Download HS PDF | Download Elementary/EHMIS PDF

Best Practices Belief Statement 2016.jpg


District-Wide Best Practices (Revised 3/2016)


Developing and Utilizing Assessments
  • Align assessments to clearly defined learning targets.
  • Base learning targets on state or national standards and anchors.
  • Use frequent and varied, collaboratively developed common summative assessments to measure learners' knowledge and skills accurately.
  • Provide multiple opportunities for learners to show understanding, after re-teaching and/or remediation.
  • Continually review and revise all assessments for curriculum alignment and quality.

Using Assessment Results
  • Collaboratively review assessment results to plan and prioritize future instruction.
  • Use feedback to move learners forward in their understanding.
    • Communicate to learners what was done well and what should be done to improve.
    • Give feedback on both formative and summative assessments.
  • Use assessment results to prioritize future differentiated instruction.
  • Use evidence from summative assessments to determine course grades.

Reporting Academic Achievement
  • Report behavior, effort, and participation separately from academic achievement.
  • Base grades on summative assessments and tasks.
  • Base report card grades on the most current evidence based on the attainment of learning target.
  • After reassessing, record the most current summative assessment score as the grade.

Responding to Late Assignments
  • Score late work for achievement, not punctuality, which should be reported separately.
  • Record incomplete work as “Incomplete” until it is made up.
    • Use available resources to get learners to complete missing/late work.
    • Communicate with parents when learners are not completing work.
    • Set a specific deadline for incomplete work to be made up; until the work is completed, use appropriate consequences to encourage work completion and to change future behavior.
    • If the work is not made up by the set deadline, record the grade based on existing evidence of the learner meeting the learning goal. Lack of evidence may result in no credit earned.
    • In extreme cases, facilitators should refer learners to the learner concerns process.

Utilizing Homework as Formative Assessment
  • Use homework as practice, previewing, or extension of material and/or skills, with the purpose of providing information/feedback to learners.
  • Base the amount and type of homework on the age and needs of the learners.

Involving Learners in the Assessment and Grading Process
  • Learners should be expected to take ownership of the process through tracking their own progress, goal setting, self-assessment, and requesting opportunities to be retaught and retested.
  • Learners should be taught to use formative assessment results to improve and adjust their approaches to learning.