1. Standards Based Grading

2. Purposes for Grading Communicate achievement
Provide information for student self-evaluation
Select or group students for pathways or programs
Incentives for learning
Evaluate effectiveness of instructional program
Guskey, Thomas 1996
These are purposes for grading that Dr. Thomas Guskey collected from a wide range of audiences over time. Purposes from teachers, students, parents, and administrators generally fell into these categories.
Here at _________school, we have agreed that communicating student achievement is the most important purpose for grading. It is evaluation of the student’s performance in relation to the expectations by the state, county, and teacher for the grade level.

3. What is Standards Based Grading?
Measuring student achievement based on the standards instead of in comparison to others or according to the amount of progress made.
In Wake County’s elementary schools, we use a standards based grading system. What does that mean? Take a minute to read the slide and think about this explanation.

4. Growth Model of Reporting
In this system each of these students in Grade 3 could see an “A” on their report card.
9 weeks or average/expected time for student to learn expectations for the quarter
Justin
Emily
Let’ compare a more traditional model for grading with the new one. The growth model compares a student’s learning against what s/he knew or could do at the beginning of the grading period. (It does not compare students to each other but to themselves.)
Let’s say that this model represents first quarter mathematics. Justin, Emily, and Sarah are students in grade 3 at the same school but they each have a different teacher. “Targeted grade level expectations” refer to the objectives that the teacher taught and for which she expected the students to be proficient by the end of the nine-weeks. The targeted objectives are listed in C-MAPP and on the math assessment profile cards.
In the system illustrated here, each student could legitimately get an A on the report card. For some teachers, Justin would earn an A for meeting the expectation. For another teacher Emily would earn an A for exceeding the expectation. For yet another teacher Sarah would earn an A for making the most growth or improvement during the quarter.
Sarah
Targeted grade level expectations for one quarter

5. Standards-based Model
In a standards-based grading system levels of performance are recorded: Justin- Level 3, Emily- Level 4, Sarah- Level 2.
9 weeks or average/expected time for student to learn targeted expectations for the quarter
Justin
Emily
In the standards-based model the amount of growth the student makes would be noted in the comments section of the report card but the grade the student makes is dependent upon his/her ability to demonstrate proficiency on the standards or identified objectives. For example, Sarah has made much more growth than Emily but Emily has a deeper understanding of the targeted objectives and Sarah has not mastered the targeted objectives. In this model, Justin would earn a 3 or 3*, Emily would earn a 4, and Sarah a 2. The question is not “Is this a better way of grading?” but “Is this more aligned with grade level expectations, quarterly expectations, and promotion decisions?”
Sarah
Targeted grade level expectations for one quarter

6. Which Surgeon Would You Choose for Your Next Routine Surgery?
Last 100 patients have died
Surgeon 2
First 50 patients died but the last 50 have survived.
Surgeon 3
Some patients live. Some patients die…It really just depends on the day.
This scenario is a great example to help see what makes standards based grading so different from the traditional grading methods. We do not average the progress of the students. Instead we look at their mastery in the end. Sometimes children master the objectives right away, sometimes it takes them a whole quarter, but in the end if they know it, then they are a 3.

7. Standards Based Grading
Level 4
Extends targeted grade level standards 3*
(This is only used on the report card)
Demonstrates proficiency of targeted grade level standards with evidence of application. 3
Demonstrates proficiency of targeted grade level standards. 2
Needs support to meet targeted grade level standards. 1
Insufficient performance of targeted grade level standards.
These are the same terms used by the state to report student progress on the EOG. Level 3 is considered proficient but you will notice that Level 3* and Level 4 indicate proficiency along with application and extension. It does not indicate that the student has done more work but rather the student has shown that they not only understand the concept but they can apply it in a variety of ways. Note also that the 3* is designated for report cards only. As you look at the chart, think about each level and how that might look in student work.

8. I don’t get it yet. I need help.
Level 1
Indicates that the student has not yet met grade level expectations set by the state
Insufficient performance of grade level standards
I don’t get it yet. I need help.
Level 1 indicates that the student has not yet met grade level expectations set by the state because there is insufficient performance of grade level standards. If you think about Standards Based Grading like baking a cake, then a Level 1 is a student who is just beginning the process. They have not created a finished product and they require significant support in their work – “I don’t get it yet. I need help.”

9. I almost get it but I need help.
Level 2
Indicates that the student has not yet met grade level expectations set by the state
Indicates that a student does not have the necessary skills and concepts to be successful in the next grade or quarter
Requires support to meet grade level standards
I almost get it but I need help.
The Level 2 student can complete work with support but they are still not successful with grade level standards. Continuing our cake metaphor, the student can make a finished product with support – “We made this.” or “I almost get it but I need help.”

10. I get it! I can do it well! Level 3
Represents the student meeting the grade level expectations set by the state
Indicates that a student has the necessary skills and concepts to be successful in the next grade or quarter
I get it!
I can do it well!
Level 3 is the Level of proficiency; that is, the level that the State has identified as an indicator that the student will be successful using this topic, concept, or skill. The student is able to make the cake – “I made this” – meeting the expectations. Or “I get it!” “I can do it well!”

