1. Standards Based Grading at PCMS What is it? Why do we do it? What does it look like? How do we do it?

2. What is SBG?

3. Why do we do it? Students can take more control of their own learning. Teachers have a better understanding of what students know and don’t know and can focus learning time. To better align the curriculum to the state standards.

4. Step 1: Determine what standards you need to meet. Science State Standards 6-8 SYSC The output of one system can become the input of another system. Give an example of how output of matter or energy from a system can become input for another system (e.g., household waste goes to a landfill).* 6-8 PS3A Energy exists in many forms: heat, light, chemical, electrical, motion of objects, and sound. Energy can be transformed from one form to another and transferred from one place to another. List different forms of energy (e.g., thermal, light, chemical, electrical, kinetic, and sound energy). Describe ways in which energy is transformed from one form to another and transferred from one place to another (e.g., chemical energy to electricity in a battery, electrical to light energy in a bulb). 6-8 PS3D Visible light from the Sun is made up of a mixture of all colors of light. To see an object, light emitted or reflected by that object must enter the eye. Describe how to demonstrate that visible light from the Sun is made up of different colors. Draw and label a diagram showing that to see an object, light must come directly from the object or from an external source reflected from the object, and enter the eye. 6-8 PS3F Energy can be transferred from one place to another through waves. Waves include vibrations in materials. Sound and earthquake waves are examples. These and other waves move at different speeds in different materials. Contrast a light wave with a sound wave by identifying that both have characteristic wavelengths, but light waves can travel through a vacuum while sound waves cannot. Explain that sound results from the vibration of an object.

5. Math State Standards

6. Step 2: Write learning targets that align to those standards Science Example Nature of Light (Lessons 2-9) How does light interact with me and my world? a I can explain where light comes from and defend it with evidence. b I can utilize models to infer how light travels and behaves. c I can compare and contrast different colors through diagrams and explain why objects have colors. d I can construct and label a model of a wave.

7. Step 3: Labs/activities aligned to each learning target

8. Step 4: Check for understanding for each learning target. A “mini test” given after the completion of each learning target. Gradebook: – Science: Doesn’t go in the gradebook – Math: Goes in the gradebook as a formative grade (0%) Feedback for teacher to better focus teaching time before the end of the unit. Feedback for student to see where they need to focus their studying.

9. Science Example

10. Math Example

11. Step 5: Tests broken down by learning target

12. Math Example

13. 4.1 – Exceeds standard: in-depth, thorough understanding of standard beyond what is expected. Usually this involves doing an optional extension. (102% A+) 4.0 – Meets standard (100% A) 3.7 – Meets standard with near perfection (93% A-) 3.4 – Meets standard with minor errors or confusions. (85% B) 3.0 – Approaches standard: understands a lot but has at least one major error or confusion. (75% C-) 2.5 – Below standard: Multiple major errors or confusions (63% D) 2 – Does not meet standard: limited understanding (50% F) 0 – No attempt Step 6: Create grading rubric

14. Science Rubric

15. Math Rubric

16. Step 7: Gradebook Enter each learning target in the gradebook as its own test.

17. How do we do it? Grade should reflect what student know and can do. – 80%: Assessments – 20%: Homework and classwork No extra credit Retakes

18. Resources

19. Questions?