Systems and Structures for Implementing

Standards-Based Grading

Day 1 Topics Basics of Standards-Based Grading

Developing a Standards-Based Mindset

Challenges with Implementing SBG

Key Components of Implementing SBG in the Classroom

Workshop Learning Targets: Day 11. I can articulate the basic philosophy of standards-based grading.2. I am aware of the common myths surrounding SBG & can describe

strategies to offset these myths.3. I understand that transitioning to standards-based grading requires a

shift in mindset and extended sensemaking.4. I can create learning targets and can connect them to proficiency-based

graduation requirements.5. I can recognize that homework can potentially create equity issues in

traditional practices and see the value in repurposing homework in a SBG system.

6. I can create a proficiency scale that clearly articulates a learning continuum for a given learning target.

Who We AreTeachers

2015 Rowland Fellows

Proficiency-Based Learning Implementation Coaches

Adjunct Instructors for Castleton University

Resource Link: Rowland Foundation

Why We Changed Grading Practices

Resource Links: 15 fixes; “Grading Standards can Elevate Teaching”

Before and AfterTraditional System Proficiency-Based System

Almost everything was graded, regardless of purpose

Homework carried a lot of weight

Tests were clumps of information

Everything was focused around arbitrary points

Habits of work were embedded in assignments, skewing actual meaning of grades

Only grade some items → provide lots of feedback

HW is practice and doesn’t impact academic grade

Assessments organized around LTs

Everything assessed against proficiency scales

Habits of Work assessed separately

Why Everyone Should Change Grading PracticesIn line with current research about how we learn - James Zull

Strengthens MTSS - Equity

Moving away from Carnegie Units toward PBGRs

Avenue for flexible pathways

Helps inform PLPs

Better suited for preparing students for a globalized world

Resources: PBL Why; Video

Common Language

Standards-basedCompetency-basedProficiency-basedMastery-based

...Grading, Learning, Teaching

Basic Tenets of SBGLearning expectations are clearly communicated and linked to standards

Work habits are reported separately from academic achievement

Achievement is linked direct to standards / learning expectations

Formative assessments are used frequently

Students have multiple opportunities to demonstrate proficiency

Activity: Decoding SBG Eduspeak

Building a SBG glossary for your school community

1. Individually (5 min) - Brainstorm a list of “need to know” terms related to Standards-based Grading

2. Share terms with a partner (3 min) - consolidate list3. Share terms with the group (5 min) - consolidate them; write one term per note card4. Deal out terms to members of group (1 min)5. Individually (5 min) define the terms you have (think of audience: students, parents, teachers?)6. Group - quick tune (10 min) share term and definition - whip around warm/cool feedback7. Edit, Consolidate, and debrief (5 min)

Resource: Ed Glossary

LT#1: I can articulate the basic philosophy of standards-based grading.

*To extend: Draft a letter to students or parents explaining SBG and/or PBL.

15 Minute Break

Myths of Standards-Based Grading

Myths can undercut productive conversations

Misinformation abounds inside & outside the education community

Clear and consistent messaging is critical

All teachers should quell myths and damaging statements early

Activity: Uncovering Myths

1. Assign Timekeeper/Notetaker2. Individually (5 min) - Brainstorm a list of myths that you have come across already or that you

think could arise3. Share myths with a partner (3 min) - consolidate list4. Share myths with the group (5 min) - consolidate them5. List all the identified myths on a sheet of paper6. Collaboratively rank the items by importance (3 min)7. Collectively discuss strategies to address these myths and ways to stop them from

starting (5 min)

LT #2: I am aware of the common myths surrounding SBG & can describe strategies to offset these myths.

*To extend: Use social media to publicly confront a SBG myth.

