1. Thursday, April 24, 2014 2:00-3:00 PM ET Understanding Grading in Competency-based Schools

2. Introducing our Panelists  Abbie Forbus, Counselor, Lindsay Unified High School (CA)  Brett Grimm, Assistant Principal of Curriculum & Instruction, Lindsay Unified High School (CA) Lindsay Unified School District http://lindsay.k12.ca.us/ 2

3. Overview  Welcome to CompetencyWorks  What is Competency Education  Why Redesign Grading for Competency-based Schools?  Elements of Competency-based Grading  Grading at Lindsay Unified School District  Going Forward: Emerging Issues  Getting Involved in CompetencyWorks 3

4. Partners 4

5. Competency Education: Working Definition  Students advance upon mastery.  Competencies include explicit, measurable, transferable learning objectives that empower students.  Assessment is meaningful and a positive learning experience for students.  Students receive timely, differentiated support based on their individual learning needs.  Learning outcomes emphasize competencies that include application and creation of knowledge, along with the development of important skills and dispositions 5

6. Why Redesign Grading?  Subjectivity, Variation and Inaccurate Measures of Achievement  Swiss Cheese Achievement  Motivation, Competition and Control  MOST IMPORTANT – Competency education is about aligning all elements of the system with student learning and advancement. 6

7. Elements of Competency-based Grading  Learning Progressions  Calibrating Proficiency Through Levels of Knowledge  A Culture of Transparency  A School-wide Standards-based Grading Policy What’s the difference between standards-referenced and standards-based grading?  Not Yet Proficient and the Role of Feedback, Revision and Reassessment  Tracking and Communicating Progress 7

8. QUESTIONS? 8

9. Transition from Traditional to PBS Why the Transition?  System failing learners Valedictorians in remedial classes at university 20-30% proficiency on state tests Vision for the Shift – Strategic Design  Community Involvement  Guiding Beliefs/Vision Statements All students can learn Students learn in different timeframes 9

10. Paradigm Shift 10 TraditionalPersonalized Learning (Performance-Based) Quantity of WorkQuality of Evidence Summative averaged scores Formative feedback to improve learning and achieve mastery Failed course = Repeat entire course Continue until mastery – Targeted instruction on areas of need Letter grades based on teacher judgment Proficiency score based on learning (DOK and Rubrics) Inconsistent from teacher to teacher Consistent calibrated scoring

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13. Science rubric example 13

14. QUESTIONS? 14

15. Transparency  Building learner ownership of learning  Learners know… “What I must learn” “How I can demonstrate learning” “Where I go next”  EDUCATE © (Digital Learning Platform) 15

16. 16 Educate Student Snapshot

17. 17 Scores and evidence of learning Measurement Topics and Learning Targets (standards) Hyperlink to Overview, Scoring Guides, Resources, Learning Opportunities

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19. QUESTIONS? 19

20. Personalized Learning  Guiding Belief…“Students learn in different ways and different timeframes”  Guaranteed and viable curriculum Courses designed for average learner to complete in a school year  Knowing this… Pace is personalized Ultimately we respond to needs of learner and make sure they get it. 20

21. Lindsay Learner Example 21 This learner started high school below 9 th grade in English By spring of freshmen year, he was still working on English 9, first semester. He completed English 9 in the fall of his sophomore year, indicated by score 3 IP = Course In Progress (core courses) NM = No Mark (elective courses) (A)= First semester (B)= Second semester

22. QUESTIONS? 22

23. Going Forward: Emerging Issues  Recognizing Excellence in Academic Performance  Design for Deeper Learning  Equity in a Competency-based System  Higher Education  Competency-based Human Capital Development  The Role of State Policy in Grading  Badging, Credentialing and Community Assessors 23

24. Resources on Grading in Competency-Based Schools  Progress and Proficiency: Redesigning Grading for Comptency Education www.competencyworks//resources/briefing-papers/  Competency-based Pathways Wiki https://sites.google.com/site/competencybasedpathways/ho me  Great Schools Partnership Proficiency Simplified http://www.greatschoolspartnership.org/proficiency/grading- reporting/ 24

25. FOR MORE INFORMATION AND SHARE IDEAS CHRIS@METISNET.NET 25

26. Get Involved  Become a contributing author  Leadership development  Attention to your organization  Identify novice mastery among your staff  Comment!  Pass on ideas!  Share tools, materials, and know-how  Join CompetencyWorks E-list  Ask everyone in your network (board members, staff, even students) to sign up at the website. 26