critically and working collaboratively

• Achieving academic excellence

• Personalized learning

• Nurturing creativity

• Modeling and promoting resiliency

• Promoting healthy minds and bodies

• Respecting one’s self and others

• Serving the local and global community

• Encouraging open minds and international-mindedness

Léman Manhattan Preparatory School: Parent’s Guide to Assessment, Grading, & Report Cards | 2

For Teachers, Effective Assessment Is:

an opportunity to determine degrees of prior knowledge before beginning a unit.

an opportunity to identify and support learning differences and learning styles.

an opportunity to ascertain degrees of understanding and achievement

at various stages of the learning process.

an opportunity to modify instruction and curriculum based on the needs of students.

an opportunity to evaluate, record, and report student achievements to stakeholders.

Effective Assessment at Léman ManhattanFor Students,

Effective Assessment Is:

an opportunity to demonstrate what they have learned.

an opportunity to monitor their own learning, set goals, and plan next steps.

an opportunity to understand the benchmarks

and the criteria for success.

an opportunity to reflect and share with peers,

and build confidence and self-esteem.

For Parents, Effective Assessment Is:

an opportunity to become an active participant in the learning process.

an opportunity to be accurately informed of their children’s progress.

an opportunity to be accurately informed of their children’s strengths,

and areas in need of support.

an opportunity to assist their children in planning for the future,

both immediate and longer term.

LÉMAN MANHATTAN’S ASSESSMENT PRACTICES ENSURE THAT

Students demonstrate their level of proficiency in meeting the standards. Students understand which standards are being assessed.Standards are aligned with appropriate assessment types.

Students receive clear feedback on the assessment which provides them an opportunity to improve.Students have multiple opportunities to reassess on the standards.

The Habits and Attitudes of Learning (HAL) standards are assessed and reported separately.

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BENEFITS OF STANDARDS-BASED

GRADING

Indicates what students know and are able to do

Clearly communicates expectations ahead of time

Allows for more specific, descriptive feedback to students

Delivers more accurate reporting of student’s academic achievement

to students and families

Demonstrates the role that a student’s Habits and Attitudes of

Learning (HAL) plays in successfully meeting the standards

Allows teachers and administrators to more efficiently observe patterns

in student achievement data to inform instructional decisions

What is Standards-Based Grading? Standards-based grading is the process of assessing and grading student achievement

toward the standards outlined in the Léman Manhattan Preparatory School curriculum.

Standards-based grading is designed to provide specific, descriptive, timely feedback to

students and parents on student achievement towards the standards.

The goal of this approach is to provide the teacher, student, and family with an accurate

picture of the student’s learning and to encourage a dialogue about how the student can

best meet the expectations for each class. In particular, because learning is a process that

takes place over time, each of the standards assessed will provide feedback for the student

about what to focus on next.

With standards-based grading, teachers report a student’s knowledge and understanding

relative to the academic standards. Habits and Attitudes of Learning (HAL), the factors

that greatly impact overall student performance are assessed, graded, and reported out in

a separate yet parallel structure. This separation of academic and HAL achievement in a

student’s grade allows for more accurate reporting of student academic achievement, and

more effective feedback to inspire future growth and motivation.

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THERE IS NO COMPARISON TO A, B, C, AND D, OR PERCENTAGE EQUIVALENTSThe ‘Levels of Proficiency’ are designed to show how your child is

achieving relative to the grade level standards.

The ‘Meeting Expectations’ mark indicates that your child is meeting

the grade level standard. Students who are meeting the grade level

standards are prepared to be successful at the next grade level.

Léman Manhattan Academic & HAL Scoring MarksLéman Manhattan teachers use four levels of proficiency to assess students’ academic and HAL performance. These levels of proficiency will

be used to report student achievement on academic standards and Habits and Attitudes of Learning on the report card.

