CENTRAL PARK GOES STANDARDS BASED! EMBRACE THE JOURNEY It is like - - PowerPoint PPT Presentation

CENTRAL PARK GOES STANDARDS BASED! EMBRACE THE JOURNEY It is like playing a video game!

Goal of Standards Based Grading

Our mission is to improve teaching and

• learning. SBG allows for a progressive

and student-centered approach to improving student outcomes. To this end, we will implement systems and structures that ensure all students will achieve at their maximum academic potential.

Standards are the learning goals for what students should know and be able to do at each grade level.

Standards are the learning goals for what students should know and be able to do at each grade level.

Standards help teachers ensure their students have the skills and knowledge they need to be successful. Standards help parents understand what is expected of their children. What are standards?

What is the purpose of a grade? What is the purpose of a report card?

According to Guskey and Bailey (2010), report cards should serve to:

• communicate information about students’ achievement to

parents

• provide information to students for self-evaluation
• select, identify, or group students for certain educational

paths or programs

• provide incentives for students to learn
• evaluate the effectiveness of instructional programs
• provide evidence of students’ work habits

Think about your favorite video game….

Standards Based Grading

Traditional Grading

• As many chances as needed to succeed.
• The level you’re on NOW is recognized.
• There is room to improve and grow but

you’re aware of your current performance level.

• One chance to succeed.
• Your initial numerical score is recognized.
• You can’t get better because you’re not

given the opportunity to. Your initial score follows you.

Rick Wormeli

7 Reasons for Standards-Based Grading

▪ 1: Grades should have meaning.

▪ What does an A, B, C, D, F really mean? How do you compare a 85% student to a 75% student?

▪ 2: We need to effectively measure student learning.

▪ Are averages meaningful? How do you demonstrate “learning”?

▪ 3: We can control grading practices.

▪ The way we assess students is a meaningful component of school that we have the power to control.

▪ 4: Standards-based grading reduces meaningless paperwork.

▪ Feedback on select assignments; ongoing use of formative assessments.

Reasons for Standards-Based Grading Continued

▪ 5: It helps teachers to adjust instruction.

▪ Specific areas of strength and weakness are identified.

▪ 6: It shows teachers what quality looks like.

▪ In the real world, everything is a performance assessment. Help students understand the idea of quality.

▪ 7: It’s a launchpad to for curricular and instructional improvements.

▪ SBG helps to focus on curriculum needs; naturally addresses interventions

“Too often, we have neither allowed nor expected students to THINK!” – Cathy Vatterott

Traditional Grading vs. Standards-Based Grading

Traditional Grading ▪ Low level rote knowledge ▪ Knowing and understanding ▪ Learning defined by what students know ▪ Evidence of learning is repeating back ▪ Rigor is coverage Standards-Based Grading ▪ Higher-order thinking skills ▪ Applying, analyzing, synthesizing ▪ Learning defined by what students can do with what they know ▪ Evidence of learning is using skills in new situations ▪ Rigor is complexity

Grading

• Work habits and behavior are reported separately.
• Students’ understanding will be assessed in a variety of

ways: paper-and-pencil, conferences, and performance tasks (projects, demonstrations, presentations, etc.)

• A student’s “final” reporting of performance within each

standard is a result of ongoing formative assessment data, summative assessment results, and the teachers’ professional judgement based on all the available information.

How does SBG Work?

Standards-Based Grading assesses a student’s overall work and most recent work so it tells us what a student has learned and what he or she now knows rather than what they knew at the beginning of a quarter or unit. In other words, it measures students’ knowledge of grade-level content over time by reporting the most recent, consistent level of performance.

How does SBG Work?

Subjective factors like attendance, effort, and attitude are not included in the grades. In standards based grading, we will report proficiency and work habits (learning skills) separately in order to give a more accurate report of student progress.

Progress Reports till End of the Year

✤Student progress will be reported three times a year toward the “end of the year standard” ✤Therefore, students may receive a “2” on the report card as they are making progress toward proficiency ✤The goal is for all students to have at least a “3” in all areas by the end of the school year

Earning an “4.0” means the student extends key concepts, processes, and skills. Consistently works beyond grade-level benchmarks. “4.0” is difficult to obtain and indicates UNUSUALLY HIGH achievement BEYOND the grade level expectation. 4.0 THE STUDENT DEMONSTRATES IN DEPTH INFERENCES AND APPLICATIONS THAT GO BEYOND GRADE LEVEL EXPECTATIONS

The student meets expectations on the assessed standards during the measured time frame. Earning a “3.0” means the student consistently grasps and applies key concepts, processes, and skills. Meets grade-level benchmarks. “3.0” is something to celebrate! It means that the student has exhibited mastery of the standard and has met the grade level expectation.

3.0 GRADE LEVEL EXPECTATION

Earning an “2.0” means the student is beginning to grasp and apply key concepts, processes, and skills. Progressing toward grade-level benchmarks. “2.0” indicates that the student may need some extra help or extra time to practice/understand concepts or skills. 2.0 THE STUDENT DEMONSTRATES PROGRESS

Earning “1.0” means the student is not grasping key concepts, processes, and skills. Area of concern that requires support. It means that student demonstrates minimal understanding. The student may need interventions to learn and stay on track with grade level expectations. 1.0 STUDENT DEMONSTRATES LIMITED PROGRESS

Special Education

▪ Students with an IEP receive modifications or accommodations (depending on their program) to the curriculum ▪ Report Card is the same ▪ On the Report Card there will be some type of notification that modifications were made. ▪ IEP Goals will be monitored 3 times a year ▪ Very Important to read narrative