Standards-Based Reporting Welcome to the SBG Journey

Heather Naro and Rob Brewitt April 2, 2014

Workshop Outcomes

• • • Student engagement Grading practices, what is SBR?

Report cards at ISE

Grit

Turn and Talk

With a neighbor, discuss how grit is important to learning for your child.

Setting the Stage

•

Motivation

•

Growth Mindset

•

Drive

Assessment to Improve Instruction •

“It is very difficult for students to achieve a learning goal unless they understand that goal and can assess what they need to do to reach it. So self-assessment is essential to learning.

” Paul Black et al. 2003

Fixed Mind Set

✓ Children are born gifted ✓ Children have natural talent ✓ Their traits are set in stone

Growth Mind Set

✓ Success comes from effort ✓ Success comes from practice ✓ Success comes from hard work

Turn and Talk

• Do you have a growth or fixed mindset?

“ People are, to a large extend, in charge of their own intelligence. Being smart and staying smart - is not just a gift, not just a product of their genetic good fortune, it is very much a product of what they put into it.

” Carol Dweck, PhD

Drive and Motivation

•

Daniel Pink

We need to move kids toward autonomy, mastery, and purpose.

Offer Praise… The Right Way • • •

Praise effort and strategy, not intelligence Make praise specific Offer praise only when there's a good reason for it

Traditional Grading: Potential Factors

Behavior Late Work Extra Credit Average Grade Delete Lowest Grade Academic Performance “

C

” Median Grade Following Instructions Weighted Grade Homework Effort Participation Kevin Hawkins International School of Prague (2012)

Why Standards-Based?

“ There is a century of consistent evidence that makes the need for change in grading policies obvious.... many common grading practices are ineffective and counterproductive.

” Douglas Reeves

•

Why Standards-Based?

• Our experience shows us that standards based assessment and reporting is best for student learning.

• Standards-based is a growth model rather than a deficit model. It promotes improvement and mastery learning.

Remember....teacher

’s are still teaching and the kids are still learning. This is just a new perspective on assessment and reporting that refocuses energy on growth.

Schools Implementing SBA

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Hong Kong International School International School Eastern Seaboard Singapore American School American School of Doha Shekou International School International School of Bangkok International School of Prague Jakarta International School Beijing BISS International School Concordia International School Shanghai Shanghai American School American School of Warsaw Anglo-American School of Moscow Bangkok Pattana School Canadian Academy American International School of Guangzhou NESA Reporting Project

Universities Without Letter Grades

The following universities don ’t have letter grades or don ’t distribute them: ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Antioch University Alverno College Bennington College Evergreen State College Fairhaven College Goddard College Hampshire College Harvey Mudd College (for freshmen) MIT (first semester) New College of Florida Reed College Sarah Lawrence College St. John ’s College Several Law Schools: Stanford, Berkley, Yale, Harvard, Columbia, Georgetown

Standards-Based Assessment & Reporting

A process where each student ’s performance is assessed against criteria of learning targets within a specific subject. The standards-based report card communicates progress towards mastery of learning standards.

“ In a standards-based school, students are active in thinking about their learning. They know where they ’ re going, where they are now and how to close the gap between the two.

” Rick Stiggins

New Role for Educators

• Shift from

teaching

• TO ...ensuring that all students are

learning

.

• “Do our grading practices reflect this new role?

”

Report Cards

Developing a Standards-Based Reporting System

SBG

Determine “Reportables”

• • • • • These are academic “standards” for the report card Reportables are anchored back to the K12 standards Cognitive skills Learning competencies Performance outcomes

Determine Work Habits

• • • • • Use process grading criteria Work habits and behaviors Social learning skills and effort Expected Student Learning Results It can include checklists for self evaluation

Achievement Descriptors Exemplifies (EX) Proficient (PR) Approaching (AS) Concern (CO)

The Scale

Behavior Descriptors Consistently Usually Rarely

What Does it Look Like?

ESLRs Comments

Reportables Comments Reportables Comments

ESLRs Reportables ISE PROGRESS REPORT October 17, 2014 Subject: Teacher: Expected Student Learning Results (ESLRs)

Critical Self-Directed Thinkers

Independently problem solves

Empowered 21 st Century Learners

Uses Technology to enhance learning

Effective Communicators

Works well with others and communicates ideas

Responsible Global Leaders

Completes work on time and meets and classroom responsibilities

Learning Standards for Humanities

Standard 1

Explanation: (Students to fill in explaining the rational for their evaluation) Evidence In: (Students to provide assignment names to serve for examples of standards met)

Standard 2

Explanation: Evidence In:

Standard 3

Explanation: Evidence In:

Standard 4

Explanation: Evidence In:

Standard 5

(allow up to 5 standards per subject?) Explanation: Evidence In:

Comments:

Student Improvement Goals: (Student to fill in at least two agreed goals)

Student: Q1 Q2 Q3 Q4

+ ++ + -

Q1

EX

Q2 Q3 Q4

AP PR CO CO Teacher Signature:

Grade to Date: C+ to B

ESLRs Reportables ISE REPORT CARD December 19, 2014 Subject: Teacher: Expected Student Learning Results (ESLRs)

Critical Self-Directed Thinkers

Independently problem solves

Empowered 21 st Century Learners

Uses Technology to enhance learning

Effective Communicators

Works well with others and communicates ideas

Responsible Global Leaders

Completes work on time and meets and classroom responsibilities

Learning Standards for Humanities

Standard 1

Explanation: (Students to fill in explaining the rational for their evaluation) Evidence In: (Students to provide assignment names to serve for examples of standards met)

Standard 2

Explanation: Evidence In:

Standard 3

Explanation: Evidence In:

Standard 4

Explanation: Evidence In:

Standard 5

Explanation: (allow up to 7 standards per subject?) Evidence In:

Student: Comments:

Student Improvement Goals: (Student to fill in at least two agreed goals. May also use this comment on achievement of past goals?)

Q1 Q2 Q3 Q4

+ ++ + -

Q1

EX

Q2 Q3 Q4

AP PR CO CO

Teacher Evaluative Comments: (Teacher to fill in with comments based on students’ performance)

Semester Grade: B-

Questions?

How do you see this assessment and reporting systems improving student learning?