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Reporting Progress on Learning

At OCSCS, we are excited to embrace mastery-based learning, a progressive approach that emphasizes student growth over time rather than traditional letter grades. We recognize that this shift may feel unfamiliar to many of our parents and guardians, who grew up in systems that focused on achievement marks throughout the year. Mastery-based learning is different—students work towards mastering skills and concepts at their own pace, and they receive a final assessment only at the end of the year. Research has shown that this approach has a significant positive impact on student learning. According to educational researcher John Hattie, mastery learning has an effect size of 0.68, which is well above the average impact of typical educational interventions. Schools across the U.S., including districts in New York, Chicago, and California, are seeing success with non-traditional grading practices. Globally, countries like Finland, renowned for its top-ranking educational system, have used mastery-based methods to support deeper learning and student development. By focusing on growth, we aim to foster resilience, encourage student ownership of learning, and create an environment where continuous improvement is celebrated.

Grading with Integrity at OCSCS

Grading with integrity emphasize three key aspects of grading—accuracy, fairness, and timeliness—that support meaningful and equitable learning. A critical component of these principles involves avoiding both the dangers of averaging and the inappropriate inclusion of behavioral factors, ensuring that grades focus purely on academic performance rather than non-academic dispositions such as behavior or effort.

01

Grades should accurately reflect a student's understanding and mastery of the material. Traditional grading systems often penalize students for non-academic factors, such as late work or class participation, which distorts the true picture of what they know. This is where avoiding behavioral penalties becomes essential. Non-academic factors like behavior, effort, or attendance should be reported separately from academic achievement to ensure the grade represents only a student's mastery of the content. Additionally, avoiding averaging low early scores with later strong performance supports accuracy. If a student shows significant growth and ultimately masters a concept, their final grade should reflect that mastery, rather than being dragged down by past difficulties.

02

FAIRNESS

Grading should be equitable for all students, focusing on their academic performance and giving everyone an equal opportunity to succeed. Including behavioral factors like tardiness or incomplete homework in the grade undermines fairness, as it shifts the focus from learning to compliance. These non-academic behaviors should be addressed in other ways, but not in the academic grade itself. Similarly, averaging can unfairly penalize students who struggle early on but demonstrate growth later. A fair system considers the most recent and consistent evidence of student mastery, rather than mixing in early lower scores or behavioral infractions that have nothing to do with the student's knowledge.

03

TIMELINESS

Providing timely feedback helps students understand their progress and improve while there is still time to do so. If grades include behavioral penalties or averaged scores, it can discourage students from making further efforts, as these grades don’t accurately reflect their learning progress. For example, if a student improves their academic performance, but their grade is lowered because of past late submissions or early struggles, it sends the message that their improvement doesn’t matter. Instead, timely and constructive feedback that focuses on academic growth can motivate students to keep improving without being held back by non-academic factors or outdated assessments of their learning.

How Do I Know How My Learner is Progressing?

To help families track student progress throughout the school year, we will provide clear guidance, including a conversion scale that aligns our goal attainment levels (1-9) with the traditional "A" grade throughout the school year. Because growth changes over time and mastery-based learning focuses on progress rather than static achievement, we will not use a full A-F letter scale until the end of the academic school year, as it doesn’t consistently align with our approach. Instead, the conversion to an "A" will serve as a benchmark, helping families understand how advanced levels of mastery correlate with high academic achievement. We will also offer ongoing updates and resources to ensure families feel confident in interpreting their child’s progress within this dynamic learning system.

Conversion Scale to Help See How Progress Translates to the "A" Achievement Marker

September               1-2

October                   3-4

November               4-5

December                 5

January                   5-6

February                  5-6

March                      5-7

April                        6-7

May                         7

June                        7

​

7= Grade level mastery

9=Stretching beyond mastery

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Tracking Progress on Aeries

When parents/students log into the Aeries portal view "GRADEBOOK DETAILS"

This view will allow you to see what skill is being assessed (found under the label "Category", the score on a scale of 1-9 (found under the label score), # correct will be left blank to avoid the errors that come with averaging, and then there will be a comment that will show you where students are in their level of mastery.

Understanding Levels of Mastery

Teachers will report progress using a scaled score of 1-9, with each score accompanied by a detailed comment explaining where students are in their mastery journey. This combination of numerical marks and personalized feedback provides a clear picture of each student’s growth and learning progress.

Building Toward Mastery

Building Toward Mastery= Not Performing at the Grade Level Expectation (More Learning is Needed)

If students and families see a comment indicating that the student is achieving mastery below the expected level for this time of the academic year, it signifies that additional support is needed. If a student remains in the "building toward mastery" category after several assessment rounds, families will receive direct communication from the teacher. Students who are not showing progress in mastering the content or skills will be placed in targeted groupings during the last 40-minute instructional block of the day. OCSCS offers math and language arts tutoring, and students may be referred for additional support as needed. Furthermore, students may also be enrolled in a mini elective focused on academic intervention. 

Meeting Mastery

Meeting Expected Mastery = Meeting Grade Level Expectation During the Learning Process

This indicates that students are performing at the expected level of mastery, equivalent to a traditional "A" mark of achievement. Our learning model emphasizes growth over time; therefore, if a student demonstrates mastery in a skill but later falls below that level in a subsequent assessment, the initial assessment where mastery was achieved will take precedence. We will continue to report progress on all assessments to provide a comprehensive view of each student’s learning journey.

Extending Beyond Expected Level of Mastery

Extending Beyond Expected Level of Mastery= Advanced Beyond Grade Level Expectation

If students demonstrate mastery beyond the expected level, this designation will be reported to students and families. It indicates that students are achieving at a traditional "A" level and showing growth beyond grade-level expectations for that time of the academic year. Students who exhibit advanced mastery will be placed in enrichment groups during group-based instruction and may also be assigned to advanced ability groupings for coordinated instruction at the end of the period.

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Non-Discrimination Statement

The Placentia-Yorba Linda Unified School District prohibits discrimination, harassment, intimidation, and bullying in all district activities, programs, and employment based upon actual or perceived gender, gender identity, gender expression, race, ethnicity, color, religion, ancestry, nationality, national origin, ethnic group identification, immigration status, sex, sexual orientation, marital or parental status, pregnancy, age, physical or mental disability, or on the basis of a person’s association with a person or group with one or more of these actual or perceived characteristics, or affiliation with the Boy Scouts of America and other designated youth groups or any other basis protected by law or regulation, in its educational program(s) or employment.

 

In accordance with AB-1078, this applies to all acts of the governing board and the superintendent of the school district in enacting policies and procedures that govern the local educational agency.

 

The following employees have been designated to handle questions or complaints of alleged discrimination: Employee complaint- Dr. Issaic Gates, Deputy Superintendent, Human Resources (714) 985-8408. Title IX and any other discrimination complaints - Dr. Baldwin Pedraza, Director, Student Services (714) 985-8670bpedraza@pylusd.org. Title II Coordinator / 504 Coordinator / Americans with Disabilities Act complaints - Dr. Baldwin Pedraza, Director, Student Services (714) 985-8670. Bullying, intimidation complaints - Tonya Gordillo, Administrator, Student Services (714) 985-8671. The mailing address for all compliance officers is 1301 E. Orangethorpe Avenue, Placentia, CA 92870.

 

Procedure for Complaints. Uniform Complaint Policy Form 1312.3. Williams Uniform Complaint Procedures Form 132.4.

 

Employee/Student Non-Fraternization Policy: BP 4101.

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