Communicate:
The “communicate” section of SBL once again returns to the learning targets. As teachers, we report on how the student is doing in relation to the learning targets. The “grade” is not a reflection of the student’s effort or habits of learning. The habits of learning can be reported separately, but they never should impact a student’s grade. The grade is purely based on what a student can do. This is very important because it gives parents, students, and teachers a clear indication of what the student does well, what they are still working on, and how they can get to the next level. It doesn’t skew the data by inserting a high grade for effort, or a grade of zero due to a missing homework assignment. Grades should not be a reward for “good behavior” or a punishment for “bad behavior.”
The “communicate” section of SBL once again returns to the learning targets. As teachers, we report on how the student is doing in relation to the learning targets. The “grade” is not a reflection of the student’s effort or habits of learning. The habits of learning can be reported separately, but they never should impact a student’s grade. The grade is purely based on what a student can do. This is very important because it gives parents, students, and teachers a clear indication of what the student does well, what they are still working on, and how they can get to the next level. It doesn’t skew the data by inserting a high grade for effort, or a grade of zero due to a missing homework assignment. Grades should not be a reward for “good behavior” or a punishment for “bad behavior.”
Tracking System: The following is an example of a tracking system I use to keep track of students' IEP goals. IEP goals are based on learning targets, and data is kept throughout the year.
Reporting and Habits of Learning Grades: The following is an example of an IEP progress report that goes home at the end of the unit. It addresses progress on IEP goals (which are essentially the modified learning targets) as well as comments on habits of learning.
Reporting and Habits of Learning Grades: The following is an example of an IEP progress report that goes home at the end of the unit. It addresses progress on IEP goals (which are essentially the modified learning targets) as well as comments on habits of learning.