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Standards Based Grading and Reporting in Grades K-8: Our Journey 1997 - 2009

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Standards Based Grading and Reporting in Grades K-8: Our Journey 1997 - 2009

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    1. Standards Based Grading and Reporting in Grades K-8: Our Journey 1997 - 2009 Kirkwood School District (updated November 2009)

    2. GRADING AND REPORTING AN OVERVIEW OF 3 INFLUENCES

    3. The 3 Educational Influences Missouri State Tests results and No Child Left Behind calculations for the District An Environment of Standards Based Curriculum, Assessment and Achievement Identifying essential content Clarifying what is to be assessed and reported Reporting with a “Truth in Advertising” perspective (actual student learning and attainment) Kirkwood Interpretations and Efforts Defining our curriculum standards Preparing for all tests and assessments Grading and reporting

    4. INFLUENCE #1: THE INFLUENCE OF TESTS

    5. In the Background: History of State Tests 1980s-1990s- Several generations of state tests were developed and “stakes” for students and schools began to increase. 1980s: BEST Test (8th grade) 1990s: MAP version 1 (grades 4, 8, 10 in four content areas, and MAP version 2 2000s: MAP version 3 and End of Course Exams

    6. In the Background: Present State Tests MAP tests in communication arts and math at every grade level from 3rd through 8th grade. Science is tested in 5th and 8th. High school administers “End of Course” state exams in Sophomore English, Biology, Algebra I (including 8th grade) and Government (US History).

    7. What Do State Tests Communicate? Student performance level (below basic, basic, proficient, advanced) School performance District performance Accreditation status of the District No Child Left Behind status of the District

    8. INFLUENCE #2: THE INFLUENCE OF A STANDARDS BASED ENVIRONMENT (on curriculum, expectations and assessment)

    9. Curriculum Changes Essential learning was identified for content areas (state and national standards) State standards and state test objectives were defined Common local assessments for students were developed Efforts to standardization from teacher to teacher were initiated

    10. INFLUENCE #3: THE KIRKWOOD APPROACH TO INTEGRATING THESE INFLUENCES

    11. Kirkwood Grading and Reporting History 1997- Strategic Plan: “Make evaluation of student learning dependent on achievement of designated knowledge and skills.” “Revise the grading system to reflect mastery of learning objectives…” “Design a grading system that is consistent from one teacher to the next.”

    12. Kirkwood Grading and Reporting History 1998- Report to the Board about developing assessments that are “varied, reliable and an accurate reflection of student’s performance …to provide meaningful feedback to ..students, parents, teachers…” 1999- Report Card Committee convened to recommend revisions and modifications.

    13. Kirkwood Grading and Reporting History 2000- Report to the Board from Report Card Committee included criteria for a quality report card and design suggestions. Various report card designs were piloted, K-12. Parent feedback was gathered. (2009-2010 Eighth grade class was not yet in kindergarten.)

    14. Kirkwood Grading and Reporting History 2001- Standards based report cards were piloted for: Elementary science, math Middle school communication arts High school social studies Parent feedback was gathered. (2009-2010 Eighth grade class was in kindergarten.)

    15. Kirkwood Grading and Reporting History 2002- An electronic grade book was introduced. A rubric format was defined for use with the elementary grade book. Content reporting criteria was drafted for elementary the report card. 2002- A new Strategic Plan: “Revamp student assessment and reporting systems so that assessment/grading will clearly and consistently be a tool for student growth…”

    16. Kirkwood Grading and Reporting History 2003- Elementary Report Card Changed (Report to the Board): Behavior and Study Skill rubrics were written for elementary students, rubrics/reporting criteria for all content areas were published New standards based elementary report cards were implemented K-5. (2009-2010 Eighth grade class was in 2nd grade.) 2004- Middle School rubric writing began.

    17. Kirkwood Grading and Reporting History 2005: Middle school rubric writing continued and common assessments were developed. 2006: Middle school rubrics were piloted for future report card use. (2009-2010 Eighth grade class was in fourth grade.)

    18. Kirkwood Grading and Reporting History 2007: MS rubrics were revised and used with the electronic grade book calculations. Calculations were studied. 2008: K-8 began using only rubric scores for student performance and report card calculations.

    19. Kirkwood Grading and Reporting History 2008-09: MS Standards based report cards were implemented. (Report to the Board) 2009: Parents, students and teachers were surveyed regarding the success of our report card to communicate relevant and understandable information clearly. (2009-2010 Eighth grade class has had a standards based report card since second grade.)

    20. Significance of Grading and Reporting Efforts in Kirkwood 2008 MAP test results: Kirkwood middle school students scored in the top 3, compared to other St. Louis county districts (#1 in communication arts!) Aligned curriculum, assessments provide feedback, expectations have greater clarity.

    21. OUR KIRKWOOD DESIGN

    22. What Stayed the Same? Students in 4th-12th grade receive quarter letter grades. Letter grades are used to calculate grade point averages (GPA). GPAs are calculated on a 4-point letter grade scale. Gold N at 8th grade is a recognition of GPA attainment (3.5 or better). There are differences among teachers regarding their grade book entries and calculations (and some differences are not as extreme as once was true).

    23. What Changed? We are reporting the level of “mastery” students demonstrate on content expectations (rubric scores). We are reporting performance that “surpasses” mastery. Students get specific feedback, opportunities for re-teaching and additional practice, and opportunities for “retakes” on assessments.

    24. What Contributes to a Grade? Teacher entries in the grade book reflect student performance: Practice work done at school or home Class work Projects Quizzes Tests Teachers determine calculation formulas and individual grade weights.

    25. Quarter Grade Reports: Are based on grade book entries that reflect rubric-scored evaluations. Provide feedback on specific content performance using rubric numbers (K-8). Provide a letter grade calculated from selected grade book entries.(grades 4-8).

    26. Relationship Between Letter Grades and Rubric Scores Rubric scores reflect feedback on specific content criteria. Some rubric scores will contribute to letter grades. Letter grade calculations may include additional data that is not reflected in report card rubric scores because not all content can be represented in report card rubrics. Letter grades may not be a mathematical average of report card rubric scores.

    27. Rubric Scores Entered Into Grade Books Reflect Performance: 4.0 (Surpassing) 3.5 3.0 (Meeting) 2.5 2.0 (Approaching) 1.5 1.0 (Beginning) (Rubric scores with .5 indicate the student’s performance has been stronger than the level below, yet not consistent enough to be marked at the next level.)

    28. Selected Rubric Scores Are Computed to Produce A Letter Grade A = 3.4 – 4.0 (The student meets and frequently surpasses defined standards and expectations illustrated by high level thinking, in-depth inferences and applications.) B = 2.7 – 3.3 (The student meets defined standards and expectations.) C = 2.0 – 2.6 (The student is nearing defined standards and expectations, but not demonstrating secure performance with standards and expectations.) D = 1.0 – 1.9 (The student struggles to meet defined standards and expectation.) F = Below 1.0 (The student has demonstrated little measurable competence.)

    29. Monitoring Student Progress Parents with students in 6th -12th grades are provide login information to access teacher grade book data in order to monitor student progress throughout a quarter.

    30. The Benefit Clear targets Relevant, understandable feedback Improved performance

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