Standards-Based Grading

1. How is the Student Evaluated with Standards-Based Grading? • Remember, students provide evidence of their “level of understanding” for the course Learning Targets: • Advanced – exceeds the standard • Proficient – meets the standard • Basic – approaching the standard • Below Basic – does not meet the standard • Explaining the “levels of understanding”: • “Proficient” means the student can accurately restate (recall) and make sense of (apply) the information presented in class. • “Advanced” means the student can recall and apply the information accurately but also transfer their knowledge to new situations, think critically and problem solve. • Applying the “levels of understanding” to the traditional Report Card scale: • If 50% of the Learning Targets are scored at the “proficient” level and 50% have a score of “advanced” (or the equivalent), the students receives an A. • If 80% of the Learning Targets are scored at the “proficient” level and 20% have a score of “advanced” (or the equivalent), the student receives a B. • If 100% of the Learning Targets are scored at the “proficient” level (or the equivalent), the student receives a C. • If 70% of the Learning Targets are scored at the “proficient” level (or the equivalent), the student receives a D. Standards-Based Grading The purpose of Standards-Based Grading is to raise student achievement and rigor by clearly communicating students’ progress toward learning targets. Mr. Steve Simons 8th Grade U.S. History 7th Grade Medieval World History Carl Sandburg Middle School

2. What is Standards-Based Grading? Benefits of Standards-Based Grading for Students • Clearly defined Learning Targets • Specified levels of achievement for the Learning Targets: • Advanced – exceeds the standard • Proficient – meets the standard • Basic – approaching the standard • Below Basic – does not meet the standard • Academic progress represents individual student achievement of the course Learning Targets only • Academic rigor is increased as students are expected to demonstrate the level of their understanding: • recall – restate the information presented in class • application – make sense of (includes use) the information presented in class • strategic thinking – use the information to reason, question and investigate, observe and describe, compare and contrast, find complexity, and explore viewpoints • A separate evaluation represents the student’s growth in the characteristics of a successful learner and worker. This includes being: • a Self-Directed Learner • a Quality Producer • a Respectful Citizen • Learning targets are clearly defined and students understand the expectations and purpose of each learning experience. • Students monitor their own progress toward the achievement of Learning Targets. • Students are required to think critically. • All assessments are clearly aligned to the Learning Targets, which are directly aligned to the District Enduring Understandings and state standards. • Students are offered multiple opportunities and ways through which to demonstrate proficiency of the Learning Targets. This is called “mounting evidence.” • Students have opportunities for “Second Chance Learning” to improve their understanding and demonstrate that understanding or skill. • Instruction meets the needs of all students. • All students can achieve their highest potential.