1. STANDARDS-BASED GRADING
Somerset Academy Losee

2. What is SBG?
SBG measures a child’s understanding and mastery of standards/skills/objectives throughout the year.
Mastery levels are based upon assessments and scored on a 0-4 rubric (practice work is not recorded as part of the SBG scores).

3. Why do we use it?
SBG provides a more accurate reporting of student proficiency in specific skills.
It changes the focus from points or grades to knowledge and mastery of skills.
It helps stakeholders accurately track areas in which a student needs further assistance and/or instruction.
Help instructors gauge progress and individualize instruction.

4. What do the scores mean? 4 3 2 1 X TRANSLATION
Above Grade Level. The student has mastered this standard and consistently performs above grade level. 3
High Performing. The student has mastered this standard by consistently performing at grade level for this specific standard. Typically, a straight-A student performing at grade level would receive all 3s. 2
Average Performance. The student is approaching mastery of the standard but still requires assistance from the teacher. He/She is nearing the level of mastery. 1
Struggling. The student is struggling to meet the standard requirements and is unable to accomplish related tasks without repeated assistance from the teacher. The student needs interventions for this standard.
The student has provided insufficient performance. The student did not complete and exam or did not sufficiently meet any part of the standard. X
The student does not have any evidence to support a score. The student did not take exams or complete the majority of an assessment.

5. CUPCAKE ANALOGY 1 2 3 4 MAKING CUPCAKES
The student watched you make cupcakes but didn’t make any effort to participate. You aren’t even sure if he knows what cupcakes are. 1
The student went with you to the store but did not know what ingredients were needed. The student needed your help every step of the way to make the cupcakes. 2
The student was able to recall the ingredients but needed some assistance with making the cupcakes. He was able to recall most steps. 3
The student was able to buy all the ingredients and make the cupcakes without any assistance. He even decorated a few without being asked. 4
The student was able to use his knowledge of ingredients and procedures to adjust them and make a fully decorated 3-layered cake.

6. What is scored?
Only assessments completed in class are calculated for proficiency marks.
Practice work in class and at home are not calculated in the grade book.
Missing or incomplete assessments will be scored as an “X”, and the student will be expected to retake/redo the assessment.

7. So, what about homework?
Please assign practice work as necessary. Score it with a rubric and share it with the student, just don’t enter it as a calculated score in the grade book.
Students should have sufficient practice before any formal or informal assessment is given.
Ex// quiz, exam, class project, anecdotal notes
Homework = Practice.

8. What if students don’t turn in homework?
If students don’t turn in or complete an assignment (practice), give them sufficient opportunity to do it during class or before/after school.
We do not accept failure, even if they may be inclined to.
Missing assignments will be reflected in Learner Responsibility scores that will be recorded on all reports of progress.

9. Teachers: RUBRICS! All SBG is done with the use of rubrics.
The best way to utilize rubrics is to have a clear understanding of the standards embedded in an assessment and create them as you build your lessons.
Most assessments will include more than one standard. Score them separately.
Review rubrics with students so that they understand exactly what is expected of them.
Let them practice using them to score work samples.

10. Determining overall standard scores.
SBG scores will be calculated by determining the mode of the most recent 3 assessments. A standard score is most valid when based upon four or more assessments.

11. DETERMINING THE “4”
Most likely, a minutely small percentage of students will achieve a score of 4 during the first or even second quarters of the school year.
If the teacher does not have three or more pieces of assessment evidence showing a student is performing at a “4” level for a particular standard, that student cannot receive a “4”.