October 3, 2013

Parent Meeting
STEM MAGNET LAB School
Standards Based Grading
Why Standards-based grading ?
*Nationwide 30-60 % of college students need
remediation.

*National research shows that 50% of those students
who need remediation received As and Bs in the
courses needing remediation (3 million new students
enter higher education each year, and half take at least
one catch-up course while they are enrolled.)

*45% of AD12 students need remediation in college
introductory courses

*In the past thirty years the time (attending full-time and
continuously) to obtain a 4 year-degree has increased
to five years. During the same time period high school
GPAs are up.
What is Standards Based
Grading?
Standards Based Grading is grading using
student performance as the sole factor in
establishing grades.

Standards Based Grading uses the overall
trend in student performance. In other words,
we look at the most recent academic
performance of a student when establishing a
grade.

How Standards-based Grading Differs
from Traditional Grading Systems
Because standards-based scores are based on where a student
is in relation to a standard, teachers will be looking at a student's
most recent work. Teachers will not be averaging scores across
an entire semester.

For example, imagine a student learning to convert fractions to a
decimal-point format. A student may very well have some poor
scores at the beginning of that unit of study, but hopefully the
student comes to understand that concept after a couple of
weeks of instruction, practice and study.

Averaging their poor initial scores with their improved later
scores doesn't truly represent their final level of understanding.
And the same is true if a student understood the early concepts
but has a difficult time with the more complex ideas, or coasts
along as the unit comes to a close.

Averages across weeks or months worth of work don't
necessarily represent a student's true, current, level of
understanding when time to report progress.

How Standards-based Grading Differs
from Traditional Grading Systems
Another change we'll see in the standards-based system
is that teachers and students will no longer be tallying up
'points' to determine a grade.
In the past, 'points' might be earned by doing well on a
test, turning in extra credit projects, participation, or
helping out in the classroom in any number of ways.
Standards-based grading in Adams 12 District will be
based on a student's level of understanding in relation to
a standard.
For example, if a student helps out to clean up a
classroom after school, that good deed may get reported
out as good citizenship on a report card, but it doesn't tell
us how well they understand the use of commas in a
series or how well they can apply the scientific method in
various situations.

How Standards-based Grading Differs
from Traditional Grading Systems
One other example to illustrate some of the main concepts of
standards-based grading is to take a look at learning to play
an instrument.

The first day a student picks up a clarinet we wouldnt expect
him to be able to play even an easy song. He must first learn
the correct way to hold the instrument and how to make a
sound.

There will be clearly defined expectations for where we expect
students to be as their knowledge and skills progress and
where they should be at the end of the course. (In fact, thats
why a continuum of classes is called a course.

It is a path of learning, understanding and proficiency.)
Learning is a progression of knowledge, skills and abilities;
and practice and re-work are key components of the learning
continuum.
What does Standards Based
Grading not include?
Effort*
Attitude*
Timeliness*
Homework


*Each of these areas will be assessed
in the Scholarly Habits section of the Report Card
Standards and
Gradebook
Recording
Criteria (GRC)
Disciplinary
Core Ideas
(Content)
Science
Practices
Communication
in the Discipline
Cross-cutting
concepts
Standa
rd

Teacher Response
to Practice prior
to assessment
Electronic
Record of
Learning (IC)
Rubrics and
More!
Its like riding a bike!
Its like riding a bike!
Its like riding a bike!
Difference Between
Meeting the Standard and
Exceeding the Standard
A student may receive a 3 or 4 at
any point in time.


Generally: Transfer, depth, and
complexity.


Opportunities will be provided
for students to work at the highest
level of performance.
Science Example:
For example, but not limited to:

Near perfect performance on assessments must be paired with a
consistent ability to complete additional Level 4 opportunities
within coursework with success.

Students should be given opportunities to extend their understanding
to real world applications and problems. Examples of this are
embedded in the Next Generation Science Standards through the
Connections to Engineering, Technology and Applications of Science
section. These should be incorporated into lesson plans as a Level 4
opportunity.

Teacher created Level 4 opportunities.
Its like riding a bike!
Its like riding a bike!
Where Do I Get More
Information?
http://www.adams12.org/student_learning/
standards_based_grading

What questions do you have?