Standard Based
Grading and
Report Card
Webinar
April 10, 2014
Agenda
• Welcome and Introductions
• Report Card Status
• Why Standards Based Grading?
• The Spreadsheet and Course Codes
• Demo of Spreadsheet Import and Gradebook
• Next Steps
Report Cards Options in 2014-15
• Traditional Report Card
• Standards-Based Report Card
The type of report card used will be an LEA
decision based on grading practices and
how best to communicate academic
performance with parents
Status Update for 2014-15
Standards Based Report
January 2014 –
Specifications developed
and provided to Pearson
April 7 – Mid June: Practice
with the 2013-14
spreadsheet
Mid June 2014 – 2014-15
Standards Spreadsheet is
released
April/May 2014 – Preview
of the report card available
July 1, 2014 – Standards
Based Report Card Template
is live
What You Will Need to Practice?
•
•
•
•
Standards Spreadsheet
Training Site
Powerpoint with Click paths
Decisions Made regarding:
– Conversion Scale
– Which levels of standards will show in the
Gradebook
– When teachers will be able to provide comments
and/or assignments
– Course codes
Standards Based Grading
By: Linda Frederickson
Director of Elementary Education/Title 1
Franklin County Schools
lindafrederickson@fcschools.net
If the purpose of grading…
• Is for students to be able to explain how
many questions they missed then
percentages or points work best.
• Is for students to be able to explain
what they learned or didn’t learn,
standards based is best.
Goals…
• Quality assessment- doing it right
• Student involvement-using it well
Research Supports…
1. Curriculum, instruction, assessment,
grading should be standards based
2. Performance standards must be
descriptions of a limited number of levels
based on proficiency, and there should
be no percentages in grading.
• 3. Achievement separated from
behaviors on expanded-format report
cards
• 4. Tough decisions…no mark penalties for
late work, missing work, academic
dishonesty, or absences.
• 5. Grades must be determined primarily
from summative assessments
• 6. Formative assessments should be no
mark, comment/feedback only, with
homework having little or no part of
grades
7. When learning is cumulative and
developmental (as most learning is), the
most recent evidence must be
emphasized in the determination of a
grade.
8. Grades must be determined, not
calculated: “number crunching” should be
limited, and there should no use of the
mean or zeroes
O’Connor, K (2013). The school leaders guide to grading
Select a Scale/Rubric
Student Perspective
• 4.0 I know (can do) it well enough to make
connections that weren’t taught.
• 3.0 I know (can do) everything that was taught
without making mistakes
• 2.0 I know (can do) all the easy parts, but I don’t
know (can’t do) the harder parts.
• 1.0 With help, I know (can do) some of what was
taught.
• 0.0 I don’t know (can’t do) any of it.
Marzano,2006
Additional Examples
• E Excels-Consistently goes beyond
academic expectations
• S Successfully meets academic
expectations
• M Making progress in meeting
academic expectations
• T Targeted for growth in order to meet
academic expectations
•
•
•
•
4
3
2
1
Exceeds Expectations
Meets Expectations
Approaches Expectations
Does Not Meet Expectations
Did You Know………..
• Two common causes of course failures – 1)missing
homework; 2)poor performance on a single major
assignment. Adjusting your policy would have a
huge impact on student failures. (Reeves)
• Assessments are used to provide the ladder for the
student to crawl from his/her hole. Whether it is
due to immaturity, behavior or cognitive readiness
level, great teachers still provide the ladder.
(Wormeli)
• Distorted and inaccurate grades are little more than
harsh punishment. Students want to throw down
the ball and go home. They see no reason to play.
Grades that reduce the negative effects of an
imperfect grading system keep students in the
game. (Marzano)
Better Students, Better School,
Better Climate!
Douglas B. Reeves, Ph.D
• When grading policies improve, discipline and morale
always improves!
• When student failures decrease, student behavior
improves, faculty morale is better, resources
allocated to remedial courses and course
repetitions are reduced, and resources invested in
enrichment and other meaningful opportunities
increase.
• When was the last time a single change in a school
accomplished all of that?
The Grade Book
• Concepts NOT assignments!
• “Page 33” tells us nothing!
