Westby Area Middle School
Grading For Growth
Standards-Based Grading
Parent Guide
Grading For Growth
Introduction
Standards-Based Grading focuses on what students are learning instead of what they are doing. Traditionally, grades focus on what students do, how well they behave, their attendance, their effort, and how well they conform; only some focus is on what they learn. Extensive research supports Standards-Based Grading as a best practice in support of student learning.
Westby Area Middle School reports student progress using standards and learning targets derived from the Wisconsin State Standards, which continue to evolve from the adoption of the Common Core State Standards. Grading for growth recognizes all students start at different levels of understanding and gives students time and ample opportunity to demonstrate proficiency in the skills and concepts deemed essential by grade level teachers.
Step 1: What do students need to know, understand, and be able to do?
- Know grade level standards in each core and co-curricular subject
- Understand grade-level expectations identified, organized, and described
- Explain the differences of a 3, 2, and 1 on the proficiency scale
Step 2: How do we know students are learning?
- A variety of assessment methods and strategies to determine student proficiency (quizzes, exit slips, short writing prompts, oral questioning, classroom monitoring, observation of performance, and unit assessments)
- Regular feedback and guidance to students
- Learning is measured through common rubrics
Step 3: What do we do when students aren’t learning or reaching proficiency?
- Students are given multiple opportunities to reach proficiency
- Teachers provide differentiation strategies to help students make connections and build skills toward grade-level expectations
- Use SST (Student Support Team) meetings to provide systematic interventions that match student needs
- I & E period provides students with extra time and instruction to reach proficiency
Core Belief 1:
Grades must communicate what students know and can do.
Grades are a communication tool rather than a collection of points. Westby Area Middle School believes that grades should report student proficiency against identified learning standards and should not be influenced by non-academic factors. Learning comes from what students carry forward and use beyond the test. Thus, a pattern of evidence over time is a more reliable measurement of student achievement.
Core Belief 2:
Grades are based on clearly established criteria determined by content teams.
The number of standards teachers are expected to cover, and students are required to learn is overwhelming. By identifying instructional priorities, students can develop proficiency in grade level skills and concepts essential for learning. Teachers collaboratively work across grade levels to identify a progression of essential standards from their content area and deconstruct them to create student friendly learning targets. Students should know and demonstrate proficiency in each essential learning outcome.
Core Belief 3:
Academic achievement is reported separately from behaviors.
We believe behavior is a powerful indicator of student performance. Your child’s report card will include a measurement of behavioral growth in terms of citizenship, productivity, perseverance, and organization. Separating behavior expectations from academic achievement is a core tenant of providing valuable feedback.
Core Belief 4:
Grades are equitable.
The focus for students shifts from the collection of points to improve their average, to understanding and achieving proficiency in essential learning outcomes. Grades will report only what students know and can do after a learning cycle, not the routes used to get there. Differentiated instructional techniques are a valuable tool to meet the instructional and assessment needs of each student. Our goal is to provide equity and fairness in assessment practices.
Grading Practices
1. The adoption of a 3-point proficiency scale.
2. Proficiency is based on a body of evidence.
3. Proficiency is organized and reported by the essential learning outcome.
4. Students will have multiple opportunities to demonstrate proficiency, which may include reassessment.
Grading Practice #1: A 3-point proficiency scale
0 - Insufficient Evidence | 1 - Beginning | 2 - Approaching | 3 - Proficient |
The student did not complete assessments to determine a level of proficiency. | The student demonstrates a minimal understanding of concepts and skills. Evidence suggests the student’s understanding of academic knowledge and skills is below grade-level expectations at this point in the school year. The student is unlikely to meet proficiency by the end of the academic year without extensive intervention. | The student is progressing toward proficiency in the standard at this point in the school year. Evidence suggests partial understanding and application of academic knowledge and skills consistent with grade-level expectations. Learning evidence supports progress toward proficiency at grade-level. | The student independently demonstrates a thorough understanding of concepts and skills at this point in the school year. Evidence of learning includes the ability to apply content knowledge and skills with accuracy and quality consistent with grade-level expectations. |
Grading Practice #2: Evidence over time determines proficiency.
