Our Competency-Based System Has Changed the Face of IEP Meetings | Connected Principals - 0 views
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The focus of Carter’s meeting and many other students like him are a result of a fundamental redesign that the school underwent over these last three years when it adopted a competency-based grading and reporting system
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Today, each teacher assesses students on a set of course-based and school-wide competencies using a common set of grading guidelines that promote the use of formative and summative assessments, the use of reassessments, and the understanding that students cannot opt to “take a zero” for choosing not to complete an assignment. At Sanborn Regional High School, progress toward meeting these competencies and course grades are all reported on competency-based report cards and transcripts. All of these new philosophies have helped to change IEP meetings like the one I attended for Carter.
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Our grading philosophy stipulates a clear distinction between “academic grades” and “behavior grades.” In IEP meetings, this shift in philosophy has allowed our professionals to better address the most fundamental principles of school: Identifying what we want kids to learn, how we will assess them on this learning, and what we will do when they didn’t learn or already know it
