Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Education Assessment topic
No spam. Unsubscribe anytime.
Administrator presents standards-based grading report, flags underperforming standards for intervention
Summary
District administrator presented the first full year of standards-based grading for Wilmot UHS, showing itemized performance by standard and noting ‘red’ areas that the district will target for improvement and feeder-school collaboration.
Administrator presented the Wilmot UHS School District’s first full-year standards-based grading report for 2023–24 and described how the report will be used to target instruction, set student learning objectives and guide collaboration with feeder schools.
The report breaks student results down by department, standard and class, and uses color-coded performance levels (green for ≥80% proficiency; yellow for 60–79.9%; red for <60%). “This is the first year that we've had a school wide implementation of standards based grading,” the Administrator said, adding that the system lets teachers “understand where our kids performed well and where they didn't.”
Why it matters: the district plans to use standards-level data to set SLOs (student learning objectives) for teachers, to celebrate high-performing standards and to focus improvement where many students did not show mastery. The Administrator said the data will be shared with departments when staff return and used for professional conversations about instruction and curriculum alignment.
Key findings and next steps: the Administrator said some standards are widely mastered while other standards — marked in red — identify gaps the district wants to improve. “We're talking about, I think, 39,000 grades just during the second semester alone,” the Administrator said, noting the volume of data available to analyze trends across courses. The district plans to correlate the standards-based data with standardized test scores and AP outcomes to better understand curriculum alignment and student preparedness.
Collaboration with feeder schools: the Administrator described an early conversation with a feeder-school administrator about ninth-grade language-arts standards and said the district can filter the report to show areas where incoming freshmen underperform so feeder schools can consider adding or reinforcing prerequisite skills.
Board discussion: members asked how the report is organized and whether the district has comparable data from other schools; the Administrator said comparable data are not available from traditionally graded schools and emphasized that standards-based reports provide more granular diagnostic detail for instruction. The Administrator also cautioned against comparing departments directly because course content differs.
What’s next: the district will distribute the complete year report to departments, encourage content teams to examine effective practices where other teachers show higher mastery, and use the findings to guide professional development and SLO targets.
