ACADEMIC GRADES
Overview of Standards Based Grading and how it is measured:
Standards Based Grading (SBG) keeps track of students’ progress and achievements while focusing on helping them learn and reach their highest potential. SBG measures the mastery of the learning objectives, or how well students understand the content in class. Priority Standards specify what all students should know and be able to do by the end of the school year rather than a one and done approach as in the previous traditional grading system. Instead of the all-or-nothing, percentages-and-letter-grades system, standards-based approaches consider evidence of learning and the data it produces in different ways.
For example, a student might struggle in the beginning of a grading period with new content but may demonstrate proficiency by the end of the grading period. In traditional grading, the student’s performance for the whole grading period would be averaged, and early assessment scores that were low would be averaged together with proficient assessment scores. The result of the scores averaged would be a lower grade. When a percentage system is applied, it can be misleading. In SBG, a student who reaches proficiency would be reported proficient, and the grade would reflect current performance level.
The big switch with standards-based grading is work by levels of proficiency, not percentages. It’s more useful to know that your child has met a priority standard or level of proficiency than that they have a B with 84 percent. Each grade on the report card represents a skill or mastery of a priority standard your child has had the opportunity to learn, so it’s a meaningful snapshot of academic achievement.
The students can be identified at any time in terms of their proficiency level on a given standard at a level 4, 3, 2, or 1, through assignments that are appropriate for that level. Students at level 1 receive practice and activities to help them reach a level 2, and so on. We tie learning materials—assignments, projects, assessments, etc.—to the standards, learning objectives, or learning targets we want to measure. This type of differentiated learning makes lessons more relevant for students, leading to positive learning experiences and a personal investment in the learning process.
Students can redo assignments, take part in quiz retakes and turn in late homework, which can feel strange to students and parents, but the goal is for students to master the priority standards. Students can focus on mastery and understanding in a standards-based classroom without constantly worrying about getting the most points. Keep in mind that a 3 or “proficient” isn’t the same as a B. It means your child has met district priority standards, and that’s good. Also, even top students can earn a 2 or “approaching proficiency” grade, which can be a shock for some families. But it’s more important to know if your child is struggling with a concept than to see a slew of top grades because of stellar work habits rather than conceptual mastery.
CITZENSHIP MARKS
Citizenship marks reflect the students general behavior, participation, effort, and work habits within the school community. Please see the Standley SOAR Rubric
Overview of Standards Based Grading and how it is measured:
Standards Based Grading (SBG) keeps track of students’ progress and achievements while focusing on helping them learn and reach their highest potential. SBG measures the mastery of the learning objectives, or how well students understand the content in class. Priority Standards specify what all students should know and be able to do by the end of the school year rather than a one and done approach as in the previous traditional grading system. Instead of the all-or-nothing, percentages-and-letter-grades system, standards-based approaches consider evidence of learning and the data it produces in different ways.
For example, a student might struggle in the beginning of a grading period with new content but may demonstrate proficiency by the end of the grading period. In traditional grading, the student’s performance for the whole grading period would be averaged, and early assessment scores that were low would be averaged together with proficient assessment scores. The result of the scores averaged would be a lower grade. When a percentage system is applied, it can be misleading. In SBG, a student who reaches proficiency would be reported proficient, and the grade would reflect current performance level.
The big switch with standards-based grading is work by levels of proficiency, not percentages. It’s more useful to know that your child has met a priority standard or level of proficiency than that they have a B with 84 percent. Each grade on the report card represents a skill or mastery of a priority standard your child has had the opportunity to learn, so it’s a meaningful snapshot of academic achievement.
The students can be identified at any time in terms of their proficiency level on a given standard at a level 4, 3, 2, or 1, through assignments that are appropriate for that level. Students at level 1 receive practice and activities to help them reach a level 2, and so on. We tie learning materials—assignments, projects, assessments, etc.—to the standards, learning objectives, or learning targets we want to measure. This type of differentiated learning makes lessons more relevant for students, leading to positive learning experiences and a personal investment in the learning process.
Students can redo assignments, take part in quiz retakes and turn in late homework, which can feel strange to students and parents, but the goal is for students to master the priority standards. Students can focus on mastery and understanding in a standards-based classroom without constantly worrying about getting the most points. Keep in mind that a 3 or “proficient” isn’t the same as a B. It means your child has met district priority standards, and that’s good. Also, even top students can earn a 2 or “approaching proficiency” grade, which can be a shock for some families. But it’s more important to know if your child is struggling with a concept than to see a slew of top grades because of stellar work habits rather than conceptual mastery.
CITZENSHIP MARKS
Citizenship marks reflect the students general behavior, participation, effort, and work habits within the school community. Please see the Standley SOAR Rubric