The school supply lists for students entering 4th and 5th grades for the 2018-2019 school year are now available below. Making sure that your son or daughter comes to school with all the supplies he or she needs will help ensure a successful school year.
The Brecksville-Broadview Heights City Schools believe grades should reflect and communicate to students, parents, teachers, postsecondary schools, and employers the level of student achievement of district learning targets. These grading guidelines serve to create an accurate, meaningful, and consistent grading process that communicates and supports individual student learning and helps students evaluate their own learning and set personal goals.
Evidence of Learning:
Unit tests, chapter tests, projects, essays, and research projects provide evidence of learning and will be weighted 80% of the total grade. Homework, in-class practice, some quizzes, and laboratory experiments will comprise 20% of a student’s grade.
Assignments are expected to be completed on time. Make-up assignments and assessments will not be accepted during the last week of a quarter.
Group grades will not be used because they are not reflective of what each student knows. Collaboration is encouraged, however, each student’s grade should measure his/her individual understanding and knowledge.
Extra credit assignments can distort student’s grades, do not provide evidence of learning, and will not be offered.
Literature Review Used by the Grading Study Team:
Amundson, L. (2011). How I overhauled grading as usual. Educational Leadership, 69(3), 1-4.
Brookhart, S. (2011). Starting the conversation about grading. Educational Leadership, 69(3), 10-14.
Dueck, M. (2011). How I broke my own rule and learned to give retests. Educational Leadership, 69(3), 72-75.
DuFour, R. (2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree.
Erikson, J. (2011). How grading reform changed our school. Educational Leadership, 69(3), 66-70.
Erikson, J. A. (2010). Grading practices: The third rail. Principal Leadership, 10(7), 22-26.
Fisher, D., Frey, N., & Pumpian, I. (2011). No penalties for practice. Educational Leadership, 69(3), 46-51.
Guskey, T. R., & Bailey, J. M. (2001). Developing grading and reporting systems for student learning. Thousand Oaks, CA: Corwin Press.
Guskey, T. R. (2001). Helping standards make the grade. Educational Leadership, 59(1), 20-27.
Guskey, T. R. (2003). Using data to improve student achievement. Educational Leadership, 60(5), 6-11.
Guskey, T. R. (2004). Zero alternatives. Principal Leadership, 5(2), 49-53.
Guskey, T. R. (2005). Assessment to promote learning. Educational Leadership, 63(3), 32-38.
Guskey, T. R. (2006). Making high school grades meaningful. Phi Delta Kappan, 87(9), 670-675.
Guskey, T. R. (2008). Informative assessment. Educational Leadership, 65(4), 28-35.
Guskey, T. R. (2011). Five obstacles to grading reform. Educational Leadership, 69(3), 16-21.
Jung, L. A., & Guskey, T. R. (2010). Grading exceptional learners. Educational Leadership, 67(5), 31-35.
Kagen, S. (1995). Group grades miss the mark. Educational Leadership, 52(8), 68-71.
Kohn, A. (2011). The case against grades. Educational Leadership, 69(3), 28-33.
Marzano, R. J., & Heflebower, T. (2011). Grades that show what students know. Educational Leadership, 69(3), 34-39.
McLymont, R. (2006). Middle Ground (pp. 21-23). Silver Spring, MD: Beckham Publications Group.
McTighe, J., & O’Connor, K. (2005). Seven practices for effective learning. Educational Leadership, 63(3), 10-17.
McTighe, J. (1997). Teaching for authentic student performance. Educational Leadership, 54(4), 6-12.
O’Connor, K., & Wormeli, R. (2011). Reporting student learning. Educational Leadership, 69(3), 40-44.
O’Connor, K. (1999). Grading issues, practices and guidelines. In How to grade for learning. Arlington Heights, IL: Skylight Training and Pub.
O’Connor, K. (2009). Reforming grading practices in secondary schools. Principal’s Research Review, 4(1), 1-7.
O’Connor, K. (2011). A repair kit for grading: 15 fixes for broken grades. Boston, MA: Pearson.
Popham, W. J. (2009). A process – not a test. Educational Leadership, 66(7), 85-86.
Reeves, D. B. (2000). Standards are not enough. NASSP Bulletin, 84(620), 5-19.
Reeves, D. B. (2004). The case against the zero. Phi Delta Kappan, 86(4), 324-325.
Reeves, D. B. (2008). Effective grading practices. Educational Leadership, 65(5), 85-87.
Reeves, D. B. (2008). Improving student attendance. Educational Leadership, 65(8), 90-91.
Reeves, D. B. (2009). Remaking the grade. The Chronicle of Higher Education, 56(4). Retrieved from http://chronicle.com
Reeves, D. B. (2011). Taking the grading conversation public. Educational Leadership, 69(3), 76-79.
Salend, S. (2011). Creating student friendly tests. Educational Leadership, 69(3), 52-58.
Scherer, M. (2011). What we learn from grades. Educational Leadership, 69(3), 7.
Stiggins, R. J., & Chappuis, J. (2005). Using student-involved classroom assessments to close achievement gaps. Theory into Practice, 44(1), 11-18.
Vatterott, C. (2011). Making homework central to learning. Educational Leadership, 69(3), 60-64.
Wiggins, G. (2012). Feedback for learning. Educational Leadership, 70(1), 10-16.
Wormeli, R. (2011). Redos and retakes done right. Educational Leadership, 69(3), 22-26.
- See more at: http://www.bbhcsd.org/central/2015/08/20/grading-guidelines-best-practices-2/#sthash.cS34FZf3.dpuf