CENTRAL PARK GOES STANDARDS BASED! EMBRACE THE JOURNEY It is like playing a video game!
Goal of Our mission is to improve teaching and learning. SBG allows for a progressive Standards and student-centered approach to Based improving student outcomes. To this end, we will implement systems and Grading 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 .
What are standards? 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 is the purpose of a grade? According to Guskey and Bailey (2010), report cards should What is the purpose of a serve to: report card? • 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. ● One chance to succeed. ● The level you’re on NOW is recognized. ● Your initial numerical score is recognized. ● There is room to improve and grow but ● You can’t get better because you’re not you’re aware of your current performance given the opportunity to. Your initial score level. follows you.
Rick Wormeli
7 Reasons for ▪ 1: Grades should have meaning. Standards-Based Grading ▪ 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. “Too often, we have neither allowed nor expected students to THINK!” – Cathy Vatterott ▪ 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
Traditional Grading vs. Standards-Based Grading Standards-Based Grading Traditional Grading ▪ Higher-order thinking skills ▪ Low level rote knowledge ▪ Applying, analyzing, synthesizing ▪ Knowing and understanding ▪ Learning defined by what students can do ▪ Learning defined by what students know with what they know ▪ Evidence of learning is repeating back ▪ Evidence of learning is using skills in new ▪ Rigor is coverage 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 Standards-Based Grading assesses a student’s overall work SBG 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 ✤ Student progress will be reported three times a year toward Reports till the “end of the year standard” End of the ✤ Therefore, students may receive a “2” on the report card as Year 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
4.0 THE STUDENT DEMONSTRATES IN DEPTH INFERENCES AND APPLICATIONS THAT GO BEYOND GRADE LEVEL EXPECTATIONS 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.
3.0 GRADE LEVEL EXPECTATION 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 .
2.0 THE STUDENT DEMONSTRATES PROGRESS 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.
1.0 STUDENT DEMONSTRATES LIMITED 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.
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
Recommend
More recommend
