Achievement Indicator - Honor Roll, Grade 8

Introduction

This achievement indicator, Honor Roll in Grade 8, examines which students in eighth grade have met the honor roll grade criteria in at least two of the four marking periods during the school year. The honor roll criteria are met if a student’s marking period grades include no C’s or below, at least one A, and only Satisfactory or Outstanding ratings in non-core subjects, such as Unified Arts.

Grades are representative of students’ academic performance in courses over time. Meeting the honor roll criteria is an indication of academic engagement and motivation that resulted in high achievement in multiple courses of study. Middle school is a time when students learn new study habits and skills to prepare for even more challenging high school courses. Students who are engaged in middle school are more likely to excel academically in high school. However, as coursework becomes more complex and challenging over time, students may cognitively disengage, becoming less invested in learning and putting forth less effort. Positive orientation towards school will result in higher levels of engagement, as reflected in school success.

Significant disparities exist between race/ethnicity groups, which are not indicative of equitable and inclusive learning environments for all students. Examining grading practices is essential to ensure grading practices are fair and unbiased. By conducting an audit of grading practices, districts can identify any potential biases. Limited access to culturally responsive teaching practices and unidentified bias can affect grading practices, as well as using limited/few measures of student performance. These are all areas we must investigate and explore as part of the action plan.

Current Update: July 2024

Action Plan

Various forms of assessment are employed to identify students’ strengths and areas of need and monitor progress relative curricular concepts and skills throughout the school year. The curriculum-based common unit assessments, course projects, writing assignments, and classroom-based formative checks for understanding are examples of how teachers assess and report on student learning.
Teachers employ differentiated instruction practices and varied small-group instructional models for pre-teaching, reteaching, and extension of learning.
Second-chance learning opportunities are available for students to participate in the reteaching of reading and writing concepts and skills throughout each unit of study to achieve mastery.
Students receive supplemental support in the academic period during the day.
Collaboration between classroom teachers and Gifted Education teachers results in shared resources.
Participation in clubs or activities, such as Robotics, Coding, and MathCounts provide opportunities for students to connect and extend learning through application.
Teachers utilize a variety of supplemental resources and instructional strategies to provide entry points to learning for all students.
Career awareness and preparation, career retention, and entrepreneurship exposure are explored at the middle school, allowing students to begin to explore their own strengths, discover career fields, and connect career fields to different subject areas.
Teachers continue to build their capacity through professional learning sessions to cultivate a classroom community and embed culturally responsive teaching practices.
Grade level teams connect with families during fall and spring conferences and throughout the school year to engage families in the instructional program.