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HISTORY OF SBG

LAST YEAR

October 2020 board adoption
November 2020 department collaborated to make mid semester changes to grading policies for “non-academic factors” and ”opportunities for retake/revision/late work”
Staff continued to modify grading practice to meet SBG.
2020/2021 Staff PD focus on introduction to SBG. All staff given “A Teachers Guide to Standards-Based Learning” as the anchor to our work.
2020/2021 formed SBG Team of teachers to attend all district trainings and bring back to site.
Develop common language with staff about SBG.
Departments reviewed district created materials as available.

Staff encouraged to implement SBG as comfortable during transition year.
Asked to align as grade level/content with grading policies.
Communicate grading policy in syllabus and Back to School Night presentations
Communicate with students through staff and Principal’s Chat
Communicate with parents through School Messenger
Continue staff training through SBG Team participation and staff PD.
Reading sections of “Grading for Equity” with staff for more concrete reasons and methods.

THIS YEAR

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DATA OF IMPLEMENTATION TO DATE

Up to 96% of staff report they feel they have removed all, or nearly all, non-academic factors from grading
Up to 89% of staff report they have fully implemented, near full implementation, of opportunities for retake, revisions, and late work
Up to 67% of staff report they are using at least half of the district created critical concepts this year as available
Up to 55% of staff report they are using at least half of the district created proficiency scales this year as available
Up to 56% of staff report they are using a 4-point scale for most assignments
Up to 30% of staff report they are using a 4-point scale to convert to final grades in PowerSchool

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MOVING FORWARD

Standley has been very aligned prior to SBG but it took time and work. It wasn’t always that way. We will all arrive at the end goal but it is not a straight line.

Grade level/content teachers will continue to align

Late work policies

Revision/retake policies

Homework policies

Units of Study

Assessments

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WHAT DOES IT LOOK LIKE IN A CLASSROOM

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Standards Based Grading

Standley Middle School Science

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SDUSD’s Guaranteed & Viable Curriculum

A guaranteed and viable curriculum (GVC) ensures that all students have an equal opportunity to learn. Each student will have access to the same content, knowledge and skills in each section or class.

SDUSD has selected Amplify as their GVC, this is the curriculum being used in science classes at Standley Middle School.

Amplify supports the work we are doing with SBG as the focus is on mastering the standards presented in each Unit.

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Standley Science & Standards Based Grading

The science department is fully implementing SBG this year. This means your child is getting grades for what they know, not what they do.

In SBG, just completing work is part of being an excellent citizen and will impact the citizenship grade. The assessments (graded assignments) are what determines the grade in class.

The goal in SBG for every student is to master the concepts for the district priority performance expectation (level 3-mastery) by the end of the unit.

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SDUSD Proficiency Scale

*Next Generation Science Standards are 3-Dimensional Standards that include:

1) Disciplinary Core Ideas

2) Crosscutting Concepts

3) Science and Engineering Practices

Score	Progression of Learning
4.0 (Beyond)	Student demonstrates the performance expectation in a novel context (novel evidence, location/phenomenon), going beyond grade level.
3.0 (At Grade Level) �	Student performs the performance expectation in 3 Dimensions.*
2.0 (Approaching)	Student is approaching grade level in one or more dimensions, but not yet in all three or provides insufficient detail or connection between the three dimensions.
1.0	Insufficient evidence to determine level

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SDUSD Priority Performance Expectations (PPE)

SDUSD developed Priority Performance Expectations (PPE) that reflect the priorities that students are curious, engaged, lifelong learners, critical thinkers, and environmentally literate citizens.
Each PPE is 3-Dimensional and requires students to be able to demonstrate a specific:

Disciplinary Core Idea
Crosscutting Concept
Science and Engineering Practice

Students are required to demonstrate all three of these dimensions at the same time in order to master the PPE for the Unit of Study.

Example: 7th Grade Science, Unit 1 PPE:

MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.

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SDUSD Priority Performance Expectations

Each Amplify Unit addresses 1-2 PPEs.

As students complete each Amplify unit, they work to build mastery in all three dimensions.

Each Amplify Lesson covers a 3-Dimensional supporting standard that helps students work towards mastery of the district PPE.

Students practice the different dimensions so that by the end of the unit they will be able to demonstrate mastery in all three dimensions of the PPE, at the same time.

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Assessing Student Progress During Each Unit

Amplify Units include a number of tools to help teachers and students measure student progress. These tools include formative and summative opportunities to assess students’ learning and progress:

Pre-Unit Assessment
On-the-Fly; unobtrusive, formative assessments (throughout the unit)
Critical Juncture (mid-unit)
Post-Unit, Summative Assessments

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Assessing Student Progress During Each Unit

Students are provided with a number of tools to assess their own learning:

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Revisions and Re-Takes

The goal is for every student to master the PPE(s) for each Unit of study.

Students should use the teacher provided feedback to revise their work so that it is complete and correct.

Students may re-take summative unit assessments if:

Student scores lower than level 3 (proficient) on the assessment
Student has used teacher feedback to revise their unit work in Amplify so that it is complete and correct

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How Can Parents Support their Students?

Review Class Resource/Websites/Announcements

Review student work, encourage students to use teacher provided feedback to revise their work

Review Unit Learning Targets with students, ask them to demonstrate their knowledge and share examples of work

Encourage students to review the work they’ve completed in the Unit and re-take assessments if they do not demonstrate mastery the first time

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SBG & Powerschool

PowerSchool does not currently allow teachers to report mastery levels for students.

Teachers must convert Proficiency Scale Scores into letter grades for reporting in PowerSchool (see next slide for conversion).

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Converting the Proficiency Scale into Letter Grades

Proficiency Scale
A+	3.75-4.00	B+	2.84-2.99	C+	2.34-2.49	D+	1.76-1.99
A	3.26-3.74	B	2.76-2.83	C	2.17-2.33	D	1.26-1.75
A-	3.00-3.25	B-	2.50-2.66	C-	2.00-2.16	D-	1.00-1.25
						F	Below 1.00

Score	Progression of Learning
4.0 (Beyond)	Student demonstrates the performance expectation in a novel context (novel evidence, location/phenomenon), going beyond grade level.
3.0 (At Grade Level)	Student performs the performance expectation in 3 Dimensions.*
2.0 (Approaching)	Student is approaching grade level in one or more dimensions, but not yet in all three or provides insufficient detail or connection between the three dimensions.
1.0	Insufficient evidence to determine level

Proficiency Scale:

Letter Grades:

Source: Heflebower et al. - Marzano Research (2019) A Teacher’s Guide to Standards-Based Learning

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