Standards -Based Reporting @

Shanghai American School

• History of SBR at the middle school.

• Why do we assess students?

• Why do we have report cards?

• Traditional versus Standards-Based Grading

• What does the parent portal in Power School look like?

• What will the report card look like?

• Standards: Common Core State Standards and Next Generation Science Standards

Overview

SBR Task ForcePudong -Humanities

(x2), Math (x2), PE, Health, EAL, Vice Principal & PrincipalPuxi - Science, Art, Academic Support, Chinese, Drama + Vice Principal & Principal

Task Force Meetings

October, 2011February, 2012April, 2012September, 2012October, 2012November 2012January, 2013

Parent Meetings

Nov. 2012 - Assessment ChangesSpring 2013 - SBR ImplementationFall 2013 - SBR ImplementationWinter 2014 - Principal Coffees

Summary of Research

SBR is becoming “best practice” in middle schools.

SBR assists in moving focus from grading to learning and provides more feedback to students and parents.

The Implementation Plan

2009/10 Assessment Procedures/Policy

2010/11 Assessment Policies Completed, Student Learner Profile (SLP) Adopted2011/12 SLP Integration, SBR Research Task Force

2012/13 Reporting Standards, Performance Indicators, PowerSchool Prep Completed

2013/14 Initial - Voluntary Early Adopters or Subject Area(s) or Grade Level(s)

2014/15 Expanding – Additional Roll-out (All but Humanities)

2015/16 Complete – All MS integrated in August, 2015

Research, Colleges & SBR

The research included feedback from the following top-ranked institutions:

Harvard University Princeton University Yale University MA Institute of Technology Stanford University California Institute of Technology University of Pennsylvania Columbia University Duke University University of Chicago Northwestern University Cornell University Brown University Emory University Vanderbilt University Carnegie Mellon University University of Virginia

SBR started in about 1989

Research conducted in 2009

Surveyed top-ranked and regional institutions

SBR & College Admissions

According to the report, GPA relevance is debatable due to widely varying grading scales and weighting practices among high schools. Colleges and universities look for some of the following types of information from high schools to help them navigate discrepancies:

Background from the guidance department on the high school's students, grading scales, and academic rigor. Evaluation of a high school’s past students and their success at the institution. GPA recalculation based on specific core courses. GPA recalculation to exclude or include weight for honors, Advanced Placement, or International Baccalaureate courses. Required or recommended interview with an admissions officer, in person or via the Internet. Visits to high schools, where officers can meet with guidance counseling staff

Conclusion:

The Hanover Research Council report states that “Generally, admissions offices treat all grades as welcome indicators of high school performance while implicitly acknowledging that every school has a unique perspective, student body, and system.”

None of the college admissions offices contacted expressed a concern or a negative view of a transcript based on standards-based grading.

Why are we doing this?

How does this change the conversation?

Three different components to

standards-based instruction

Teaching to standards

Assessing to standards

Reporting

on standards

What is Standards Based Reporting?

1) Teachers provide feedback to students and report on how students are performing in relation to standards.

2) Student behavior is separated from academic data and reported separately. (Learning Behaviors)

3) Students receive a proficiency report in relation to standards instead of a grade.

Why Standards-Based Reporting?1) SBR provides students and parents more information on what a student knows and can do.

2) SBR enables student to focus on learning, not grading.

A. Describes specific elements of CONTENT.

“what we want students to know.”

B. Describes levels of PERFORMANCE.“what we want students to be able to

do.

3) SBR enables students to take more responsibility for their own learning.

What more should I know?

Purpose?

Frequently Asked Questions? (FAQs)

Specifically looking at any Subject Area (except Humanities)…

Summative Assessments

Formative Assessments

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(SLP)

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(SLP)

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• Common Core State Standards: (adopted in math and anticipate adopting in ELA)http://www.corestandards.org/standards-in-your-state/

• Next Generation Science Standards:http://www.nextgenscience.org/

Which standards are we basing reporting on?

Larry Ainsworth: Executive Director of Professional Development at The Leadership and Learning Center; Rigorous Curriculum Design, “Unwrapping” the Standards, Power Standards, Common Formative Assessments and Student Generated Rubrics.

Thomas Guskey: Professor of Educational Psychology, University of Kentucky; includes 18 books, 36 book chapters, and over 200 journal articles and professional papers. His most recent book is Developing Standards-Based Report Cards (Corwin, 2010).

Robert Marzano: Cofounder and CEO of Marzano Research Laboratory, author of more than 30 books and 150 articles on instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention.

Jay McTighe: Educational consultant; author of 22 books and articles on curriculum and instruction, assessment, differentiation, curriculum planning, effective instruction, and schooling by design.

Ken O’Connor: Independent educational consultant who specializes who specializes in student achievement, especially grading and reporting; primary consultant for Pearson’s Power Teacher Gradebook; author of 7 books related to grading practices for the 21st century and numerous articles and chapters on assessment and reporting practices.

Douglas Reeves: Founder of the Leadership and Learning Center; author of 30 books and many articles on leadership and organizational effectiveness; twice named to the Harvard University Distinguished Author series.

Rick Stiggins: Founder of the Assessment Training Institute; author of numerous books, articles, and papers on assessment practices in the classroom and its impact on student success.

Grant Wiggins: President of Authentic Education; widely known for his work in assessment reform; best known for co-authoring the Understanding By Design framework; presents on over 20 topics including assessment, assessment reform, curriculum planning, questioning techniques, and re-designing report cards.

Rick Wormeli: Columnist for National Middle School Association’s Middle Ground magazine, author of Fair Isn’t Always Equal: Assessment and Grading in the Differentiated Classroom.

Ed. Leaders Who Inform Our Work