2018–2019 Curriculum Update

Grading Practices and Report Card Changes
Last year all K–8 teachers attended a professional development workshop facilitated by Rick Wormeli, a nationally recognized consultant for his work on assessment, grading, and report cards. The purpose of this workshop was to evaluate if the district’s current grading practices were consistent, accurate, meaningful and supportive of learning. The workshop sparked conversations between teachers and administrators focused on the question, “Are we reporting student progress in the most accurate way possible?” Based on further research, the decision was made to change the report card format for grades 6-8 and the reporting labels used on K-5 report cards. The new changes will be implemented on the 2018-2019 school year report cards. Below is a brief summary of the changes. ​We will continue to share information with parents and students regarding report card changes throughout the year.
The Laura B. Sprague School report card will have two levels, ​Developing​ and ​Meets​, to describe student performance on a given standard. Students with an indicator of ​meets​ have met the grade level expectation at the time of reporting. Students who are ​developing​ are still working towards demonstrating expectations of the standard. As expectations change for standards throughout a school year, it is common to have ​developing and meets ​throughout the school year.

The Half Day School report card will have four report card levels, with the descriptor levels ​Beginning, Approaching Standards​, ​Frequently Meets​ and ​Consistently Meets​. The ​beginning​ level ​describes a student who regularly requires additional practice and support to show progress on grade level standards. The ​Approaching Standards​ level ​describes student progress that occasionally requires additional practice and support to meet grade level standards. The ​Frequently Meeting​ level describes student’s progress that demonstrates the ability to grasp and apply most key concepts, processes, and skills, but may need support at times to meet grade level standards. The ​Consistently Meets​ level describes a student’s ability to consistently demonstrate a complete understanding of the standard by independently applying and connecting knowledge and skills with accuracy, and quality. Daniel Wright Junior High School will transition from having grades on the report card to standards with the same reporting descriptors as Half Day School. Standards Based Grading (SBG)​, is a method for teachers to measure how students are doing in meeting the learning goals for their grade as determined by the State's standards. Learning goals, sometimes called learning standards, are the academic skills children should know or be able to do for their grade levels by the end of the school year.

Similar to last year, the following changes have been made to the Daniel Wright grading system:​: student behaviors are not included in grades, points are not taken off for late work, zeros are not given, students are provided with the opportunity to re-do assignments and tests, and ​a separate Learner Characteristics section has been added to the student report card. This section informs parents on a student’s classroom participation, preparedness, and timeliness of homework completion. ​These changes have been made so academic progress is as pure a measure of student achievement as possible and to more accurately report student progress to parents.

District 103 strives to provide our students and teachers with resources they can leverage to become informed, contributing members of our community and our world. By working with our school stakeholders (students, parents and staff), we strive to create real-world, technology rich settings that enhance the integration of robust and adaptive tools across District curricula.

Technology Philosophy

  • Provide our students with a relevant, technology rich learning environment, including both hardware and software designed to prepare them for their present learning environment, their academic futures, and the world in which they live.
  • Create and support a technology environment for District 103 that supports the efforts of the students, parents, staff and community.
  • Support the professional technology needs of staff through targeted professional development while informing them of the most up-to-date practices in educational technology, to help keep staff current and their technology instructional initiatives relevant.
  • Make educational technology purchase decisions rooted in the awareness of the fiscal responsibility of District 103.
  • Be a leader and innovator among the Stevenson Township feeder districts in our development of technology initiatives that support real-world collaboration and learning among our students and faculty.
  • Make technology recommendations that keep District 103 compliant with all relevant Educational Technology Standards (ISTE/AASL): ADA (Americans with Disabilities Act), CIPA (Children’s Internet Protection Act), COPPA (Children’s Online Privacy Protection), PARCC (Partnership for Assessment of Readiness for College and Careers), FERPA (Family Educational Rights and Privacy Act).

School District 103 is 1:1 with iPads in grades 1-8. We are very excited to continue celebrating the many wonderful learning opportunities that our 1:1 learning environment supports. Our staff and students continue to use iPads in new and innovative ways, and we look forward to continued success. For additional information on technology across SD103, please visit our D103 Instructional Technology Portal.