Welcome to the SBG Journey

1. Standards-Based Reporting Welcome to the SBG Journey • Heather Naro and Rob Brewitt • April 2, 2014

2. Workshop Outcomes • Student engagement • Grading practices, what is SBR? • Report cards at ISE

3. Grit

4. Turn and Talk With a neighbor, discuss how grit is important to learning for your child.

5. Setting the Stage • Motivation • Growth Mindset • Drive

6. Assessment to Improve Instruction • “It is very difficult for students to achieve a learning goal unless they understand that goal and can assess what they need to do to reach it.So self-assessment is essential to learning.” Paul Black et al. 2003

9. Fixed Mind Set • Children are born gifted • Children have natural talent • Their traits are set in stone

10. Growth Mind Set • Success comes from effort • Success comes from practice • Success comes from hard work

12. Turn and Talk • Do you have a growth or fixed mindset?

13. “People are, to a large extend, in charge of their own intelligence. Being smart - and staying smart - is not just a gift, not just a product of their genetic good fortune, it is very much a product of what they put into it.” Carol Dweck, PhD

14. Drive and Motivation Daniel Pink • We need to move kids toward autonomy, mastery, and purpose.

15. Offer Praise… The Right Way • Praise effort and strategy, not intelligence • Make praise specific • Offer praise only when there's a good reason for it

16. Behavior Extra Credit Late Work Average Grade Median Grade Delete Lowest Grade Following Instructions Academic Performance Weighted Grade Participation Homework Effort Traditional Grading: Potential Factors “C” Kevin Hawkins International School of Prague (2012)

18. Why Standards-Based? “There is a century of consistent evidence that makes the need for change in grading policies obvious.... many common grading practices are ineffective and counterproductive.” Douglas Reeves

19. Why Standards-Based? • Our experience shows us that standards-based assessment and reporting is best for student learning. • Standards-based is a growth model rather than a deficit model. It promotes improvement and mastery learning. • Remember....teacher’s are still teaching and the kids are still learning. This is just a new perspective on assessment and reporting that refocuses energy on growth.

20. Schools Implementing SBA • Hong Kong International School • International School Eastern Seaboard • Singapore American School • American School of Doha • Shekou International School • International School of Bangkok • International School of Prague • Jakarta International School • Beijing BISS International School • Concordia International School Shanghai • Shanghai American School • American School of Warsaw • Anglo-American School of Moscow • Bangkok Pattana School • Canadian Academy • American International School of Guangzhou • NESA Reporting Project

21. Universities Without Letter Grades The following universities don’t have letter grades or don’t distribute them: • Antioch University • Alverno College • Bennington College • Evergreen State College • Fairhaven College • Goddard College • Hampshire College • Harvey Mudd College (for freshmen) • MIT (first semester) • New College of Florida • Reed College • Sarah Lawrence College • St. John’s College • Several Law Schools: Stanford, Berkley, Yale, Harvard, Columbia, Georgetown

22. Standards-BasedAssessment & Reporting A process where each student’s performance is assessed against criteria of learning targets within a specific subject. The standards-based report card communicates progress towards mastery of learning standards.

23. Rick Stiggins “In a standards-based school, students are active in thinking about their learning. They know where they’re going, where they are now and how to close the gap between the two.”

24. New Role for Educators • Shift from teaching TO • ...ensuring that all students are learning. • “Do our grading practices reflect this new role?”

25. Report Cards • Developing a Standards-Based • Reporting System

27. SBG

28. Determine “Reportables” • These are academic “standards” for the report card • Reportables are anchored back to the K12 standards • Cognitive skills • Learning competencies • Performance outcomes

29. Determine Work Habits • Use process grading criteria • Work habits and behaviors • Social learning skills and effort • Expected Student Learning Results • It can include checklists for self-evaluation

30. The Scale

31. What Does it Look Like?

32. ESLRs Comments

33. Reportables Comments Reportables Comments

34. ESLRs Reportables

35. ESLRs Reportables

36. Questions? How do you see this assessment and reporting systems improving student learning?