1. Standards-based grading What does it look like?

3. # 10

4. Investment: Homework: Academic Grade: NonAcad. Grade: Grade for Class/Subject Topic:

6. 3.00 - 4.00 = A 2.50 - 2.99 = B 2.00 - 2.49 = C 1.50 - 1.99 =D Below 1.50 = F Just an example! Converting Scaled Scores to Letter Grades

7. 3.00 - 4.00 = A 3.90 - 4.00……….100 3.80 - 3.89………...99 3.70 - 3.79………...98 3.60 - 3.69………...97 3.50 - 3.59………...96 3.40 - 3.49…….…..95 3.30 - 3.39…..….....94 3.20 - 3.29……..….93 3.10 - 3.19………...92 3.00 - 3.09…….......91 Converting Scaled Scores to Letter Grades ………..and then to Percentages (Marzano & Pickering) Just an example!

9. SBG: How do we get there?

10. Designing a Standards-Based System Designing a Standards-Based System 1. Unpack state standards to develop learning goals. 2. Organize the learning goals into topics or units. 3. Design a rubric or scoring scale for each learning goal. 4. Use the rubric or scoring scale to design and score assessments (for both formative & summative purposes). Note: Compatible Software is critical!!

11. Sample Rubrics and Assessment Tasks

12. 4In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class 3No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught 2No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes 1With HELP, a partial knowledge of some of the simpler and complex details and processes 0Even with help, no understanding or skill demonstrated Scale

13. Three Types of Items Level 2 items: Simpler details and processes that have been explicitly taught. Level 3 items: Complex ideas and processes that have been explicitly taught. Level 4 items: Inferences and applications that go beyond what was taught

14. + + All correct None correct A. Items 1-10 Level 2.0 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Level 3.0 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15-16 Level 4.0 Two items that asks for application in novel situations that go beyond what was explicitly taught Rubric Score:

15. + + All correct None correct A. Items 1-10 Level 2.0 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Level 3.0 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15-16 Level 4.0 Two items that asks for application in novel situations that go beyond what was explicitly taught Rubric Score: 3.0

16. Steps In Moving Toward SBE Year 1 Build a foundation for the inquiry: Discuss the research on best practices in classroom assessment and grading—teachers first, then parents,Discuss the research on best practices in classroom assessment and grading—teachers first, then parents, Ask teachers/students/parents about grading practices in the school/district,Ask teachers/students/parents about grading practices in the school/district, Conduct a gap analysis—best practice/current practice, andConduct a gap analysis—best practice/current practice, and Build a rationale/morale purpose for looking at changes in classroom assessment & grading.Build a rationale/morale purpose for looking at changes in classroom assessment & grading. Make incremental changes in assessment and grading processes within the traditional model.

17. Steps Year 2 Educate teachers on the tenants of SBE. Provide PD re necessary prerequisite knowledge. Engage teachers in wallowing around in rubrics and assessment tasks in their subjects/grade levels. Provide time and technical support for teams of teachers to identify learning goals and develop rubrics and leveled assessments for just one unit of instruction—one they’re pretty comfortable with. Convert rubric scores to traditional grades for students. Educate parents, students and BOE members on the tenants of SBE. Continue to develop additional SBE units—perhaps one each quarter.

18. FOCUS: GRADE LEVEL CONTENT EMPHASES http://www.achievethecore.org/steal-these- tools/focus-in-math

19. One Possible Unit Conversion 4.00A 3.5A- 3.0B 2.5B- 2.0C 1.5C- 1.0D.5D- 0F

20. Steps Year 3 Explore software/SBE alignment. Explore/adapt/adopt report card formats. Continue developing SBE units of instruction. Move away from conversion—use the 0-4 scale for evaluating and reporting on assessment tasks. Continue parent/student/BOE education. Make necessary policy changes.

21. Steps Year 4 Implementation

22. Leadership Supports SBE Training: A thorough grounding in SBE, its components, and purposes. Time: Time to collaboratively develop unit learning goals, scoring scales, and leveled assessments. Technical Assistance: Creating strong, descriptive scoring scales; writing valid, reliable, and rigorous assessment tasks; using SBE software…. SBE Compatible Software: 0-4 scale, trend scoring, formative/summative, reports to parents, …. Outreach Assistance: Talking points for students and parents, FAQs,…. Input: Opportunities to evaluate effectiveness and suggest modifications. Individualized Handholding and Accountability: What gets inspected gets implemented.

23. Community Education & Engagement “Ongoing Frustration in Standards-Based Grades”  What can we learn from this article about the pitfalls of community education & engagement? “Dealing with Common Core Backlash”  How can the recommendations in the article be applied to community engagement with SBE?  What other processes, strategies, or tools do you suggest? “JCHS SBG Policy”  Is this an effective communication tool? Support your answer with evidence from the text.

24. FAQs “Grading Changing to a Competency Based Grading System—REV, 2/11/15” Small group generation

25. Standards-Based Assessment and Grading Strategies that Can Make a Difference for Students