Understanding the Kindergarten-1 st -2 nd Standards-Based Grading Practices in Chester County

WHY are we using Standards Based Grading ? FAIR ACCURATE SPECIFIC Everyone (teachers, parents, and students) should UNDERSTAND and be able to DESCRIBE the SKILLS NEEDED to be PROFICIENT in a grade level and how a learner is performing against the standards.

S TANDARDS G RADING S CALE (4) Advanced Exceeds Grade Level Standards (3) Proficient Consistently meets Grade Level Standards / Makes few Errors (2) Basic Partially Meets Grade Level Standards/Makes Frequent Errors (1) Below Basic Needs Teacher Assistance / Makes Numerous Errors * = not yet assessed

S TANDARDS G RADING S CALE (4) Advanced Exceeds Grade Level Standards (3) Proficient Consistently meets Grade Level Standards / Makes few Errors (2) Basic Partially Meets Grade Level Standards/Makes Frequent Errors (1) Below Basic Needs Teacher Assistance / Makes Numerous Errors

Standards-Based Grading Learning targets (Common Core State Standards) are divided into nine week sections. Students and parents know the grade-level goals for the year. Students are assessed continually to check for proficiency and mastery on skills

Kindergarten Report Card 1 st nine weeks End of nine weeks assessment Later assessment (if needed) Writes numbers 0-5 Understand addition as putting together or adding to and solve addition problems within 10. Understand subtraction as taking apart or take from and solve subtraction problems within 10.

1 st grade report card 1st nine weeks End of nine weeks assessment Later Assessment (if needed) Count to 120, starting at any number less than 120 Read and write numbers to 120 Represent numbers to 120 in objects Solve addition problems within 12. (12 is highest sum.) Solve subtraction problems within 12. Identify and describe plane shapes Identify two and three dimensional shapes Use two or three dimensional shapes to create new shapes. Divide plane shapes into two or four equal shares

2nd grade report card 1st nine weeks End of nine weeks assessment Later Assessment (if needed) Represent, solve, and explain problems involving addition and subtraction within 100: Representations include drawings and equations. Solutions may require one or two steps. Explanations include spoken and written words. Demonstrate fluency for addition & subtraction facts within 20. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones Work with equal groups to gain foundations for multiplication:. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s Write an equation to express an even number as a sum of two equal addends.

MODEL (SHOW) PRACTICE (with GUIDANCE) PERFORM (ALONE) FEEDBACK (PRAISE AND GUIDE) PERFORM (ALONE)

Kindergarten Report Card 1 st nine weeks End of nine weeks assessment Later assessment (if needed) Writes numbers 0-5 Understand addition as putting together or adding to and solve addition problems within 10. Understand subtraction as taking apart or take from and solve subtraction problems within 10.

S TANDARDS G RADING S CALE (4) Advanced Exceeds Grade Level Standards (3) Proficient Consistently meets Grade Level Standards / Makes few Errors (2) Basic Partially Meets Grade Level Standards/Makes Frequent Errors (1) Below Basic Needs Teacher Assistance / Makes Numerous Errors

Divide plane shapes into two or four equal shares

Students are being encouraged to….. USE MATH TALK work math out in a way that makes sense to them share solution paths and give reasons to support how they worked it and how they got the answer critique others work to see if they agree or disagree… use math skills in REAL-WORLD situations

TASK Make the largest square possible on a geoboard. Pretend that it is a square cake. How many different ways can you share the cake equally so that TWO friends each get the same amount of cake? Use drawings or words to explain your answer. /pages/ccmathmod_07.html

CHALLENGE TASK Make the largest square possible on a geoboard. Pretend that it is a square cake. How many different ways can you share the cake equally so that FOUR friends all get the same amount of cake? Use drawings or words to explain your answer.

Where am I going? Where am I now? practice and feedback to help close the gap

grade level standards as the target + practice with feedback based on childs performance = successful learning for OUR children