Systems and Structures for Implementing

Standards-Based Grading

Day 2 TopicsGrading and Reporting

PBGRs & Transcripts

Implementation Tools

Organizational Assets

Community Engagement

Implementation Action Plans

Workshop Learning Targets: Day 21. I can articulate many necessary components of a grading and reporting

system that will inform my use and/or choice of grading systems.2. I can understand the importance of the transcript with implementing SBG

and recognize strategies for aligning grades to PBGRs.3. I can describe strategies for building capacity around SBG.4. I can identify systems, structures and tools that support implementation

of SBG/PBGRs.5. I can recognize assets of my organization as they relate to SBG.6. I can create an action plan that has the potential to move the work

forward in my school.

Gradebooks & ReportingGrades entered for specific learning targets

Organization should emphasize learning, not product

Reports should guide conversations about learning

*Not all work needs to be scored - feedback can happen without an entry into the gradebook

INPUTS:

Activity View

INPUTS: Unit View → student/LT/assessment

Grade Reports

Progress Reports - by Learning Target

Progress Reports - by assessment

Proficiency Reports by Parent Standard

Parent Standards

Selecting a Grading and Reporting System.

Factors to consider:

How much does grading and reporting...

1. ...drive the conversation about student learning?2. ...impact teachers’ practice?3. ...provide continuity preK-12?4. ...allow for tracking of PBGRs?

Resource Link: Selecting a Reporting System

Grade Calculations

Power LawDecaying AverageMost Recent ScoreWeighted AverageHighest Score

*Generally speaking, use calculation methods that favor more recent evidence.

Grades...Currency For???Extra Curricular Eligibility

Honor Roll

Family Incentives

Car Insurance/Deals

Ski Passes

College Admission

Activity: Grading and Reporting for Who?

What is the purpose of grades?

Does your current grading/reporting system serve students and families in light of SBG/PBL?

What can/needs to change right away?

What will take time to shift? How long?

LT#1: I can articulate many necessary components of a grading and reporting system that will inform my use and/or choice of grading systems.

Proficiency-Based Graduation RequirementsBody of Evidence Verification

Mathematical Verification

Resource Links: AOE PBGR link, Mt Abe Draft, SPED considerations

In a proficiency based system, students earn their diplomas by demonstrating mastery of transferable skills and content.

Implications of PBGRs

Impacts graduating class of 2020Changes the meaning of a diplomaHolds a higher bar for students

Resource Links: Policy Brief, Research Brief

TranscriptsConsider a dual transcript during transition

Highlight content and transferable skills

Consider impacts on GPA, honor roll, eligibility etc

Modify school profile to reflect the changes

*Ideally the transcript will serve as a living document that informs PLPs

Resource Link: Sample Transcript

Activity: What’s in Your Transcript?

What does your current transcript and school profile reflect?

What changes need to be made in light of SBG and PBL?

LT#2 I can understand the importance of the transcript with implementing SBG and recognize strategies for aligning grades to PBGRs.

15 Minute Break

Implementation Tools

Professional DevelopmentPoliciesGradebookVision/MissionCommunity EngagementStaff Evaluation & Supervision

Resource Link: Typology of Tools

Implementation Tool: Activity

At Your Table: Have each person select a tool to reflect on.

Individually: Define your tool. What does it entail (be as specific as you can)? What products need to be created? Who is responsible for creation, decision-making, etc? What barriers or challenges do you foresee? (10 minutes)

At Your Table: Share your findings for your tool. (~5 min)

At Your Table: Prioritize the tools according to your organization's perceived importance. (5 minutes)

Resource Link: Implementation tools worksheet

LT#4: I can identify systems, structures and tools that support implementation

of SBG/PBGRs.

Organizational Assets

Resource: Asset Mapping

Activity: Asset Mapping

Individually: Look over the document and “grade” your organization based on the benchmarks

Collaboratively: Share your scores with each other and identify commonalities & differences.

Collaboratively: Discuss which assets might provide the most leverage.

LT#5: I can recognize assets of my organization as they relate to SBG.

Implementation Challenges: Discussion

What do you see as challenges or barriers to moving forward with implementing standards-based grading as a systemic change?

How might the assets discussed earlier help with mediating these challenges/barriers?

Lunch from 12:00-12:45

Work Time: Actions & Artifacts

1) Future: Identify the key elements of your vision for SBG. What are the key elements you want to see in place in 3-5 years. (Think 2020.)

2) Present: Recall what assets you already have in place from asset mapping.3) Time in between: Bridge the present to the future with a list of actions

and artifacts that need to be developed to move SBG forward in your organization. Consider creating a 3 year plan.

Actions: Specific steps to be taken and individuals responsible

Artifacts: Documents/resources to help with building capacity

Resource Link: CSIP

LT#6: I can create an action plan that has the potential to move the work forward in my school.

Communication Strategies/ConsiderationsConsider the established communication modes of your community

Seek avenues to reach a diversity of stakeholders

Don’t underestimate the power of effective communication

Fill empty airwaves before others do

Brand SBG Work

Community Engagement

5 Town PromisePBL BrochureShaping our Future Flier

Implementation Considerations

1. Establish a sense of urgency2. Form guiding coalition3. Create a vision4. Communicate the vision5. Empower others to act with the vision6. Plan for and create short-term wins7. Consider improvements & produce more change8. Institutionalize new approaches

Thank You!

Andrew Jones

andrew.byron.jones@gmail.com

Gabe Hamilton

gabechenoa@gmail.com