Revere High School identified three “rethinking” arenas: 1) Clarify what it means for students to be proficient; 2) Ensure alignment with standards and other frameworks; 3) Develop consistent practices for grade calculations, the use of rubrics, and grade reporting. The pilot team collaborated to design a prototype for a common grading table, category weights connected to power standards, and a plan to develop assessments tied to those standards-based learning targets. This approach sharpens the focus on student proficiency, takes gradebook construction out of the hands of teachers and considers every step of “the what” in a more comprehensive way.
Revere High School, Part 2 – Developing a Culture of Competency: 72% of the students who attend Revere High School are learning English. A number of them have struggled to pass the MCAS (state’ graduation exam), and have also experienced course failure. As an extension of their #RethinkingGrading efforts, the District is designing a customized and personalized graduation pathway, guided by a Profile of a Graduate. To ensure teachers can effectively support students, the district is partnering with reDesign to develop and facilitate professional learning experiences and modularized courses: a commitment to developing a culture of competency for both young people and the adults who serve them.
