Standards Based Learning in the ELA Classroom
goo.gl/APasE8
Meet the Presenters
Emily Metz
Erin Eiser
Do you have these problems?
From: http://www.justintarte.com
Standards Based Learning Can Help!!!
What is SBL?
SBL Process
Why SBL?
Q: “How do I get more points?”
A: You learn the material!
Benefits of SBL
Non-Negotiables
1. Whatever system is incorporated in your classroom should be designed to provide focused and accurate feedback to students and parents.
2. Academic grades should only reflect student learning and should be focused on standards.
3. Teachers will develop reassessment procedures for their class, giving students multiple opportunities to grow and exhibit mastery limited only by the quarter, semester, and end of the year deadlines.
Non-Negotiables
4. Uses 4 point grading scale and 100 point conversion chart
5. We MUST clearly communicate this plan to parents and students prior to implementation.
6. Principal Approval
Formative Assessment and Standards-Based Grading by Robert J. Marzano, p. 110
How Does it Look? Model #1
How does it look? Model #1
Level 1 (on Google Classroom)
Level 2 (on Socrative)
How does it look? Model #1
Socrative for
instant
feedback.
Level 3 (Google Classroom)
Level 3
How does it look? Model #1
Level 4 (on Google Classroom)
How does it look? Model #2
Level 1 (paper)
(This is just the first few questions of the assessment.)
Level 1 - Re-Assess
Level 2 - Applying Knowledge
Level 3 - Analyzing (in Google Classroom)
Level 4 - Evaluating and Creating (in Google Classroom)
Tracking Progress
Punch Card
It is a student-
friendly version of
the rubric, but also
tracks student
progress.
Tracking Student Levels
Each student has a clip with their name on it that they move as they progress to the next level.
Tracking Progress -
Student Progress Card
Tracking Progress (Teacher Chart)
Gradebook- SBL Grading Scale
Formative Assessment and Standards-Based Grading by Robert J. Marzano, p. 110
Gradebook
Name | Reading Standard 1 (Textual Evidence) | Reading Standard 2 (Nonfiction Text Structures) | Reading Standard 3 (Point of View) |
Smith, John | 90 | 70 | 90 |
Smith, Kelly | 60 | 80 | 60 |
Smith, Laura | 100 | 100 | 90 |
Smith, Michael | 60 | 60 | 100 |
Smith, Paul | 90 | 70 | 80 |
Reassessments
Student Feedback
Positives | Negatives |
“I like how you get more than one chance to improve your grade and get a higher score.” “I feel like it helps me learn better because before we can move on we have to get all the answers correct.” “I like that you can have a teacher pull you aside and help you work out a problem or problems that you might have gotten wrong.They can help you through it and help you get it right .” “I like that we get to work at our own pace.” “You get your work checked every level so you know if you get something wrong before you finish and get everything wrong and you have to start over.” | “It is hard to get an A” “You have to pass one level to move to the next and then that makes it harder to get better grades.” “I dislike that if you get something wrong the teacher will make you go back and re-do it and if you get it wrong again you have to re-do it again .” “I do not like that the level 4's are the only way to get a 100% in the class.” |
Hiccups and Problem Solving
Hiccups and Problem Solving
One attempt per student per day
Students must know which standard they are reassessing
Students must prove they are prepared
Where do I start?
Resources
goo.gl/APasE8
Session Code
B310