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Implementing Standards-Based Grading and

Reporting The American School of Dubai

NESA Implementation Continuum

Hopes and Fears At your table list the things that you are hopeful will come from a move to a standards-based grading and reporting model. Next list what fears you have about moving to a standards-based grading and reporting model.

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Our Hopes (& Realities) Better feedback for students More clarity for students and parents Focused on learning rather than points Better assessment design More transparency and accountability

Our Fears at Implementation Teacher Readiness & Resistance Parent & Student Resistance Exploring the relatively unknown Implementing new technology interface

●  Identify the need ●  Identify where you are in your grading

practices ●  Create dynamic pressure ●  Determine non-negotiables ●  Focus on LEARNING

How we got started

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1. Learning has inherent value. 2. Learners experience the power of an idea for themselves. 3. Learning is enhanced when goals are clear and personalized. 4. Learners engage when they see the importance of the work and experience a sense of accomplishment

5. Learners need clear expectations for quality of process, performance and product. 6. Learners thrive in a safe environment.

7. Effective feedback, reflection and self-assessment are essential to deepen and extend learning. 8. Independent thinking and creativity flourish within a stimulating environment.

Focus on Learning – Learning Principles

Deepening Understanding Lead with research ●  Developing Standards-Based Report Cards - Tom

Guskey & Jane Bailey ●  A Repair Kit for Grading: 15 Fixes for Broken Grades -

Ken O’Connor ●  Many articles and books by Rick Stiggins, Jan Chappuis

and the folks at ATI ●  Article and Videos by Rick Wormeli, Douglas Reeves ●  Schooling by Design - Wiggins & McTighe

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●  Linear ○  Tom’s 15 Questions

1………………………………….15

Finding Your Path

●  Define purpose for reporting ●  READ, READ, READ & SHARE

●  Define criteria for achievement levels

●  Define criteria for learner development

●  Investigate possible grading programs

Finding Your Path

Finding the Path - and Listening

●  As Expected

Still headed in the right direction!

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ASD Purpose of Reporting: The purpose of this report is to communicate to parents and students specific and useful information about students' level of proficiency in meeting learning goals, development of learning habits and identified areas of strength as well as areas for growth.

1. Purpose for Reporting

ASD Purpose of Reporting: The purpose of this report is to communicate to parents and students specific and useful information about students' level of proficiency in meeting learning goals, development of learning habits and identified areas of strength as well as areas for growth.

1. Purpose for Reporting

Define the Process Criteria

Behavior, participation, effort, skills, knowledge, practice, performance, organization, timeliness, conceptual understanding

Math - B

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Separate Process from Academic Achievement

Behavior, participation,

effort, practice

Skills, knowledge, performance, conceptual

understanding

Four Distinct Learner Development Grades

Achievement Grades Aligned to

Standards

Established Our Initial Agreements •  We will separate behavior from academic achievement •  The consequences for late and missing work is doing the

work In High School •  We still give a GPA •  We still allow for +/- because our GPA changes according to a

+/- system •  We give an aggregate letter grade for each subject area •  Our report card changed, transcript didn’t •  Consequences for academic dishonesty, eligibility, prerequisites

Investigating Technology to support SBGR

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Action Planning screen shot of action plan here

Initiating Implementation Processes to define criteria for levels of proficiency for Academic Marks Committees to define criteria for levels of proficiency for Learner Development Marks

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Power of the Pyramid

Our guiding question:

If percentages were taken out of the equation, what words would you use to describe an A level of achievement in your class? B? C?

Guskey & Bailey, p.119-124, Developing Standards-Based Report Cards, questions 8 and 9

A Repair Kit for Grading: 15 Fixes for Broken Grades, p 67-78, Fix #8,

Define the Academic Criteria

Achievement Level Quality Descriptor

A Exemplary

Consistently demonstrates extensive knowledge and understanding of content and concepts. Communicates learning with a high degree of clarity and accuracy, makes insightful connections and applies skills in new situations to create high quality, original work.

B Proficient

Consistently demonstrates proficient knowledge and understanding of content and concepts. Frequently communicates learning with a considerable degree of clarity and accuracy. Frequently applies skills and makes connections in order to create high quality work.

C Adequate

Demonstrates adequate knowledge and understanding of the required content and concepts. Occasionally communicates learning with some degree of clarity and accuracy. Applies skills to familiar situations and creates satisfactory work.

D Limited

Demonstrates limited knowledge and understanding of the required content and concepts. Communicates learning with a lack of clarity and/or accuracy. Creates work that needs improvement and skills are limited.

F Did Not Demonstrate

Did not demonstrate adequate knowledge and understanding of the required content and concepts. Did not communicate learning with clarity or accuracy. Did not apply skills and work is incomplete or of poor quality.

Insufficient Evidence No Grade

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ES Achievement Levels

Define Process Standards “Learner Development Criteria” in MS/HS

•  Positive Learning Attitude •  Organization and Time Management •  Collaboration and Participation •  Core Values in Action

ES Social And Work Habits

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High School

file://localhost/.file/id=6571367.5231636

High School Report Card

Middle School

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Elementary School - Reading

ES Math

ES Social Studies

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Shifts Before the Transition

Sample Test Cover (feedback) Sheet

Strand Standards Test Items

A Exemplary B Proficient

C Adequate

Revision Necessary

Algebra – Arithmetic with Polynomials and Rational Expressions

Simplify expressions – (exponent rules) 1a, 1b,1c,1d, 1e, 1f, 1g, 1h, 1i, 1j

Adding/subtracting polynomials 2a, 2b, 2c

Multiplying polynomials 3a, 3b, 3c, 3d, 3e, 3f, 3g

Factoring Polynomials 4a, 4b, 4c, 4d, 4e, 4f, 4g, 4h, 4i, 4j, 4k, 4l, 4m, 4n, 4o, 8

Algebra – Arithmetic with Polynomials and Rational Expressions/ Modeling

Add/Subtract/Multiply Polynomials Geometry 5, 6, 7

Reporting Strands: Spanish Class

12 / 13 2013-14 and future

Tests Homework Quizzes Participation Grade: B

Reading B Writing B Speaking/ B Listening Grade: B

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I Can…. Standards translated to student-friendly language

Assessments and rubrics refined

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Assessments and rubrics refined

Clear Targets - Student Tracking

In Hindsight •  Another year in transition to focus on

assessment •  More attention to the shifts this requires in

instructional practice •  More attention on student tracking systems

and increased student agency •  Formative Platform (not mixing formative/

summative)

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Still Learning •  Keep on Keepin’ On – even though other

initiatives try to take our focus •  AP Correlations to SBGR •  Revisiting our standards for priority •  Continued assessment work – specifically

formative/feedback •  Focus on student agency •  Refocus on the achievement levels as basis for

rubrics

●  Recruitment & New Hire Support ●  Continued communication to students and parents and

among divisions

●  A “Deployment Plan” to address the just in time needs of teachers

Considerations in the Transition

Importance of language Performance vs. Points Formative & Summative vs. Homework & Tests Learning vs. Grades Practice and Product Vocabulary

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Helpful phrases to remember When looking at grades, don’t be a day trader, be a long-

term investor Grades are an indicator of performance, not to be used for

punishment or reward Consequence for not doing the work, is doing the work Is learning the focus in this conversation?

HS Student Feedback What are the strengths of the current grading system? “I used to just look at my test grade and say, ok I got a B.

Now I see everything I did well and what I need to work on for the next test.”

“Specifically shows me where I need to improve.” “No longer one % grade, but it is split into tangible pieces

of knowledge whose progress can be tracked” “My education is much more focused now”