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Standards-Based Grading Review

And Self-Audit

Subhead here

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Standards-Based Grading Review and Self-Audit

January 25, 2021

WHAT ARE WE DOING TODAY? Review purpose and shift to SBG at PHS Briefly review the PHS SBG guidelines Self-reflect on application of SBG	HOW ARE WE DOING THIS? Brief mini-lesson to review PHS SBG guidelines Self-audit of SBG practices Follow-up conversations with colleagues, coaches, and administrators as needed
WHY ARE WE DOING THIS? To refresh our understanding of the PHS SBG guidelines To identify ways our professional practices align to the SBG guidelines as well as areas for improvement	WHAT IS OUR SUCCESS CRITERIA? Today: A completed self-reflection on your SBG practices Long-term: Follow-up conversations that enable greater fidelity to PHS SBG guidelines

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Summer 2013 - Winter 2014

Audit of current practices

Fall 2013 Separate Grades for

Academic Grades vs. Success Skills

2013 - 2015 Examination of best practices

Summer 2015

Rubric & Assessment Development

PLE

Spring 2013

ACMS

Fall 2013

HZ

Fall 2014

Alignment with K8 Grading Practices

Winter 2015 PHS Grading Guidelines

Developed & Published

PHS

Fall 2015

2014

Reportable & Priority Standard Identification

PHS

Spring 2018

Review & Refine

2018 - Refocus current practices

History of SBG at PSD

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Pewaukee High School

Grading Guidelines

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Members of the Original PHS Grading for Learning Committee

Marty Van Hulle: Principal

Danielle Bosanec: Associate Principal

Mike Cady: Chief Academic Officer

Dominic Bauer: Math

Ryan Corder: World Language

Stacey Benson: Science

Andy Douglass: Social Studies

Lisa Gerdman: World Language

Paul Hassman: Social Studies

Melinda Larson-Horne: Learning Coach

Angie Lewek: Guidance Counselor

Cheryl McCann-Nies: Science

Kate Mitchell: Music

Brenton Roberts: Science

Amanda Sorkness: Guidance Counselor

Mike Spoerke: Technical Education

Karen Spurr: Physical Education

Tasha Twesme: Music

Chrissy Woods: Language Arts

Aaron Yuskis: Social Studies

David Zindler: Learning Coach

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Grades will be organized and reported by standards.

Based on state & national standards developed for each curricular area

Standards define what students should know or be able to do

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The reporting of student learning will be accurate, consistent, meaningful, and support learning.

Standards based grading
Determination/calculation process
Use of proficiency scales and rubrics to provide meaningful feedback

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Performance levels will be established and consistently measured and reported.

Proficiency scales and rubrics developed collaboratively (by course).
Proficiency scales and rubrics disseminated prior to the start of learning so students have clear targets.

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Grades will be determined from summative assessments.

Formative (≤10%) (Think practice)	Summative (≥90%) (Think performance)
Goal: Gather feedback to inform future instruction & learning	Goal: Measure proficiency in relation to standard(s)
Grading FOR learning	Grading OF learning
Examples: Rough draft, homework, quiz	Examples: Unit assessment (test, project, demonstration)

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Students will have multiple opportunities to demonstrate their proficiency of a standard.

Re-learn/Re-do

Expectation of good faith effort
Opportunity cost (evidence of new learning)

Real World Examples:

Drivers license
ACT, MCAT, LSAT, etc.

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Deadlines will be flexible at times and firm at other times.

Deadlines are established at the discretion of the classroom teacher.

Extenuating circumstances may play a role from time-to-time.

Re-Learn/Re-do opportunities may not exist if initial deadlines aren’t met.

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Grades will be a clear depiction of individual student learning.

Collaborative learning experiences are encouraged.

Student must be assessed individually.

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Grades will be designed to reflect a student’s learning at a specific point in time.

Grades are not an average of evidence collected, but rather reflective of most recent and consistent demonstration of skills and knowledge.
Grades are a “running record”. Term grades no longer represent a percentage of the final course grade.
Term grades are formative (except for athletic eligibility).
Transcripts only show semester grades.

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Separate grades will be given for academic and non-academic proficiency.

Academic grades reflect student proficiency based on standards.

Non-academic behaviors are assessed via success skills.

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In order to receive course credit, students must complete and demonstrate minimal proficiency on all summative assessments.

Students must score at least 1- Minimal on all summative assessments.
Guideline 10 was added to ensure that students demonstrated proficiency AND completed all required summative tasks

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