1. STANDARDS-BASED GRADING EVERYTHING YOU NEED TO KNOW TO SUCCEED IN A STANDARDS-BASED CLASSROOM

2. FIRST OFF: WHAT IS SBG? STANDARDS-BASED GRADING "INVOLVES MEASURING STUDENTS' PROFICIENCY ON WELL-DEFINED COURSE OBJECTIVES” THE FOCUS IS ON HOW WELL STUDENTS LEARN AND CAN APPLY THE MATERIAL LEARNED IN CLASS TO REAL WORLD EXAMPLES.

3. WHY ARE WE CHANGING TO STANDARDS-BASED GRADING? OUR GOAL IS TO SUPPORT STUDENT LEARNING BY PROVIDING: CONSISTENT, ACCURATE, AND MEANINGFUL FEEDBACK SBG PROVIDES A CLEARER INDICATION OF STUDENT PROFICIENCY AND PROGRESS

4. OUR PHILOSOPHY WE BELIEVE THAT GRADES SHOULD BE AN INDICATOR OF ONLY STUDENT ACHIEVEMENT. A GRADE WILL NOT REFLECT: ATTENDANCE EXTRA CREDIT/BONUS POINTS CHEATING AND PLAGIARISM PRACTICE (HOMEWORK/PARTICIPATION) ALL REASONABLE EFFORTS WILL BE MADE TO ALLOW STUDENTS TO DEMONSTRATE THEIR PROFICIENCY AND/OR MASTERY OF THE COURSES CONTENT.

5. OUR PHILOSOPHY WE BELIEVE STUDENTS NEED TO BE ACTIVE PARTICIPANTS IN THEIR LEARNING. STUDENTS WILL: COMMUNICATE THEIR PROGRESS IN DEMONSTRATING PROFICIENCY/MASTERY OF THE COURSE’S CONTENT. PROVIDE FEEDBACK TO THEIR TEACHER ON THEIR LEARNING STYLES AND ASSESSMENT PREFERENCES. COMMUNICATE WHEN THEY ARE STRUGGLING TO UNDERSTAND THE CONTENT TEACHERS WILL: PROVIDE SPECIFIC FEEDBACK TO THE STUDENTS TO HELP THEM IMPROVE THEIR ACHIEVEMENT ON EACH OF THE STANDARDS.

6. OUR PHILOSOPHY WE BELIEVE THAT ALL STUDENTS CAN PERFORM AT A HIGH LEVEL. LEARNING TARGETS, STANDARDS, AND DESCRIPTIONS OF ACHIEVEMENT WILL BE COMMUNICATED CLEARLY. DIFFERENTIATION OF INSTRUCTION WILL USED TO HELP STUDENTS AT ALL ABILITY LEVELS. MULTIPLE FORMS OF PRACTICE OR FORMATIVE ASSESSMENT WILL BE USED PRIOR TO STUDENTS BEING ASSESSED ON THE COURSE’S CONTENT STANDARDS. RETAKES WILL BE ALLOWED ON ALL ASSESSMENTS. STUDENTS WILL NEED TO PROVIDE EVIDENCE OF FURTHER LEARNING IN ORDER TO BE ALLOWED TO RETAKE AN ASSESSMENT. THE COMPLETION OF HOMEWORK WILL BE RECORDED (NOT AS PART OF THE GRADE) IN ORDER TO PROVIDE EVIDENCE OF STUDENT EFFORT. HOMEWORK PROVIDES ESSENTIAL PRACTICE STUDENTS NEED TO BE SUCCESSFUL.

7. HOW IS THIS DIFFERENT THAN WHAT WE WERE DOING BEFORE? ASSESSMENTS ARE BASED MORE ON APPLICATION OF INFORMATION, RATHER THAN ROTE MEMORIZATION. ASSIGNMENTS/ASSESSMENTS WILL NOT RECEIVE A LETTER GRADE. FEEDBACK AND A PROFICIENCY RATINGS (2.5-4) WILL BE GIVEN

8. GRADE SCALE: WHAT DO THE NUMBERS MEAN? A = 3.5 OR 4 (MASTERY) B = 3.0(PROFICIENT) C = 2.5(PARTIAL PROFICIENCY)* INCOMPLETE = 2.0 AND BELOW *STUDENTS ACHIEVING BELOW PARTIAL PROFICIENCY (1.0 OR 2.0) WILL RECEIVE AN INCOMPLETE SCORE UNTIL PARTIAL PROFICIENCY (2.5) IS ACHIEVED. THERE IS NO OPTION FOR D OR F GRADES.

