Beyond the Grade. Robert Lynn Canady

      Library of Congress Cataloging-in-Publication Data

      Names: Canady, Robert Lynn, author. | Canady, Carol E., author. | Meek, Anne, author.

      Title: Beyond the grade : refining practices that boost student achievement / Robert Lynn Canady, Carol E. Canady, and Anne Meek.

      Description: Bloomington, IN : Solution Tree Press, [2017] | Includes bibliographical references and index.

      Identifiers: LCCN 2016051339 | ISBN 9781943874040 (perfect bound)

      Subjects: LCSH: Academic achievement. | Achievement motivation. | School improvement programs.

      Classification: LCC LB1062.6 .C25 2017 | DDC 371.2/07--dc23 LC record available at https://lccn.loc.gov/2016051339

       Solution Tree

      Jeffrey C. Jones, CEO

      Edmund M. Ackerman, President

       Solution Tree Press

      President and Publisher: Douglas M. Rife

      Editorial Director: Sarah Payne-Mills

      Managing Production Editor: Caroline Weiss

      Senior Production Editor: Tonya Maddox Cupp

      Senior Editor: Amy Rubenstein

      Copy Editor: Ashante K. Thomas

      Proofreader: Elisabeth Abrams

      Editorial Assistants: Jessi Finn and Kendra Slayton

      Acknowledgments

      Robert Lynn Canady wishes to acknowledge and thank hundreds of educators, parents, and colleagues who for over forty-five years have listened, commented, critiqued, and encouraged him to continue his work with improving educational opportunities for thousands of students. That work includes crafting creative, data-driven schedules for elementary, middle, and high schools that include (1) academic supports for students during the school day, (2) balanced workloads for both teachers and students, (3) blocks of time that provide opportunities for students to actively engage in learning, and (4) strategies for providing teachers with small instructional groups by employing the principles of parallel block scheduling.

      In 1989 he coauthored an article, published in the Phi Delta Kappan, titled “It’s a good score! Just a bad grade.” Based on the reception of that publication and the workshops that followed, he began an examination of the history of grading policies and learned that many such policies have a negative influence on student motivation and achievement. One of the most influential concepts he discovered is that it is important for grading policies to allow students to learn from failure—not just be sorted and graded. In fact, success often depends on a person’s being resilient and persistent in analyzing how and why failure occurred and being able to start over. If we want to succeed in increasing the number of college- or career-ready graduates, we must have policies that help students begin again, providing opportunities and supports such as those illustrated in this book.

      The authors thank Tonya M. Cupp for her skills in organizing the manuscript and for her editing. It has been a pleasure working with her. We also want to thank and acknowledge the work of Kimalee Dickerson, a second-year PhD student in educational psychology at the University of Virginia, who assisted by researching and editing this book.

      Solution Tree Press would like to thank the following reviewers:

      Jonathan Cornue

      Staff and Curriculum Development

      Madison-Oneida Board of Cooperative Educational Services

      Verona, New York

      Kevin Ericson

      Special Education Teacher

      Nevada High School

      Nevada, Iowa

      Kendra Hanzlik

      Instructional Coach

      Prairie Hill Elementary School

      Cedar Rapids, Iowa

      Jeremy Heeringa

      Instructional Coach

      Bettendorf Middle School

      Bettendorf, Iowa

      Michael Huber

      Director of Curriculum and Professional Development

      Portage Public Schools

      Portage, Michigan

      Benjamin Kitslaar

      Assistant Principal

      Jackson Elementary School

      Elkhorn, Wisconsin

      Kirsten

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