Myth 1: SBG Makes it Easier for StudentsMediocrity is not acceptable

Failure is still possible

Getting it “right” does not equate to an “A” - to exceed students must demonstrate understanding beyond proficiency

Myth 2: SBG is More Work for the TeacherIt’s different work, not more work

New practices need new routines

Takes time to switch practices

It isn’t easy

Myth 3: There is Only One Way to Implement SBG Complete uniformity is unnecessary → Not about prescribing “one right way”

End result should be universal - MORE ACCURATE GRADES

Teacher autonomy & professional judgement is important

Myth 4: There is No Accountability Task Completion vs Learning

Deadlines still matter

Punitive grading practices compromises accuracy

The “punishment” should be to do the work → All essential evidence is mandatory

Myth 5: Students Will Be Unprepared for the Real World

Students are NOT going to learn every life lesson before graduation

School should be a place to practice & take risks

The “real world” idea is more illusion than reality

Attributes that are deemed critical (timeliness, etc.) need to be taught

College → Students are already unprepared!

Myth 6: Colleges Won’t Accept the New TranscriptsAdmission counselors already need to make sense of a variety of grading policies

Many colleges appreciate having work habits separated out

70+ schools have signed a “pact” to accept proficiency-based transcripts

Resource Link: Higher Ed Support for Proficiency-based Transcripts

Shifting PracticePhilosophical / Attitude / Mindset

Pedagogical

Assessment

Grading / Reporting

Resource link: PBL Shift

Sensemaking & SBGAssimilation - Taking new information & applying to existing ideas

Accommodation - Modifying existing schemas due to new information

SBG requires adjusting schemas (beliefs/understandings)

May require creating new documents/resources

Standards-Based Mindset

Activity: Closing the Gap

Read Pages 48-52 (5 min)

Save the Last Word for Me Protocol (20+ min)

LT #3: I understand that transitioning to standards-based grading requires a shift in mindset and extended sensemaking.

Lunch from 12:00-12:45

Putting SBG into PracticeStep 1: Create Learning Targets

Step 2: Link LTs to assessments

Step 3: Separate achievement from work habit scores

Step 4: Offer reassessment opportunities and remediation

Step 5: Use a 4-point grading scale

Resource Link: 5 Steps

Learning TargetsDerived from standards

In student friendly language

Defines the curriculum

Resource Links: Crafting Learning Targets, Science Learning Targets

Standards vs Learning TargetsStandard: What we want students to be able to know and do at the end of any given time. Examples include: Common Core, Next Generation Science Standards, C3 Standards.

Learning Target: These are statements of intended learning based on the standards. Learning targets are in kid friendly language and are specific to a lesson or set of lessons and directly connected to an assessment.

Example Learning TargetCourse: Earth Science (aka, Foundational Science) - Year Long

Grade Level: 9th

Standards Used: Next Generation Science Standards (NGSS) & Common Core (CCSS)

Total No. of LTs: 30 (2 Semesters)

Learning Target #2: I can interpret different types of maps including topographic maps. [CCSS.ELA-LITERACY.RST.9-10.4]

Activity: Unpacking Standards

Using the handout, deconstruct one of the CCSS into smaller grain learning targets. Compare and contrast your LTs in your table groups. (10 min)

Resource Links: Unpacking Standards, LT Activity

Learning Targets

KUD template

Using KUDs to Create Learning TargetsOnce you’ve nailed down what it is you want students to do, consider:

● Is the target in student friendly language?● Does the target clearly connect to a content standard or competency

dimension?● Does the target have an appropriate level of rigor?

(Look at the verbs…what’s the DOK potential?)● Is the target scaleable? What might it look like to be approaching?

extending?

Consider the rigor of your learning target.

Think about:

● The level of difficulty in the process a student might need to engage in to demonstrate proficiency

● The level of expertise needed for a student to demonstrate proficiency

See Rigor Descriptors

Cognitive Demand: Depth of Knowledge Levels

Gra

in S

ize

Mt Abe Competency / Parent Standard

Competency Dimension / Content Standard

CourseLearningTarget

Proficiency-based graduation requirements (PBGRs).

Developed by teachers for each course or learning experience; directly connected to competency dimension or content standard.

Linked to learning targets in gradebook, scaled for appropriate rigor rating.

