In order to make grading and reporting practices more meaningful and appropriate, schools must design core instruction to reflect both academic standards and specific academic and behavioral targets that clearly indicate what students must know and what they must be able to do. The authors experience shows that taking this approach positively impacts teaching and learning. This six-page, quick-reference laminated guide is designed to help schools move beyond standards to target-based grading and reporting. In 13 clear steps, it walks collaborative teams through the process of: Prioritizing standards and breaking them into specific learning targets; Creating assessments that accurately measure the relevant standards and learning targets; Designing and delivering instruction that specifically addresses learning targets; Administering and analyzing assessments; Reassessing when there is evidence of new learning; Reporting proficiency levels against learning targets using a summative scoring rubric. The guide includes examples of proficiency scales, proficiency targets, progress trackers, and summative rubrics.
Tom Hierck has been an educator since 1983 in a career that has spanned all grade levels and roles in public education. His experiences as a teacher, administrator, district leader, department of education project leader, and executive director have provided a unique context for his education philosophy. With 29 years of experience in public education including secondary, middle, and elementary schools Tom is a compelling presenter and staff developer, infusing his message of hope with strategies culled from the real world. He understands that educators in North America face unprecedented challenges and knows the proactive strategies that will serve learning communities best. His belief that every student is a success story waiting to be told has led him to work with teachers and administrators to create positive school cultures and build effective relationships that facilitate learning for all students. Tom has presented to schools and districts across North America and Australia. Tom s message is one of celebration for educators who are seeking to make a difference in the lives of students. His dynamic presentations explore the importance of positive learning environments and the role of assessment to improve student learning.
Garth Larson is the K-12 Director of Learning for the Winneconne Community School District in Northeast Wisconsin and also serves as President of FIRST Educational Resources, based out of Oshkosh, Wisconsin. Currently working on his Doctorate in Educational Leadership at the University of Wisconsin Oshkosh, he sits on the Board of Directors for ASCD Wisconsin, serves on the K-12 Advisory Council for Education for the University of Wisconsin Oshkosh, and also serves as an adjunct faculty member for educational courses offered through Dominican University of California as well as the University of Wisconsin Oshkosh. Garth has previously worked as an elementary principal in two separate Northeast Wisconsin School Districts and started his career in education as a high school speech and English teacher. In 2011, Garth formed Wisconsin Educational Resources (now FIRST) with a focus of improving student achievement across the United States. Since 2011, over 850 school districts throughout the country have become partnership districts with his company. Garth currently consults to school districts around the country and provides customized professional development around a variety of topics, mainly Professional Learning Communities, Response to Intervention/MTSS, Grading and Reporting, and School Improvement. In addition to Target-Based Grading in Collaborative Teams, Garth is also the author of recently released Collaborative Systems of Support: Learning for ALL with co-authors Tom Hierck and Chris Weber.