• If concepts are listed in the grade book:
– Teachers can easily tell parents, students, and
administrators what concepts are mastered.
– IEP goals and objectives are easily written.
– Incomplete grades can be given to individual
concepts- helping to identify areas that need more
instruction.
What do you think???
Traditional grading:
• students and parents who are hooked
on grades (and honor rolls, class rank,
and bumper stickers boasting that
their child is a high- achieving
student),
OR
• students and parents understand
school is about learning not grades!
Important Decisions
• Most essential standards to be on
report card
• Rubric/Scale must be determined
• Are grades going to be reported in
relation to how a student is doing for a
certain period of time (six weeks/nine
weeks) or for what is expected at the
end of the year.
Teaching with Standards-Based
Grading
• Compares the student to the standard, not
to other students.
• Not based on averages.
• Homework, behavior, and effort are not
involved in grades.
• Focuses on what students know.
Teaching with Standards-Based
Grading
• Observation of standards
Could be as simple as reading a response over their shoulder or as
structured as a short response test. This gave us flexibility in our
teaching but we were always accountable for the standards.
• Final Grades
Standards based grades are not cumulative. We do not take the
average of the grades. If a student had a level 1 or 2 on early
observations of standards, then after further instruction is showing
proficiency- level 3, the students final grade for that standard is a 3.
•
Our goal is to see level 3 proficiency on the final summative
assessment. That shows understanding of the standard.
• There isn’t just one overall grade for Reading anymore. Parents and
students can see the components of reading by knowing the
standards.
The Spreadsheet
The Spreadsheet Columns
Column Title
Description
A
Name
Text of Standard (80 character limit)
B
Identifier
Unique Dot Notation of Standard
C
List Parent
Identifies the “owning” standard
D
Level
The level of the standards
E
Type
Choose “4” for School
F
Sort Order
Tells the display order within the level
G
Courses
Aligns standards to a course number
H
Subject Area
Subject
I
Conversion Scale
ID # of the conversion scale
J
Allow Assignments
“True” or “False”
K
Include Comments
“True” or “False”
L
Description
Full text of standard
M
Max Comment Length
Maximum Comment Length
Course Codes 2014-2015
• The course coding system was studied
to determine how best to meet the
needs of LEAs and the state for
enrolling students, tracking progress,
analyzing records and reporting to
local, state, and federal stakeholders.
1
2
3
4
5
6
7 8 9 10
Course Codes 2014-2015
1
•
•
2
3
4
5
6
7 8 9 10
1-2-3-4=Four character course code
Identifies content
K-8 codes for content areas articulated by grade rather than a K-8 code for all
grades
– 20042Z0 Math Grade 4
•
5=Academic Level
– For 2013-2014 and prior years, 0/2/5/6/7/8
– For 2014-2015 2/5/7/8/A/B
•
6=Grade Level
– X (high school)/Y (middle school)/Z (elementary)
•
7=0 or A; B for courses that are split. A receives 0 credit; B receives 1 credit
– 11612YA German I (Part A) 0
– 11612YB German I (Part B) 1
•
•
•
•
4I068X0 IB Philosophy SL – IB courses have I in second digit
0U145X0 CRI3200-Criminology – University has U in second digit
2C055X0 MAT 263 - Brief Calculus – Community College has C in second
digit
8-9-10=local codes
Importing Standards for
your Standards Based
Report Card
Dawn Ramseur
Hoke County Schools
Determine Standards Conversion
Scale
• Determine Conversion Scale
– How the program will calculate standard
scores
• Important to involve Curriculum
How the conversion scale works
Let’s get logged in to
PowerSchool
Calculating Final Scores
In PowerTeacher Administrator
Next Steps
• Engage in Conversation about:
– The standards scale that will be used (numeric,
alphanumeric, etc) (The values or labels)
– Determine what will be reported -- just academics or
both academics and behavior.
– Determine what standard levels will appear on the
report card.
– What will show in the teachers gradebooks?
– Calculation for final standard grades
– Policy for final standard grades (What is the district's
view on how this should be determined)
– Calculations for the conversion scale
– Conversion scale vs scale to determine mastery
Questions?