11. Level 3*
Represents the student meeting the grade level expectations set by the state with evidence of application
Indicates that a student has the necessary skills and concepts to be successful and confident in the next grade or quarter
Only used on the report card
The 3* is not used by the state. This is used because of the wide range in level 3.
The 3* can then indicate students who were stronger than proficient, but not demonstrating level 4 consistently. Examples might include: A Grade 3 student may demonstrate the use of thesaurus, dictionary, and other resources consistently and independently as they read and write. This is an application of skills taught in literacy at that grade. A Grade 3 student applies multiplication facts to measuring the area of the kitchen floor when figuring the cost of new flooring for your home. Those concepts are initially taught in Grade 3 but this student can apply them in a real-life situation without prompt.
3* is only used on the report card since it reflects application over time. Specialist teachers, art, music, PE, dance, drama, etc. do not use 3* because of their instructional schedule.

12. Since I can do/ get this, I can figure out new things!
Level 4
Represents the student exceeding grade level expectations set by the state
Extends targeted grade level standards
Since I can do/ get this, I can figure out new things!
Examples of level 4 include can solve more complex problems, can apply grade level concepts and skills to real life situations without teacher support. Make connections between and among personal experiences and the objectives mastered. There is consistent evidence that the student has mastery beyond the state expectations.
Level 4 does not always indicate that a student is working at the next grade level’s curriculum.

13. Not given until 2nd semester Next grade level objectives
Only for identified AG students
More work
Let’s be clear about what Level 4 looks like. There are a lot of myths out there. As we look at these statements, tell me if they are fact or fiction.
As you can see, all of these statements are myths or fiction. Students should always have the opportunity to achieve a Level 4 in their work. It is not adding more work but rather it is the student’s ability to use their new learning to figure out new things. If you refer to your kid-friendly chart, you will notice that it is described as, “Since I can do/ get this, I can figure out new things.”
Only student initiated work
Not given at our school

14. Deep or Wide? Current Grade Level Next Grade Level
Level 4 is when the students have mastered the objectives on their grade level and begin to use this knowledge to think more critically about the objective and apply the information in new ways.
Providing level 4 does not mean first going to the next grade level objectives. For example if a child had learned the second grade objective of simple addition you would not first go the third grade to teach them multiplication. Instead you would first need to go deeper and help them explore and think more critically about the current grade level objectives.
Please note however, that there will be some students who will master grade level objectives and then show level 4 and are then ready to move to the next grade level. But before going wide make sure you go deep.

15. What is a Level 4?
Making connections between two texts and using that connection to support comprehension
After completing a science investigation about soils, hypothesizing that the soil type at their house creates drainage problems
We’ve talked about the non-examples of Level 4 so now let’s talk about some examples of Level 4. We often use the profile card and work samples to help us determine appropriate placement for students. As you look at your Literacy and math profile cards, your will see that rubrics are included for helping you determine the level of student work. What would be an example of Level 4 work?
Allow some time for table talk.
Writing a solution to a math problem (justifying their work) that includes a connection to a real-world application (elaboration on the response)

16. Areas of Focus Grading Products or Objectives? Conduct and Work Habits
Creating Assessments Aligned to Objectives
Standards Based Model vs. Growth Model
Level 4, Level 4, LEVEL 4
Rubrics
Good ‘Ole 3 *
Determining Grades
These are some of the most common areas where inconsistencies appear in classrooms.

17. Analyzing Profile Cards
How do the profile cards support standards-based grading?
How can you use the profile cards to review standards-based grading?
Let’s take a few minutes to review the literacy and math profile cards. What do you notice about them?
Are your teachers familiar with the rubrics?
Are your teachers familiar with the directions for documenting and maintaining work samples?

18. Off to a Good Start
Review Standards Based Grading with your entire staff
Review the profile cards with teachers and discuss ways to achieve consistency across your school
Clarify the most common misconceptions or inconsistencies with SBG to get everyone on the same page.
Lead follow-up sessions to scaffold support for teachers new to your school.
How to set up a standards based grade book/system to record observations
How to identify the levels of work?
As you think about Standards Based Grading at your school, consider these steps to help your teachers and increase consistency throughout your school and the system.

19. Throughout the School Year
Plan grade level meetings that focus on SBG principles to build consistency.
Analyzing profile cards to determine report card grades
Create grade level common assessments.
Score common assessments
Send out SBG scenario s to keep teachers thinking about SBG principles and to build consistency.
Focus at least one of the mentor support group meetings on a priority issue that the BTs are facing with SBG.

20. Three Weeks Before Report Cards Go Home
Ask new teachers to do three report cards and then show them to you – a low, medium, high student. Help them make modifications with these three before going on to complete the others.
At the 6th week of first quarter have a staff meeting where you go over report card guidelines and samples with ALL classroom teachers together.
At a grade level meeting, ask everyone to bring report cards. Have teachers read a comment and see if the others can guess the grade. If they can’t, then discuss appropriate language.

21. Resources Available for IRTs
WCPSS Standards Based Grading Training DVD/Video
How to Grade For Learning by Ken O’Connor
C & I Central Office staff
IRTs and teachers from other schools
Level 4 PowerPoint
IRT Blackboard site
Wake County Rubrics

22. Some final thoughts …