BEBelow Expectations

An insufficient level of achievement

Student is not approaching the

Léman standard

With help, the student demonstrates a partial

understanding of some of the details, ideas and processes

The student does not yet have a grasp of the standard and must strive to learn the relevant skill

or knowledge

AEApproaching Expectations

A passable level of achievement

Student is approaching the Léman standard of achievement

No major errors or omissions regarding the simpler details

and processes, major errors or omissions regarding the more complex ideas and processes

The student has begun to show understanding of the standard and should continue to work

towards mastering the relevant skill or knowledge

MEMeeting Expectations

A high level of achievement

Achievement meets the Léman standard

No major errors or omissions regarding any of the

information and/or processes (simple or complex)

that were explicitly taught

The student has successfully done what the standard

is asking by demonstrating understanding of the relevant

skill or knowledge

EEExceeding Expectations

A very high to outstanding level of achievement

Achievement exceeds the Léman standard

In-depth inferences and applications that go beyond what was taught,

not beyond the expectations for that grade level

The student has demonstrated clear mastery of the standard and, depending on the type

of assessment, has demonstrated work that exceeded expectations

WHEN PERFORMANCE IS NOT ‘MEETING’Students who are ‘Approaching Expectations’ are making progress towards

the grade level standards. Some additional support may be needed.

The ‘Exceeding Expectations’ mark indicates that your child has

demonstrated a profound understanding or application that goes

beyond what was explicitly taught in class.

THE OMNIBUS CLASS GRADE While the EE, ME, AE and BE levels of proficiency will be used to report

on student achievement in grades 6-12, a letter grade will be calculated

as a final end-of-year grade for each student in grades 6-8, and at the

end of each trimester for each student in grades 9-12. For more

information on grade conversions, see the Omnibus Conversion Chart.

Habits and Attitudes of Learning (HAL) will not be calculated in this

final letter grade.

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Habits and Attitudes of Learning (HAL)Habits and Attitudes of Learning (HAL) are as the factors that allow students to successfully meet the standards of any course.

PERSONAL CHARACTERThe student

• exhibits self-respect, as well as respect for his or her peers.

• maintains a high level of integrity and communicates with

honesty and sincerity.

• demonstrates good values and respects authority.

CITIZENSHIPThe student

• is a responsible and contributing member in the classroom, as

well as in the local and global communities.

• considers the meaning and impact that his or her decisions

make on others.

• values the strength of well-formed community and works well

with others towards a common goal.

DESIRE TO LEARNThe student

• is inquisitive and open to new ideas and perspectives.

• takes risks and chooses challenging projects and learning goals.

• is confident and has a desire to continually grow as a learner.

• is fully invested in his or her education and understands the

value of knowledge.

• arrives to class well prepared for each lesson.

OWNERSHIPThe student

• has initiative and follow-through.

• sets high but achievable goals.

• maintains an awareness of his or her weaknesses and works

toward overcoming them.

• submits work that exhibits the highest quality that he or she

is capable of.

RESPONSIBILITYThe student

• always strives to meet the expectations of the course.

• uses available resources outside of class to supplement his or her

learning when necessary.

• is attentive to and meets all deadlines.

• understands and accepts responsibility for his or her role as astudent.

PERSEVERANCEThe student

• understands that certain endeavors require a sustained effort and

great determination.

• is willing to be persistent and to try several different approaches to

complete tasks.

• works diligently to overcome weaknesses.

• is goal oriented and does not succumb to challenge and adversity.

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How to Read the Léman Standards-Based Report Card (Middle School)

!Page!1!of!10!

Student!Name!

Student!Address!

!

!

!

!

Middle!School!Report!Card!!

!!!

Léman!Manhattan!Preparatory!School!

1!Morris!Street!!

New!York,!NY!10004!

!

!

!

Grade!Level:!08

!

!

!

!

!

!!!!!!!

!Class:!ENG8!/!8th!Grade!English!!

Teacher:!Teacher!Name!! ! ! ! ! ! ! ! ! !!!!!!!!!!!!!!!!!!!!!!! ! ! !! !

!!!!!!!!!!!!!!!!!!!!!!FIN!!!!Grade! AH!

! ! ! ! ! ! ! !

! ! ! ! ! ! ! ! ! ! ! ! !!!!!!!!!!!!!T1!!!!!!!T2!!!!!!T3!!!!!!!! ! ! ! !

Benchmarks!!

