1. Using the 4.0 Gradebook

2. Who Do You Want to Pack Your Parachute?
Three students are taking a course to learn how to pack a parachute.

3. Packing a Parachute cont…
Imagine that the class average is represented by the dotted line on the tracking charts.
Student 1 initially scored very high, but his scores have dropped as the end of the course approaches.

4. Packing a Parachute cont…
Student 2’s evaluation scores are erratic; sometimes he does very well and sometimes he doesn’t.
The teacher has a hard time predicting his performance from day to day.

5. Packing a Parachute cont…
When marks were determined in the traditional sense, Students 1 & 2 passed the course and Student 3 failed.

6. BUT which student do you HOPE packed your parachute?

7. BUT Who do you want packing your parachute?
Only Student 3 demonstrated consistent and reliable success packing parachutes by the end of the course.

8. What does/should a grade mean? What does a grade communicate
To students?
To instructional facilitators?
To parents?

9. Standards Based Grading
A philosophy of the role of grades in a class
The idea that a grade should be a reflection of what a student understands and can demonstrate. It’s a measurement of learning, not compliance.
These measurements are based on mastery of the standards.

11. Standards Based
Inception
Gradebook

12. Purpose of 4.0 Gradebook
Reduce variance between and within schools due to multiple grading practices. Over time we will transition to Standards Based Grading.
Transition Goals:
Begin Use of 4.0 Gradebook for
Study Standards Based Grading.
Begin implementing Standards Based Grading during school year.

13. Calculating Grades
Using the 4.0 Gradebook

14. What type of task is being evaluated?
The Critical Question
What type of task is being evaluated?
General recall or traditional percentage calculated assessment
Rigorous task or 4.0 scale score rubric graded assessment
Traditional percentage calculation – use the County Crosswalk to determine the quality points.
Scale the total points earned to an equivalent value out of 4.0.

15. Percent Score Calculate the percent score.
Locate that percent on the left-hand column of the County Crosswalk.
Enter the Quality Points Value that is in the next column.
You should notice that bottom 60 percent receive zero quality points with this type of grading system.

16. Percent Score
Note: Partial grade table is displayed.
The lowest possible “A” is still ninety percent. This is a traditional grade conversion scale.

17. Rubric Scoring Calculate the total points earned.
Divide points earned by the number of questions graded using a zero (0) through four (4) scale.
This value is your exact quality points average for the assignment.
If you look at percentages, you will notice that student grades will be different for assessments graded using scale scores. This method can be used for rigorous, complex tasks.

18. Rubric Score An example of a general rubric for complex questions.
4 points
The correct answer was given. All work is neatly shown. Any explanation given (if requested) is well written using proper writing conventions.
3 points
The correct answer was given. The explanation might be present but it is not correct or it might not be well written using proper conventions. Work may or may not be present.
2 points
The incorrect answer was given. Neat, relevant, understandable work is shown. The explanation is present if required.
1 point
The incorrect answer was given. No work is present, it is not relevant or it is not legible.
0 points
The problem was not attempted.

19. Rubric Score
Use your County Crosswalk as a reference for 4.0 quality point ranges. An additional expanded chart has been created for you to use as reference.
Note: Partial grade table is displayed.

20. Want more info on Rubric Grading?
Sign up at your table for future PD opportunities on using rubrics for grading!

21. Using 4.0 grading in

22. Initial Organization
Ensure proper category weights, be aware of compliance grades.
Immediate Transition:
Gradual Transition:
2 out of 4 points
“C” Work
Compliance & Mastery
Mastery

24. Indicates the status of the assignment; further detail provided in comments.

25. This feature was critical to parent communication and understanding.

26. Percentages are ignored (grey-scale).

27. How will I explain this to parents?

29. Weekly ed Progress Reports supported parent communication and decreased the number of requested parent-teacher conferences.

34. Q & A