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Standard Based Grading and Report Card Webinar

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Title: PowerPoint Presentation Author: csl Last modified by: Kathy Newbern Created Date: 9/10/2013 9:38:58 PM Document presentation format: On-screen Show (4:3) – PowerPoint PPT presentation

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Title: Standard Based Grading and Report Card Webinar


1
Standard Based Grading and Report Card Webinar
  • April 10, 2014

2
Agenda
Welcome and Introductions
Report Card Status
Why Standards Based Grading?
The Spreadsheet and Course Codes
Demo of Spreadsheet Import and Gradebook
Next Steps
3
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

4
Status Update for 2014-15 Standards Based Report
January 2014 Specifications developed and
provided to Pearson
April/May 2014 Preview of the report card
available
April 7 Mid June Practice with the 2013-14
spreadsheet
Mid June 2014 2014-15 Standards Spreadsheet is
released
July 1, 2014 Standards Based Report Card
Template is live
5
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

6
Standards Based Grading
  • By Linda Frederickson
  • Director of Elementary Education/Title 1
  • Franklin County Schools
  • lindafrederickson_at_fcschools.net

7
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 didnt learn, standards based is best.

8
Goals
  • Quality assessment- doing it right
  • Student involvement-using it well

9
Research Supports
  • Curriculum, instruction, assessment, grading
    should be standards based
  • Performance standards must be descriptions of a
    limited number of levels based on proficiency,
    and there should be no percentages in grading.

10
  • 3. Achievement separated from behaviors on
    expanded-format report cards
  • 4. Tough decisionsno 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

11
  • 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
  • OConnor, K (2013). The school leaders guide
    to grading

12
Select a Scale/Rubric Student Perspective
  • 4.0 I know (can do) it well enough to make
    connections that werent 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
    dont know (cant do) the harder parts.
  • 1.0 With help, I know (can do) some of what was
    taught.
  • 0.0 I dont know (cant do) any of it.
  • Marzano,2006

13
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

14
  • 4 Exceeds Expectations
  • 3 Meets Expectations
  • 2 Approaches Expectations
  • 1 Does Not Meet Expectations

15
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)

16
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?

17
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.

18
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!

19
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.

20
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.

21
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22
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 isnt just one overall grade for Reading
    anymore. Parents and students can see the
    components of reading by knowing the standards.

23
The Spreadsheet
24
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
25
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.

8 9 10
1
2
3
4
5
6
7
26
Course Codes 2014-2015
8 9 10
1
2
6
7
3
4
5
  • 1-2-3-4Four 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
  • 5Academic Level
  • For 2013-2014 and prior years, 0/2/5/6/7/8
  • For 2014-2015 2/5/7/8/A/B
  • 6Grade Level
  • X (high school)/Y (middle school)/Z (elementary)
  • 70 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
  • 8-9-10local codes

27
Importing Standards for your Standards Based
Report Card
  • Dawn Ramseur
  • Hoke County Schools

28
Determine Standards Conversion Scale
  • Determine Conversion Scale
  • How the program will calculate standard scores
  • Important to involve Curriculum

29
How the conversion scale works
30
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31
Lets get logged in to PowerSchool
32
Calculating Final Scores
  • In PowerTeacher Administrator

33
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38
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

39
Questions?
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