Fed to transcript in Grading System; informs students’ PLP and course selection.

Learning progress reported at this level through grading portal and progress reports.

Connecting Learning Targets with PBGRs

Lesson Targets: Daily targets that reflect specific goals for each lesson. Inform the learning targets.

Grain Sizes PBGR

Competency Dimension

Learning Target

Lesson Target

PBGR-Learning Target RatiosTransferable Skills (Competencies) (PBGR) → ~6 total

Parent Standards (PBGR) → 4-8 total

Competency Dimensions & Content Standards → 5-10

Learning Targets → 8-15

You won’t hit all of these in your course

You might align to this many dimensions and standards in a semester

You might assess this many LTs in a semester

Activity: Creating and Tuning a Learning Target

Regroup in similar content areas (Admin join a table of your choice.)

Create 1 or 2 learning targets for a unit you are currently teaching (admin consider Danielson rubric?)

Quick tune: (for each member of group)

1) Present target (include content area/grade level)2) Take clarifying questions3) Warm/cool feedback (Recall: first person? student friendly? scaleable?

LT #4: I can create learning targets and can connect them to proficiency-based graduation requirements.

Habits of Work Learning Targets

HEART Rubric (link)

List of learning targets for unit.

Identified as “Academic” or “Habits of Work”

Aligned with Content Standard or Competency

Assessment must be aligned with 1 or more Learning Targets.

Assessment

Learning Targets associated with assignment. In this case one is “Academic”and one is “Habits of Work.”

Students earn a score for each Learning Target.

Assessment Cycles

Diagnostic

Formative

Summative Remediation● corrections● re-teaching● extra practice● re-assessment

Resource: Sample Assessment Cycle Overview

Sample AssessmentsLearning Scale - Project Based Example (with KUD); Science Lab Report Example KUD template; scales template

Embedded Scale - Math Example

Point-based - Science Example

Reassessment Not just a “redo” or “retake”

Should require students to address areas of deficiency/complete further practice

Focus on learning targets not the event or task

Emphasize most recent evidence

Resource Link: Reassessment Form

RemediationFocus remediation on specific learning target

Provide opportunities for student to reflect on where they are and why

Provide extra practice specific to the learning target

Consider mode of assessment and access for demonstration of skill

*Other supports - MTSS, PLPs

Resource Link: Example

Repurposing HomeworkShould be linked to a learning target● if it is formative for that target, score linked to target but typically has no

weight● if just a part of practice for a target but not assessing the target then

score as HOW (accountability)Focus on rapid and targeted feedback

*Everything doesn’t have to be graded

Activity: Challenging the Idea of Homework

Discussion (5 min)

Does homework teach students responsibility?

What evidence supports the notion that HW is a good idea?

What is the value of homework in your opinion? → Why do you give HW?

How might you “repurpose” HW?

LT #5: I can recognize that homework can potentially create equity issues in traditional practices and see the value in repurposing homework in a SBG system.

Learning Scales: Defining ProficiencyClarifies the expectations for a learning target

Scoring criteria should emphasize quality, not quantity or frequency

Difference between extending & proficient should be well articulated

The language used in scoring-criteria descriptions should articulate evidence that can be objectively measured

Learning Scales

Resource Link: Sample Scale

Score Descriptor4 Extending

3 Proficient

2 Developing

1 Getting Started

0 Insufficient Evidence

Proficiency Scales

Resource Link: Scale

Activity: Scaling your target

1. Using the resources provided, develop a learning scale from the learning target you created earlier.

2. Share and tune your scale with a partner.

LT#6: I can create a proficiency scale that clearly articulates a learning continuum for a given learning target.

*To extend: Try your scale with students, solicit their feedback.

SurveyPlease complete the survey below to provide feedback and help personalize tomorrow’s session

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THANK YOU!PBGRs & TranscriptsGrading and ReportingImplementation ChallengesImplementation ToolsOrganizational Climate and Culture“Getting Parents on Board” →

Community Engagement

Looking ahead: Day 2 Topics