E8.1!Identifies!explicit!details!and!main!ideas!of!a!text.! ME! ME! ME!

E8.2!Understands!connections!between!and!among!explicit!pieces!of!information!orders!the!information!

chronologically.!

*! ME! ME!

E8.3!Compares,!categorizes!and!combines!elements!and!information!in!a!text!or!multiple!texts.! *! EE! EE!

E8.4!Synthesizes!explicit!and!implicit!information!to!make!predictions,!draw!conclusions,!or!formulate!hypotheses!

about!a!text!or!multiple!texts.!

*! EE! EE!

E8.5!Describes!the!overall!theme!of!a!text!or!multiple!texts.! *! EE! EE!

E8.6!Sequences!information!within!a!paragraph!or!text.! ME! ME! ME!

E8.7!Understands!how!the!purpose!and!intended!audience!for!a!piece!of!writing!help!determine!the!style,!tone,!

and!content!of!a!piece.!

AE! ME! ME!

E8.8!Employs!accurate,!appropriate,!and!precise!word!choice!in!a!piece!of!writing.! AE! ME! ME!

E8.9!Writes!arguments!to!support!thesis!statements,!using!valid!reasoning!and!relevant!and!sufficient!evidence.! AE! ME! ME!

E8.10!Develops!and!strengthens!writing!as!needed!by!planning,!revising,!editing,!rewriting,!or!trying!a!new!

approach.!

*! EE! EE!

E8.11!Organizes!an!essay!with!an!introduction,!thesis!statement,!body!paragraphs,!and!a!conclusion.! ME! ME! ME!

E8.12!Uses!effective!transitions!between!ideas,!sentences,!and!paragraphs.! AE! AE! AE!

!

! ! ! ! ! ! ! ! ! ! ! ! !!!!!!!!!!!!!T1!!!!!!!T2!!!!!!T3!!!!!!!! ! ! ! !

Habits!and!Attitudes!of!Learning!!

PERSONAL!CHARACTER! ME! ME! ME!

CITIZENSHIP! AE! ME! ME!

DESIRE!TO!LEARN! ME! ME! ME!

OWNERSHIP! ME! ME! EE!

RESPONSIBILITY! AE! ME! EE!

PERSERVERANCE! ME! ME! ME!

!

Final!Report!

Achievement Grade Key

EE = Exceeding Expectations

ME = Meeting Expectations

AE = Approaching Expectations

BE = Below Expectations

* = Not Assessed

2

1

3

4

5

6

52

Describes the grade marks used to represent student achievement.

Specific feedback to students and parents related to academic standards.

Specific feedback to students and parents related to HAL, non-academic reporting standards.

This omnibus class grade is the ‘overall’ class grade for the academic school year.

If a standard is not taught and assessed it will not appear OR will have an asterisk.

Achievement grades show level of proficiency towards a standard.

4

3 6

1

Léman Manhattan Preparatory School: Parent’s Guide to Assessment, Grading, & Report Cards | 7

How to Read the Léman Standards-Based Report Card(High School)

!Page!1!of!10!

Student!Name!Student!Address!!!!!High!School!Final!Report!Card!

!!!!

Léman!Manhattan!Preparatory!School!1!Morris!Street!!

New!York,!NY!10004!!!!

Grade!Level:!10!

!

!!!

!!!!!!!!

!!

Class:!ENG10!/!World!Literature!!Teacher:!Teacher!Name!!

! ! ! ! ! ! ! ! ! !!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!!!!!T1!!!!!!!T2!!!!!!T3! ! ! ! !

Final!Report!!Grade! B! AJ! B+!

! ! ! ! ! ! ! !! ! ! ! ! ! ! ! ! ! ! ! !!!!!!!!!!!!T1!!!!!!!T2!!!!!!T3!!!!!!!! ! ! ! !

Benchmarks!!R!1.!Analyzes!how!complex!characters!develop!over!the!course!of!a!text,!interact!with!other!characters,!and!advance!the!plot!or!develop!the!theme.!

ME! ME! ME!

R!2.!Synthesizes!supporting!details!from!a!text!or!multiple!texts!to!make!predictions,!draw!conclusions,!and!determine!author's!purpose.!

