RUDI HAMEISTER LAMBERT ELEMENTARY PRINCIPAL JACQUE LAHR LAMBERT ELEMENTARY LITERACY STRATEGIST/INSTRUCTIONAL COACH Iowa ASCD Curriculum Academy

WE WORRIED A LOT ABOUT WHAT OUR PARENTS MIGHT THINK… GRAND ISLAND, NEBRASKA EXPERIENCE… A Look at Standards Based Grading & Reporting

OCTOBER 21 ST 2014 LAMBERT FAMILY NIGHT PRESENTATION Lambert Elementary School has a New Student Progress Report

Progress Reports and Conferences of Students Code No The Board of Directors recognizes the following objectives or purposes of a system of student reporting practices. To inform parents/guardians of the progress made by their children. To bring parents/guardians into closer understanding of the work of the school. To record for students their growth and achievements. To assist the students in evaluation of their growth and achievement. To assist the student, parents/guardian, and the school in working cooperatively for the welfare of the student.

Progress Reports and Conferences of Students Code No At periodic intervals, the reporting practices shall be reviewed by the professional staff. The Board of Directors shall have the responsibility of granting final approval of the reporting practices and their revisions.

Purpose of Grading Communicate the Achievement Status of Students to Their Parents and Others Provide Information for Student Self-Evaluation Provide Incentives for Students to Learn Provide Evidence of Students’ Lack of Effort or Inappropriate Responsibility

TRADITIONAL VERSUS STANDARDS BASED Examples of Report Cards

Traditional SBG Based on assessment methods (quizzes, tests, homework, projects, etc.) One grade/entry per assessment. Based on learning goals and performance standards. One grade/entry is given per learning goal. Traditional versus Standards Based

Traditional SBG Assessments are based on a percentage system. Criteria for success may be unclear. Standards are criterion or proficiency-based. Criteria and targets are made available to students ahead of time. Traditional versus Standards Based

Traditional SBG Use an uncertain mix of assessments, achievement, effort and behavior to determine the final grade. May use late penalties and extra credit. Measures achievement only OR separates achievement from effort/behavior. No or extra credit given. Traditional versus Standards Based

Traditional SBG Everything goes in the grade book – regardless of purpose. Teachers often scramble to collect grade book entries to produce grades. Selected assessments (tests, quizzes, projects, etc.) are used to determine proficiency. Mastery of essential learnings is the goal. CFA are used to drive instruction not grades. Traditional versus Standards Based

Traditional SBG Include every score, regardless of when it was collected. Assessments record the average – not the best – work. Emphasize the most recent evidence of learning when grading. It is about where the student ends up not the process to get there. Traditional versus Standards Based

IOWA CORE ESSENTIAL LEARNINGS “I CAN STATEMENTS” FIRST THE HORIZONTAL THAN THE VERTICAL… Our PLCs drove this work…

Iowa CORE Parent Guides guides guides

Lessons learned so far… Grading practices don’t change over night… Continued PD is important… Moving from quarterly grading to trimesters…

Questions that continue to drive our work… It’s all taught but not all taught to mastery, so what’s the difference? What else needs to be added to our report card? Are we calling it the right thing? How can we better use our report card with our students? (Posting and using objectives, “I Can” statements in the classroom.) Will getting the vertical alignment correct provide us some of the time we need at each grade level?

ANY QUESTIONS OR SUGGESTIONS FOR US AS OUR WORK CONTINUES… Thanks for attending the Iowa ASCD Curriculum Academy