1. Standards-based Grading in HS You can do it! Michelle Remington, HS Principal Michelle Kuhns, Director of Learning American School of Dubai

2. ● Identify the need ● Identify where you are in your grading practices ● Create dynamic pressure ● Determine non-negotiables How to get started

3. Calculation and Documentation We still allow for +/- because our GPA changes according to a +/- system We give an aggregate letter grade for each subject area We still give a GPA Our report card changed, transcript didn’t

4. ● Linear ○ Guskey’s 15 Questions 1………………………………….15 Finding Your Path

5. ● Define purpose for reporting ● READ, READ, READ & SHARE ● Define criteria for achievement levels ● Define criteria for learner development ● Investigate possible grading programs Finding Your Path

6. Finding the Path - and Listening ●As Expected Still headed in the right direction!

7. 1. Learning has inherent value. 2. Learners experience the power of an idea for themselves. 3. Learning is enhanced when goals are clear and personalized. 4. Learners engage when they see the importance of the work and experience a sense of accomplishment 5. Learners need clear expectations for quality of process, performance and product. 6. Learners thrive in a safe environment. 7. Effective feedback, reflection and self- assessment are essential to deepen and extend learning. 8. Independent thinking and creativity flourish within a stimulating environment. Focus on Learning

8. ASD Purpose of Reporting: The purpose of this report is to communicate to parents and students specific and useful information about students' level of proficiency in meeting learning goals, development of learning habits and identified areas of strength as well as areas for growth. 1. Purpose for Reporting

9. Define the Process Criteria Behavior, participation, effort, skills, knowledge, practice, performance, organization, timeliness, conceptual understanding Math - B

10. Separate Process from Academic Achievement Behavior, participation, effort, practice Skills, knowledge, performance, conceptual understanding 4 Distinct Learner Development Grades Achievement Grades Aligned to Standards

11. Learner Development English Learner Development Grade - Based on our Published Rubric Positive Learning Attitude3 Organization and Time Management 2 Collaboration and Participation 3 Core Values in Action3

12. Define the Academic Criteria Achievement Level Quality Descriptor A Exemplary Consistently demonstrates extensive knowledge and understanding of content and concepts. Communicates learning with a high degree of clarity and accuracy, makes insightful connections and applies skills in new situations to create high quality, original work. B Proficient Consistently demonstrates proficient knowledge and understanding of content and concepts. Frequently communicates learning with a considerable degree of clarity and accuracy. Frequently applies skills and makes connections in order to create high quality work. C Adequate Demonstrates adequate knowledge and understanding of the required content and concepts. Occasionally communicates learning with some degree of clarity and accuracy. Applies skills to familiar situations and creates satisfactory work. D Limited Demonstrates limited knowledge and understanding of the required content and concepts. Communicates learning with a lack of clarity and/or accuracy. Creates work that needs improvement and skills are limited. F Did Not Demonstrate Did not demonstrate adequate knowledge and understanding of the required content and concepts. Did not communicate learning with clarity or accuracy. Did not apply skills and work is incomplete or of poor quality. Insufficient Evidence No Grade

13. A Exemplary Consistently demonstrates extensive knowledge and understanding of content and concepts. Communicates learning with a high degree of clarity and accuracy, makes insightful connections and applies skills in new situations to create high quality, original work. Define the Academic Criteria

14. All Faculty read: Chapter 4 from Developing Standards-Based Report Cards, Tom Guskey and Jane Bailey. Reviewed sample report cards Identified strands for the report card Prioritized standards for reporting in PowerSchool Decide on Reporting Strands and Standards

15. Maintain constant communication with the teaching faculty about expectations Communication is Key Present to parents and students once you have valuable information to share

16. Reporting Strands: Spanish Class 12 / 132013-14 and future Tests Homework Quizzes Participation Grade: B (85%) Reading B Writing B Speaking/ B Listening Grade: B (proficient)

17. Technology Make sure you have a person dedicated to this process We use powerschool Make sure you have a test server - “sandbox” to play in.

18. Sample PowerSchool 1 Selecting Standards

19. Quick Look-up Standards view

20. 1st Draft of Our Report Card

21. Clear Targets - Student Tracking

22. Assessment Results

23. Sample Test Cover (feedback) Sheet Strand Standards Test Items A Exemplary B Proficient C Adequate Revis ion Nece ssary Algebra – Arithmetic with Polynomials and Rational Expressions Simplify expressions – (exponent rules) 1a, 1b,1c,1d, 1e, 1f, 1g, 1h, 1i, 1j Adding/subtracting polynomials 2a, 2b, 2c Multiplying polynomials 3a, 3b, 3c, 3d, 3e, 3f, 3g Factoring Polynomials 4a, 4b, 4c, 4d, 4e, 4f, 4g, 4h, 4i, 4j, 4k, 4l, 4m, 4n, 4o, 8 Algebra – Arithmetic with Polynomials and Rational Expressions/ Modeling Add/Subtract/Multiply Polynomials Geometry 5, 6, 7

24. ● When stakeholders have been informed ● When technology is prepared and people have been trained ● Critical mass of understanding around assessment Knowing when to jump

25. How are the teachers feeling?

28. What are parents saying? Parent Feedback I wanted to write a quick note to thank you for how you provide feedback to my child. He came back with his quiz with great notes on what he’d done right and wrong. It was specific so that he could learn from it. He didn’t do a perfect job by any means but because of how it was graded and presented for him to work on it, he was really proud of himself for his efforts and the fact he got an exemplary. On the items that weren’t exemplary, he followed up by spending a good deal of time WILLINGLY fixing the other portions to make them better. Big step.

29. ● Recruitment & New Hire Support ● Continued communication to students and parents and among divisions ● A “Deployment Plan” to address the just in time needs of teachers Considerations in the Transition

30. ● Developing Standards-Based Report Cards - Tom Guskey & Jane Bailey ● A Repair Kit for Grading: 15 Fixes for Broken Grades - Ken O’Connor ● Many articles and books by Rick Stiggins, Jan Chappuis and the folks at ATI ● Videos by Rick Wormeli, Douglas Reeves ● Schooling by Design - Wiggins & McTighe ● Hanover Research Council Report Resources to use

31. ● Assessment Training Institute ● NESA ● Print resources ● Time to share with one another PD to Support Teachers

32. How are the teachers feeling?

33. Questions? Thank You for Coming