 Standards Based Grading Discussion- February 3, 2014

Standard Based Grading involves measuring a student’s proficiency on well defined course objectives or learning targets that are tied to a set of standards. Scores are meant to report current student progress toward acquiring content knowledge and/or skills which provides students and teachers important information on where to make adjustments to achieve these goals.

 District-wide/School-wide Standards  State Standards  College Readiness Standards  Advanced Placement Standards  Common Core Standards The practice of SBG is not tied to any one set of standards. It is a grading practice not a curriculum

 After reviewing nearly 8,000 studies, researcher John Hattie (1992) reported that providing students with specific information about their standing in terms of particular objectives increased their achievement.  Educational Leadership states that SBG “Helps Teachers Adjust Instruction” and “Teaches What Quality Looks Like”  Ken O’Connor (former teacher and grading consultant) “we should focus on what students have learned”

 Research by the Hanover Research Council, who surveyed a number of top ranking colleges including Northwestern, University of Chicago. None of the college admissions offices contacted expressed a concern or a negative view of a transcript based on standards-based grading.

 Focuses on learning specific learning objectives.  Loosens the constraints of time on learning. Students are provided multiple opportunities to learn objectives.  Allows students to know o Where are we going? o Where am I ? o What do I need to do to grow?

 Identifies learning progress rather than amount total points earned  Provides content specific feedback to students and staff about current student academic achievement.  Allows teacher to identify opportunities for re-teaching and differentiating instruction.

Good Instructional Practices  Set of objectives for unit of study  Instruction tied to specific objective(s)  Practice performing skill or using concept  Assessment o Informal: Ongoing checks for understanding o Formative: Feedback on progress at specific check points o Summative: Feedback on comprehension or skill development at end of unit.

SBG assessments use a rubric to measure progress Variances and Nuances... o The 5 Point Scale: Formative Quizzes Summative Unit or Chapter Tests Assess but not penalize Differing graduations from 1-5 to allow for more levels of assessment or available “grades” Holistic approaches Use of technology to weight assessment questions to turn rubric into a percentage o Retakes: Opportunity to demonstrate learning What can be retaken, when, and by whom? How does a retake affect my grade?

 Lack of communication  Lack of understanding  Lack of consistency  Greater understanding by student of what is important to be able to do and know.  Increased student participation in assessment of learning.  Increased clarity of progress

 Feedback o Research clearly shows that Grades greatest purpose is to provide feedback to all Robert Marzano The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be “dollops of feedback” John Hattie  Clarity of what is important to know and be able to do  Opportunity to show growth across a period of time

Science  Summative Unit Assessment has Basic, Focus, and Extension questions and all can be retaken to improve grade earned.  Retake Summative Unit Assessments will be done once as a class after remediation has occurred.  Additional retakes will be taken before next unit test.  The highest score earned on a Summative Unit Assessment will be recorded.  Assessments will be weighted in Power School as opposed to using the 5 point rubric. Each objective will be assessed and weighted accordingly. Assessments Basic 60% of overall test grade Focus 30% of overall test grade Extension 10% of overall test grade  An overall percentage will be calculated and entered into Power School.

Math  All courses will use Formative Quizzes and a Summative Unit Assessment.  Formative quizzing will provide feedback on progress during the unit.  The Summative Unit/Chapter Assessment will be of greater weight than Formative Assessments towards the overall grade and thus will be the major component of the semester grade.  Summative Unit/Chapter Assessment are where students demonstrate understanding of content objectives and demonstrate mathematical skills.

Courses currently using SBG this year o Courses that have begun using Standards Based Grading will continue the use of a rubric on Formative Quizzes only. o All Formative Quizzes must have opportunity for reassessment by teacher after student has performed remedial work or additional teaching has occurred. o All sections of a Formative Quizzes will be able to be reassessed. o The highest grade earned on a Formative Quizzes will be entered into the grade book. o Reassessments must be done during class work time with the teacher unless the student makes arrangements to take the retest outside of class time. o Formative Quizzes will be no greater than 30 % of a semester grade.

Courses not currently using SBG this year o Will continue grading Formative Quizzes on a percentage scale o All Formative Quizzes must have opportunity for reassessment by teacher after student has performed remedial work or additional teaching has occurred. o All sections of a Formative Quizzes will be able to be reassessed. o The highest grade earned on a Formative Quizzes will be entered into the grade book. o Reassessments must be done during class work time with the teacher unless the student makes arrangements to take the retest outside of class time. o Formative Quizzes will be no greater than 30 % of a semester grade.

Timeline Math and Science staff will discuss grading plan with students and begin implementation by February 14 th. This will allow teams time during the upcoming Late Start Day (Feb 10 th ) and upcoming Divisonal Meeting (Feb 13 th ) to work through process together. Please remember that these are a framework for staff.

 Prepare for quizzes and exams by practicing good study habits  If unsatisfied with a score on SBG quiz or unit exam, request a retake prior to deadline.  Identify learning objectives that still need to be mastered and practice/seek help.  Keep current with homework/practice.  Retakes are a great opportunity but can become a burden if many are needed while learning new material. Do well on initial assessment. Minimize retakes to those truly needed.  Communicate early with staff rather then wondering about a score for weeks. We want to partner with you.