1. Standards-Based Grading and Reporting Sue Anderson Tumwater School District January 2011

2. Agenda Tumwater SD - Context Tumwater SD - Context Why does this matter? Why does this matter? Sound grading practices Sound grading practices Our report card journey Our report card journey Lessons learned…so far Lessons learned…so far

3. Context: TSD’s Focus What do we want students to know and be able to do? What do we want students to know and be able to do? Power standards, learning targets How will we know if they’ve learned it? How will we know if they’ve learned it? Assessment FOR learning, common benchmarks What will we do if they haven’t? What will we do if they haven’t? Pyramid of Interventions – extra time and support What will we do for those who already know it? What will we do for those who already know it?Enrichment

4. Why does this matter? The most important decision-maker about whether or not learning will happen in a classroom is… The most important decision-maker about whether or not learning will happen in a classroom is… Grades are motivating – for students who get good grades. Grades are motivating – for students who get good grades. Many of our established grading practices do not accurately reflect student achievement. They do not engage students in understanding their progress on learning targets or in improving that progress. Many of our established grading practices do not accurately reflect student achievement. They do not engage students in understanding their progress on learning targets or in improving that progress.

6. Sound Grading Practices: Principles Grades are consistent, accurate, and meaningful, and they support learning. Grades are consistent, accurate, and meaningful, and they support learning. Grades accurately reflect student progress in mastering the district’s published learning outcomes. Grades accurately reflect student progress in mastering the district’s published learning outcomes.

7. Practices (with credit to Ken O’Connor) Don’t include behaviors or attendance in grades – only include achievement. Don’t include behaviors or attendance in grades – only include achievement. Don’t reduce scores on late work; support the learner. Don’t reduce scores on late work; support the learner. No extra credit! Look for evidence that more work has resulted in higher achievement. No extra credit! Look for evidence that more work has resulted in higher achievement. Don’t include group scores in grades; use only individual achievement evidence. Don’t include group scores in grades; use only individual achievement evidence.

8. Practices (continued) Organize and report evidence by standard/learning goal, not by assessment method or summarized into a single grade. Organize and report evidence by standard/learning goal, not by assessment method or summarized into a single grade. Don’t assign grades by comparing a student’s achievement with others; only compare it to the standards. No “curving.” Don’t assign grades by comparing a student’s achievement with others; only compare it to the standards. No “curving.” Don’t rely on averages to determine grades; look at progress over time, other measures of central tendency, and use professional judgment. Don’t rely on averages to determine grades; look at progress over time, other measures of central tendency, and use professional judgment.

9. Practices (continued) Don’t include zeroes in grade determination when missing work or as punishment. Don’t include zeroes in grade determination when missing work or as punishment. Don’t use formative/practice activities to determine grades; use only summative evidence. Don’t use formative/practice activities to determine grades; use only summative evidence. INVOLVE STUDENTS IN THE GRADING PROCESS! INVOLVE STUDENTS IN THE GRADING PROCESS!

10. Our report card journey Pilot group representing all grade levels and schools Pilot group representing all grade levels and schools Assessment Training Institute’s Grading conference – Portland, December Assessment Training Institute’s Grading conference – Portland, December Skyward training Skyward training Development of draft report cards Development of draft report cards First use: Fall trimester, 2010 First use: Fall trimester, 2010 Feedback from pilot teachers and parents Feedback from pilot teachers and parents Revisions to draft Revisions to draft Continuing pilot in 2011-12 Continuing pilot in 2011-12

11. Lessons learned…so far Begin with a clear statement of philosophy of standards- based and sound grading Begin with a clear statement of philosophy of standards- based and sound grading Educate parents and students about this Educate parents and students about this Allow adequate time and resources for professional development on SB grading, Skyward Allow adequate time and resources for professional development on SB grading, Skyward Allow adequate time to process drafts Allow adequate time to process drafts Consider phasing in the transition, beginning with kindergarten and first grade Consider phasing in the transition, beginning with kindergarten and first grade Understand that it is a BIG JOB when done correctly. Understand that it is a BIG JOB when done correctly.

12. Key Resources O’Connor, Ken. How to Grade for Learning, K-12. Thousand Oaks, CA: Corwin Press, 2009. O’Connor, Ken. How to Grade for Learning, K-12. Thousand Oaks, CA: Corwin Press, 2009. O’Connor, Ken. A Repair Kit for Grading: 15 Fixes for Broken Grades. Portland, OR: Assessment Training Institute, 2007. O’Connor, Ken. A Repair Kit for Grading: 15 Fixes for Broken Grades. Portland, OR: Assessment Training Institute, 2007. Wormeli, Rick. Fair Isn’t Always Equal. Portland, ME: Stenhouse Publishers, 2006. Wormeli, Rick. Fair Isn’t Always Equal. Portland, ME: Stenhouse Publishers, 2006. Chappuis, Jan. Seven Strategies of Assessment for Learning. Portland, OR: Assessment Training Institute, 2010. Chappuis, Jan. Seven Strategies of Assessment for Learning. Portland, OR: Assessment Training Institute, 2010. Guskey, Thomas R. and Bailey, Jane. Developing Grading and Reporting Systems for Student Learning. Thousand Oaks, CA: Corwin Press, 2001. Guskey, Thomas R. and Bailey, Jane. Developing Grading and Reporting Systems for Student Learning. Thousand Oaks, CA: Corwin Press, 2001. Assessment Training Institute (ATI) Grading Conference, Portland, OR. Annual conference in December, featuring Rick Stiggins, Ken O’Connor, Jan and Steve Chappuis, Judy Arter, and people from a number of districts around the country and world that are changing the way they grade and report student work. See more about this and their other resources at: http://www.assessmentinst.com/ Assessment Training Institute (ATI) Grading Conference, Portland, OR. Annual conference in December, featuring Rick Stiggins, Ken O’Connor, Jan and Steve Chappuis, Judy Arter, and people from a number of districts around the country and world that are changing the way they grade and report student work. See more about this and their other resources at: http://www.assessmentinst.com/ http://www.assessmentinst.com/