Goal statement:  
By the end of the 2018-19 school year, all Cedar Falls secondary schools will be determining student grades based on the meeting of essential learnings, and student performance reports (report cards) will reflect a student’s progress on meeting each of the essential learnings identified for each course.

Implementation Strategies and Timeline

2015-16 School Year – Year 1
Finalize essential learnings (Essential Skills and Concepts) for each secondary course.
Continue the development of quality common formative and summative assessments based on the essential learning within each course.
Begin developing a communication plan for students/parents/community regarding learning based grading, proficiency scales, and new format for performance reports (report cards).
Introduce timeline for implementation to all staff.
Work with Building Leadership Teams to determine best strategies for training and implementation.

2016-17 School Year – Year 2
Focus on why Learning Based Grading is being implemented as a district.
Discuss current beliefs and attitudes about grading.
Research current research and practice surrounding sound grading practices – possible book studies, article reviews, conference attendance.
Analyze other districts’ learning based grading implementation strategies and practices.
Establish core beliefs of staff regarding assessment and grading.
Continued work and consensus in separating academic work and student behaviors in determining grades.  Staff discussion on strategies to assess and report out on career/life/behavior skills.
Continued work and consensus in allowing student to re-work or re-assess to meet essential learnings, as well as the weight of homework.
Develop common vocabulary regarding Learning Based Grading amongst all Pre-K-12 staff.
Assess how learning based grading fits with current learning resources, gradebooks, and expectations of collaborative teams within the PLC process.
Initial training for all teaching staff on Learning Based Grading – enlist consultants (Mike Mattos and Thomas Guskey).
Develop preliminary learning based grading talking points and FAQs.
Introduce Proficiency Scales and their use in determining student grades. Consensus on 3, 4, or 5-point scale in determining proficiency and grades.
Implement pilots of grading with proficiency scales – collaboration within PLC process.
Educate the Board of Education on Learning Based Grading.
Continued development of the communication plan for students and parents regarding LBG, proficiency scales, and performance reports.  Revise talking points and FAQs as needed.

2017-18 School Year – Year 3
Formal training for staff and writing of proficiency scales
Encourage pilots of grading with proficiency scales throughout the school year – collaboration within PLC process.
Continued discussion and feedback regarding LBG buy-in and implementation; measure levels of use within classes; examine timelines.
Adapt Schoology and PowerSchool gradebooks to reflect Learning Based Grading with proficiency scales.
Finalize and implement the communication plan for students and parents regarding LBG, proficiency scales, and performance reports (report cards).

2018-19 – Year 4
Revise/Finalize all essential learnings to be reported out on performance reports (report cards).
Full implementation of proficiency scales.
Full implementation of learning based grading on quarter/semester report cards.
Collect feedback from teachers, students, and parents regarding Learning Based Grading and newly-revised report cards.
Revise proficiency scales and assessments based on feedback and collaboration through the PLC process.
Provide additional training/support for staff as needed.