A body of evidence is a collection of artifacts that measure student learning. When a score of 0 is on the progress report, this indicates that there is no evidence for the essential learning outcome. Assessments to determine students’ achievement of essential learning outcomes include but are not limited to the following:
- Projects - Formative assessments
- Collaboratively developed tasks - Performances
- Presentations - Summative Assessments
Grading Practice #3: Proficiency is organized and reported by essential learning outcomes.
Grading Practice #3: Behaviors are considered an essential part of a student’s progress. Behaviors are separated from academic achievement to accurately report what students know and what they are able to do. Factors such as effort, participation, and homework completion are not included in a student’s academic proficiency score. Like academic achievement, a behavior proficiency scale gives the parent and student feedback about their progress toward essential skills needed for sustained academic success. The following behavior rubric is used to provide feedback to students and parents about their student’s progress toward grade level behaviors.
*ASCA MIndset Standards Alignments:
- M 1. Belief in the development of the whole self, including a healthy balance of mental, social/emotional, and physical well-being
- M 6. Positive attitude toward work and learning
Behavior Standard 1: Respectful | 1 = Minimal Progress The student needs regular prompting and support to demonstrate the following behaviors: Performance Indicators The student refuses to work with others. The student’s interactions with others include frequent unkind words, inappropriate tone, or discouraging remarks. The student’s words or actions cause major distractions or interruptions to class routines. | 2 = Developing The student needs occasional reminders to demonstrate the following behaviors: Performance Indicators The student works productively with certain classmates. The student’s interactions with others include occasional unkind words, inappropriate tone, or discouraging remarks. The student’s words or actions cause minor distractions or interruptions to class routines.
| 3 = Proficient The student consistently demonstrates the following behaviors:. Performance Indicators The student productively works with others on academic tasks. The student engages in respectful dialogue with teachers and peers. The student listens, speaks in turn, and responds appropriately. |
*ASCA Behavior Standards Alignments:
- B-SS 6. Use effective collaboration and cooperation skills
- B-SS 2. Create positive and supportive relationships with other students
- B-SMS 1. Demonstrate the ability to assume responsibility
Behavior Standard 2: Responsible | 1 = Minimal Progress Performance Indicators The student rarely completes homework or hands in unfinished work. The student is unproductive during work time and refuses to engage in work completion even after prompting. The student forgets necessary materials 3 or more times per week. | 2 = Developing Performance Indicators The student Inconsistently completes homework or hands in incomplete work. The student needs reminders to avoid wasting time or engaging in other activities during work time. The student forgets items needed for class 1-2 times per week. . | 3 = Proficient Performance Indicators The student completes assignments on time and follows directions. The student manages class work time effectively. The student arrives prepared and on time. |
*ASCA Behavior Standards Alignments:
- B-LS 3. Use time-management, organizational, and study skills
- B-SMS 2. Demonstrate self-discipline and self-control
- B-SMS 5. Demonstrate perseverance to achieve long- and short-term goals
Behavior Standard 3: Perseverance & Effort | 1 = Minimal Progress Performance Indicators The student ignores teacher or peer feedback and regularly doesn’t make improvements after prompting. The student does a minimum amount of work to complete a task. | 2 = Developing Performance Indicators The student incorporates some elements of teacher or peer feedback, and occasionally gives up when faced with a difficult task. The student rushes through tasks without taking time to review work. | 3 = Proficient Performance Indicators The student overcomes difficulties by accepting and using feedback. The student exhibits effort and pride in their work. |
*ASCA Behavior Standards Alignments:
- B-LS 9. Gather evidence and consider multiple perspectives to make informed decisions
- B-SMS 6. Demonstrates the ability to overcome barriers to learning
- B-LS 4. Apply self-motivation and self-direction to learning
Link to full “The ASCA Mindsets & Behaviors for Student Success: K-12 College- and Career Readiness for Every Student” resource: https://www.schoolcounselor.org/asca/media/asca/home/MindsetsBehaviors.pdf
Extra Credit
In standards-based grading, extra credit does not exist. Extra credit distorts a grade. If students want to show they have improved their understanding of concepts and skills, they need to demonstrate the required learning. Proficiency can include additional time or an alternative assessment that provides evidence of an essential learning outcome.