9. WHAT THE NUMBERS MEAN 4 (A)–STUDENT DEMONSTRATES IN-DEPTH (THOROUGH) UNDERSTANDING OF MATERIAL BY COMPLETING ADVANCED APPLICATIONS OF THE MATERIAL. 3.5 (A) – IN ADDITION TO A 3.0 SCORE, STUDENT DEMONSTRATES IN-DEPTH INFERENCES AND APPLICATIONS WITH PARTIAL SUCCESS. 3 (B)–STUDENT DEMONSTRATES PROFICIENCY ON THE COMPLEX, TARGETED KNOWLEDGE AND SKILLS FOR THE CLASS. 2.5 (C)–STUDENT HAS COMPLETED PROFICIENT WORK ON THE MOST IMPORTANT OBJECTIVES, ALTHOUGH NOT ON ALL OBJECTIVES. THE STUDENT CAN CONTINUE TO THE NEXT COURSE.

10. CAR ANALOGY LET’S SAY YOU WERE GOING TO BUY A USED CAR. AFTER FINDING A CAR YOU WANTED TO BUY, YOU WENT TO CARFAX AND FOUND THAT CAR HAD THE FOLLOWING RATINGS: BODY INTERIOR TIRES ENGINE BRAKES RATING: 4 4 1 4 4

11. Would you buy this car?

12. CAR ANALOGY WHY WOULD YOU BUY THE CAR IF YOU KNEW THE TIRES WERE FAULTY? STUDENTS RESPONDED WITH THEY WOULD BUY THE CAR AND HAVE THE TIRES FIXED. JUST LIKE SBG: WE EXPECT STUDENTS TO FIX THE STANDARD THEY DON’T UNDERSTAND.

13. CALCULATING GRADES *No D’s or F’s will be recorded using Standards Based Grading GradeCriteria A+All scores are 4’s AAt least 50% of ratings are 4’s and the rest are 3.5’s A-All ratings are 3.5 or higher B+At least 75% of ratings are 3.5’s and 4.0’s and the rest are not below 3.0. BAt least 50% of ratings are 3.5’s and 4.0 and the rest are 3’s B-All ratings are 3.0 or higher. C+At least 75% of ratings are above 3 and the remaining are not below 2.5 CAt least 50% of ratings are 3 or higher and the remaining are not below 2.5 C-At least 25% of ratings are 3 or higher and the remaining are not below 2.5 I(Incomplete) Any score below 2.5

14. EXAMPLES: DETERMINING GRADES EXAMPLE #1: STUDENT RECEIVES SCORES OF 2.5, 3, 3, 3, 4, 4, 4, 4=? STUDENT’S CURRENT GRADE = C 50% OF SCORES OR A 3 OR HIGHER (7 OF 8) AND THEY HAVE A SCORE BELOW 3. EXAMPLE #2: STUDENT RECEIVES SCORES OF 2, 3, 3, 3, 4, 4, 4, 4=? STUDENT’S CURRENT GRADE = I (INCOMPLETE) AT LEAST ONE SCORE IS BELOW 2.5. EXAMPLE #3: STUDENT RECEIVES SCORES OF 3.5, 3.5, 3.5, 3.5, 4, 4, 4, 4=? STUDENT’S CURRENT GRADE = A 50% OF SCORES ARE 3.5 AND THE REST ARE ABOVE.

15. POWERSCHOOL STANDARDS (LEARNING TARGETS) WILL BE ENTERED INTO POWERSCHOOL. A BRIEF DESCRIPTION WILL IDENTIFY EACH LEARNING TARGET. AFTER EACH ASSESSMENT, WE WILL USE THE GRADE CONVERSION CHART TO CALCULATE YOUR STUDENT’S GRADE AND MANUALLY ENTER IT.

16. REASSESSMENTS A STUDENT CAN REASSESS ON ANY LEARNING TARGET. 1. THEY NEED TO SHOW WHAT THEY HAVE DONE TO INCREASE THEIR KNOWLEDGE. 2. THEY SCHEDULE A TIME WITH THE TEACHER TO COME IN AND REASSESS. GRADES ARE NOT FINAL UNTIL THE END OF THE SEMESTER.

17. HOMEWORK COMPLETED ASSIGNMENTS WILL BE RECORDED IN POWERSCHOOL. THESE “SCORES” COMMUNICATE STUDENT PROGRESS “Score”Meaning Assignment completed proficiently XAssignment not proficient; resubmit MMissing assignment; needs submitted

18. QUESTIONS? IF AT ANY TIME YOU HAVE QUESTIONS, PLEASE DO NOT HESITATE TO CONTACT YOUR STUDENT’S TEACHER. PATRICK MOELLER MICHELE GOLDSMITH CHRIS MURDOCK GORDON HACKETT DIANE COFFIN