1. Welcome to the SBG Journey Heather Naro and Rob Brewitt April 2, 2014 Standards-Based Summit

2. Workshop Outcomes ● Student engagement ● Grading practices, what is SBR? ● Report cards at ISE

3. Grit

4. Setting the Stage Motivation Growth Mindset Drive

5. Assessment to Improve Instruction “It is very difficult for students to achieve a learning goal unless they understand that goal and can assess what they need to do to reach it. So self-assessment is essential to learning.” Paul Black et al. 2003

8. Fixed Mind Set ✓ Children are born gifted ✓ Children have natural talent ✓ Their traits are set in stone

9. Growth Mind Set ✓ Success come from effort ✓ Success comes from practice ✓ Success comes from hard work

11. “People are, to a large extend, in charge of their own intelligence. Being smart - and staying smart - is not just a gift, not just a product of their genetic good fortune, it is very much a product of what they put into it.” Carol Dweck, PhD

12. Daniel Pink We need to move kids toward autonomy, mastery, and purpose. Drive and Motivation

13. Critical Look at Homework ● Am I offering students any autonomy over how and when to do this work? ● Does this assignment promote mastery by offering a novel, engaging task (as opposed to rote reformulation of something already covered in class)? ● Do my students understand the purpose of this assignment?

14. Offer Praise… The Right Way ● Praise effort and strategy, not intelligence ● Make praise specific ● Offer praise only when there's a good reason for it

15. Traditional Grading: Potential Factors “C ” Academic Performance Behavior Late Work Homework Effort Participation Following Instructions Median Grade Average Grade Weighted Grade Delete Lowest Grade Extra Credit Kevin Hawkins International School of Prague (2012)

17. Why Standards-Based? Douglas Reeves “There is a century of consistent evidence that makes the need for change in grading policies obvious.... many common grading practices are ineffective and counterproductive.”

18. Why Standards-Based? Our experience shows us that standards- based assessment and reporting is best for student learning. Standards-based is a growth model rather than a deficit model. It promotes improvement and mastery learning. Remember....teacher’s are still teaching and the kids are still learning. This is just a new perspective on assessment and reporting that refocuses energy on growth.

19. Schools Implementing SBA ✓ Hong Kong International School ✓ International School Eastern Seaboard ✓ Singapore American School ✓ American School of Doha ✓ Shekou International School ✓ International School of Bangkok ✓ International School of Prague ✓ International School Bangkok ✓ Jakarta International School ✓ Beijing BISS International School ✓ Concordia International School Shanghai ✓ Shanghai American School ✓ American School of Warsaw ✓ Anglo-American School of Moscow ✓ Bangkok Pattana School ✓ Canadian Academy ✓ American International School of Guangzhou ✓ NESA Reporting Project

20. Universities Without Letter Grades The following universities don’t have letter grades or don’t distribute them: ✓ Antioch University ✓ Alverno College ✓ Bennington College ✓ Evergreen State College ✓ Fairhaven College ✓ Goddard College ✓ Hampshire College ✓ Harvey Mudd College (for freshmen) ✓ MIT (first semester) ✓ New College of Florida ✓ Reed College ✓ Sarah Lawrence College ✓ St. John’s College ✓ Several Law Schools: Stanford, Berkley, Yale, Harvard, Columbia, Georgetown

21. Standards-Based Assessment & Reporting A process where each student’s performance is assessed against criteria of learning targets within a specific subject. The standards-based report card communicates progress towards mastery of learning standards. Outcomes- Based Criterion- Based

22. “In a standards-based school, students are active in thinking about their learning. They know where they’re going, where they are now and how to close the gap between the two.” Rick Stiggins

23. Standards- Based Grading and the Game of School

24. New Role for Educators Shift from teaching TO...ensuring that all students are learning. “Do our grading practices reflect this new role?”

25. Report Cards Developing a Standards-Based Reporting System

27. Determine “Reportables” These are academic “standards” for the report card Reportables are anchored back to the K12 standards Cognitive skills Learning competencies Performance outcomes

28. Use process grading criteria Work habits and behaviors Social learning skills and effort Expected Student Learning Results It can include checklists for self- evaluation Determine Work Habits

29. The Scale Achievement Descriptors Behavior Descriptors Exemplifies (EX)Consistently Proficient (PR)Usually Approaching (AS)Rarely Concern (CO)

30. What Does it Look Like? Standards ESLRs Comments Areas for Growth