Standards-based Grading in HS You can do it! Michelle Remington, HS Principal Michelle Kuhns,...
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Transcript of Standards-based Grading in HS You can do it! Michelle Remington, HS Principal Michelle Kuhns,...
![Page 1: Standards-based Grading in HS You can do it! Michelle Remington, HS Principal Michelle Kuhns, Director of Learning American School of Dubai.](https://reader036.fdocuments.us/reader036/viewer/2022062407/56649d005503460f949d26cf/html5/thumbnails/1.jpg)
Standards-based Grading in HSYou can do it!
Michelle Remington, HS PrincipalMichelle Kuhns, Director of Learning
American School of Dubai
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● Identify the need
● Identify where you are in your grading practices
● Create dynamic pressure
● Determine non-negotiables
How to get started
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Calculation and Documentation
We still allow for +/- because our GPA changes according to a +/- system
We give an aggregate letter grade for each subject area
We still give a GPA
Our report card changed, transcript didn’t
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● Linear ○ Guskey’s 15 Questions
1………………………………….15
Finding Your Path
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● 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
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Finding the Path - and Listening
● As Expected
Still headed in the right direction!
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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
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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
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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
4 Distinct Learner Development Grades
Achievement Grades Aligned to
Standards
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Learner Development
EnglishLearner Development
Grade - Based on our Published Rubric
Positive Learning Attitude 3
Organization and Time Management
2
Collaboration and Participation
3
Core Values in Action 3
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Define the Academic Criteria
Achievement
Level
Quality Descriptor
AExemplary
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.
BProficient
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.
CAdequate
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.
DLimited
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.
FDid 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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A ExemplaryConsistently 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.
Define the Academic Criteria
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All Faculty read: Chapter 4 from Developing Standards-Based Report Cards, Tom Guskey and Jane Bailey.
Reviewed sample report cards
Identified strands for the report card
Prioritized standards for reporting in PowerSchool
Decide on Reporting Strands and Standards
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Maintain constant communication with the teaching faculty about expectations
Communication is Key
Present to parents and students once you have valuable information to share
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Reporting Strands: Spanish Class
12 / 13 2013-14 and future
Tests HomeworkQuizzesParticipation
Grade: B (85%)
Reading BWriting BSpeaking/ BListening
Grade: B (proficient)
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Technology
Make sure you have a person dedicated to this process
We use powerschool
Make sure you have a test server - “sandbox” to play in.
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Sample PowerSchool 1Selecting Standards
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Quick Look-up Standards view
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1st Draft of Our Report Card
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Clear Targets - Student Tracking
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Assessment Results
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Sample Test Cover (feedback) Sheet
Strand StandardsTest Items
A Exemplary BProficient
CAdequate
RevisionNecessary
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 polynomials3a, 3b, 3c, 3d, 3e, 3f, 3g
Factoring Polynomials4a, 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 Geometry5, 6, 7
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● When stakeholders have been informed
● When technology is prepared and people have been trained
● Critical mass of understanding around assessment
Knowing when to jump
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How are the teachers feeling?
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What are parents saying?
Parent FeedbackI wanted to write a quick note to thank you for how you
provide feedback to my child. He came back with his quiz with great notes on what he’d done right and wrong. It was specific so that he could learn from it. He didn’t do a perfect job by any means but because of how it was graded and presented for him to work on it, he was really proud of himself for his efforts and the fact he got an exemplary. On the items that weren’t exemplary, he followed up by spending a good deal of time WILLINGLY fixing the other portions to make them better. Big step.
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● 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
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● 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
● Videos by Rick Wormeli, Douglas Reeves● Schooling by Design - Wiggins & McTighe● Hanover Research Council Report
Resources to use
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● Assessment Training Institute
● NESA
● Print resources
● Time to share with one another
PD to Support Teachers
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How are the teachers feeling?
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Questions?
Thank You for Coming