Standards-based Grading in HSYou can do it!

Michelle Remington, HS PrincipalMichelle Kuhns, Director of Learning

American School of Dubai

● Identify the need

● Identify where you are in your grading practices

● Create dynamic pressure

● Determine non-negotiables

How to get started

Calculation and Documentation

We still allow for +/- because our GPA changes according to a +/- system

We give an aggregate letter grade for each subject area

We still give a GPA

Our report card changed, transcript didn’t

● Linear ○ Guskey’s 15 Questions

1………………………………….15

Finding Your Path

● Define purpose for reporting

● READ, READ, READ & SHARE

● Define criteria for achievement levels

● Define criteria for learner development

● Investigate possible grading programs

Finding Your Path

Finding the Path - and Listening

● As Expected

Still headed in the right direction!

1. Learning has inherent value.2. Learners experience the power of an idea for themselves.3. Learning is enhanced when goals are clear and personalized.4. Learners engage when they see the importance of the work and experience

a sense of accomplishment

5. Learners need clear expectations for quality of process, performance and product.

6. Learners thrive in a safe environment.

7. Effective feedback, reflection and self-assessment are essential to deepen and extend learning.

8. Independent thinking and creativity flourish within a stimulating environment.

Focus on Learning

ASD Purpose of Reporting:The purpose of this report is to communicate to

parents and students specific and useful information about students' level of proficiency in meeting learning goals, development of learning habits and identified areas of strength as well as areas for growth.

1. Purpose for Reporting

Define the Process Criteria

Behavior, participation, effort, skills, knowledge, practice, performance, organization, timeliness, conceptual understanding

Math - B

Separate Process from Academic Achievement

Behavior, participation,

effort, practice

Skills, knowledge, performance, conceptual

understanding

4 Distinct Learner Development Grades

Achievement Grades Aligned to

Standards

Learner Development

EnglishLearner Development

Grade - Based on our Published Rubric

Positive Learning Attitude 3

Organization and Time Management

2

Collaboration and Participation

3

Core Values in Action 3

Define the Academic Criteria

Achievement

LevelQuality Descriptor

AExemplary

Consistently demonstrates extensive knowledge and understanding of content and concepts. Communicates learning with a high degree of clarity and accuracy, makes insightful connections and applies skills in new situations to create high quality, original work.

BProficient

Consistently demonstrates proficient knowledge and understanding of content and concepts. Frequently communicates learning with a considerable degree of clarity and accuracy. Frequently applies skills and makes connections in order to create high quality work.

CAdequate

Demonstrates adequate knowledge and understanding of the required content and concepts. Occasionally communicates learning with some degree of clarity and accuracy. Applies skills to familiar situations and creates satisfactory work.

DLimited

Demonstrates limited knowledge and understanding of the required content and concepts. Communicates learning with a lack of clarity and/or accuracy. Creates work that needs improvement and skills are limited.

FDid Not

Demonstrate

Did not demonstrate adequate knowledge and understanding of the required content and concepts. Did not communicate learning with clarity or accuracy. Did not apply skills and work is incomplete or of poor quality.

Insufficient Evidence

No Grade

A ExemplaryConsistently demonstrates extensive knowledge and

understanding of content and concepts. Communicates learning with a high degree of clarity and accuracy, makes insightful connections and applies skills in new situations to create high quality, original work.

Define the Academic Criteria

All Faculty read: Chapter 4 from Developing Standards-Based Report Cards, Tom Guskey and Jane Bailey.

Reviewed sample report cards

Identified strands for the report card

Prioritized standards for reporting in PowerSchool

Decide on Reporting Strands and Standards

Maintain constant communication with the teaching faculty about expectations

Communication is Key

Present to parents and students once you have valuable information to share

Reporting Strands: Spanish Class

12 / 13 2013-14 and future

Tests HomeworkQuizzesParticipation

Grade: B (85%)

Reading BWriting BSpeaking/ BListening

Grade: B (proficient)

Technology

Make sure you have a person dedicated to this process

We use powerschool

Make sure you have a test server - “sandbox” to play in.

Sample PowerSchool 1Selecting Standards

Quick Look-up Standards view

1st Draft of Our Report Card

Clear Targets - Student Tracking

Assessment Results

Sample Test Cover (feedback) Sheet

Strand StandardsTest Items

A Exemplary BProficient

CAdequate

RevisionNecessary

Algebra – Arithmetic with Polynomials and Rational Expressions

Simplify expressions – (exponent rules)1a, 1b,1c,1d, 1e, 1f, 1g, 1h, 1i, 1j

Adding/subtracting polynomials 2a, 2b, 2c

Multiplying polynomials3a, 3b, 3c, 3d, 3e, 3f, 3g

Factoring Polynomials4a, 4b, 4c, 4d, 4e, 4f, 4g, 4h, 4i, 4j, 4k, 4l, 4m, 4n, 4o, 8

Algebra – Arithmetic with Polynomials and Rational Expressions/ Modeling

Add/Subtract/Multiply Polynomials Geometry5, 6, 7

● When stakeholders have been informed

● When technology is prepared and people have been trained

● Critical mass of understanding around assessment

Knowing when to jump

How are the teachers feeling?

What are parents saying?

Parent FeedbackI wanted to write a quick note to thank you for how you

provide feedback to my child.  He came back with his quiz with great notes on what he’d done right and wrong.  It was specific so that he could learn from it.   He didn’t do a perfect job by any means but because of how it was graded and presented for him to work on it, he was really proud of himself for his efforts and the fact he got an exemplary.  On the items that weren’t exemplary, he followed up by spending a good deal of time WILLINGLY fixing the other portions to make them better.   Big step.

● Recruitment & New Hire Support

● Continued communication to students and parents and among divisions

● A “Deployment Plan” to address the just in time needs of teachers

Considerations in the Transition

● Developing Standards-Based Report Cards - Tom Guskey & Jane Bailey

● A Repair Kit for Grading: 15 Fixes for Broken Grades - Ken O’Connor

● Many articles and books by Rick Stiggins, Jan Chappuis and the folks at ATI

● Videos by Rick Wormeli, Douglas Reeves● Schooling by Design - Wiggins & McTighe● Hanover Research Council Report

Resources to use

● Assessment Training Institute

● NESA

● Print resources

● Time to share with one another

PD to Support Teachers

How are the teachers feeling?

Questions?

Thank You for Coming