AE! ME! ME!

R!3.!Interprets!words!and!phrases!as!they!are!used!in!a!text,!determining!technical,!connotative,!and!figurative!meanings,!and!analyzing!how!specific!word!choices!shape!meaning!or!tone.!

AE! AE! AE!

R!4.!Cites!strong!and!thorough!textual!evidence!to!support!analysis!of!what!the!text!says!explicitly!and!implicitly.! ME! ME! ME!R!5.!Analyzes!the!structure!of!texts,!including!how!specific!sentences,!paragraphs,!and!larger!portions!of!the!text!relate!to!each!other!and!the!whole.!

ME! ME! ME!

R!6.!Reasons!analogically,!categorically,!and!logically.! ME! ME! ME!R!7.!Analyzes!a!particular!point!of!view!or!cultural!experience!reflected!in!world!literature.! AE! ME! ME!R.8.!Analyzes!how!two!or!more!texts!address!similar!themes!or!topics!in!order!to!build!knowledge!or!to!compare!the!approaches!the!authors!take.!

*! ME! ME!

W!1.!Writes!arguments!to!support!claims!in!an!analysis!of!substantive!topics!or!texts,!using!valid!reasoning!and!relevant!and!sufficient!evidence.!

*! ME! ME!

W!2.!Writes!informative/explanatory/analytical!texts!to!examine!and!convey!complex!ideas!and!information!clearly!and!accurately!through!the!effective!selection,!organization,!and!analysis!of!content.!

AE! ME! ME!

!! ! ! ! ! ! ! ! ! ! ! ! !!!!!!!!!!!T1!!!!!!!T2!!!!!!T3!!!!!!!! ! ! ! !

Habits!and!Attitudes!of!Learning!!PERSONAL!CHARACTER! ME! ME! ME!CITIZENSHIP! ME! ME! ME!DESIRE!TO!LEARN! ME! ME! ME!OWNERSHIP! AE! ME! ME!RESPONSIBILITY! ME! ME! ME!PERSERVERANCE! AE! EE! EE!

Achievement Grade Key

EE = Exceeding Expectations

ME = Meeting Expectations

AE = Approaching Expectations

BE = Below Expectations

* = Not Assessed

2

1

3

4

5

6

52

Describes the grade marks used to represent student achievement..

Specific feedback to students and parents related to academic standards.

Specific feedback to students and parents related to HAL, non-academic reporting standards.

These omnibus class grades are for each trimester.

If a standard is not taught and assessed it will not appear OR will have an asterisk.

Achievement grades show level of proficiency towards a standard.

4

3 6

1

Léman Manhattan Preparatory School: Parent’s Guide to Assessment, Grading, & Report Cards | 8

Resources and References:Chappuis, Jan, Stiggins, R. Chappuis, S., Arter, J. (2012). Classroom Assessment for Student Learning: Doing It Right—Using It Well.

Portland, OR: Educational Testing Service

Black, P. & William, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappa, 80(2), 139-19.

Brookhart, S. M., & Nitko, A. J. (2008). Assessment and grading in classrooms. Upper Saddle River, NJ: Pearson.

Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York: Cambridge University Press.

Guskey, T. R., & Bailey, J. M. (2001). Developing grading and reporting systems for student learning. Thousand Oaks, CA. Corwin.

Hattie, J. (2009). Visible Learning. New Yourk: Routledge.

Marzano, R. J. (2000). Transforming classroom grading. Alexandria, VA: ASCD.

Marzano, R. J. (2006). Classroom assessment and grading that work. Alexandria, VA: ASCD.

Marzano, R. J. (2010). Formative assessment and standards-based grading. Bloomington, IN:

Marzano Research Laboratory.

O’Conner, Ken. (2009). How to grade for learning: K-12 (3rd. ed.). Thousand Oaks, CA: Corwin

Pollock, Jane E. (2007). Improving Student Learning: One Teacher At A Time. Alexandria, VA: ASCD.

Reeves, D. (2011). Elements of grading. Bloomington, IN: Solution Tree.

The Village School. (2013). A Parent’s Guide to Assessment, Grading, and Report Cards.