Standards Based Grading - Online Effectiveness Management
Standards Based Grading - Online Effectiveness Management
Fort Osage High School
Dr. Jason Snodgrass, High School Principal
De Soto School District
Dr. Stacie Stryhal, Director of Curriculum
Dan Hoehn, High School Principal
Cooper Tucker, Junior High Principal
Marquette High School
Dr. Jennifer Sebold, Assistant High School Principal
Overview of standards based grading
Implementation within our districts
Grading History in Fort Osage
District of 5000 students outside Kansas City
Eleven schools serve K-12 students
One high school serving 1450 students
Standards-based grading in Fort Osage began in 2001 with
the purchase of new grade book program
Implemented over 5 years at all grade levels
Last three years focused on refining the philosophy and
practices of the system
Success is defined by what students learn rather than what teachers teach.
Give students additional opportunities to complete assignments, quizzes, tests
and replace grades with updated information. Final grade should reflect final
Make introductory activities in a unit worth fewer points than culminating
assignments and assessments that occur after significant instruction has taken
Remember that it’s okay not to record everything students do in the gradebook.
Students can learn and improve from feedback and additional practice, without
assignments being recorded.
Do not award extra credit, particularly for things that are not directly related to
the learning goals.
Ensuring mastery of the most important standards is a powerful way to improve achievement.
Work closely with your grade level and department team to discuss and
determine which standards are most important, and how to ensure student
learning of those standards.
Consider rubric scoring in your classroom to make grading easier and
Provide reteaching opportunities for key standards for students who
haven’t mastered them. Consider requiring students to submit additional
practice to show increased learning before they are allowed to retake an
Students will be more successful if they understand what they’re expected to learn
and why that learning is valuable.
Create learning goals in student-friendly language and devise ways (either
electronically or on paper) for students to monitor their own progress toward these
When a student has been unsuccessful on your assessment of a standard, ask him/her to
come up with an alternate way to show mastery. Once you’ve agreed on and the student
completes an alternate task, you can adjust the grade accordingly.
Avoid assigning mass practice homework to students. Research shows that practice
makes permanent (not perfect); so having students practice something that they haven’t
learned well can actually make it more difficult for them to succeed in the long run
when they have to “unlearn” something they’ve done incorrectly.
Effort plays a role in student achievement, but should be separated
from performance on academic standards.
Effort will be reported on the report card through rubric standards for
participation, work completion and behavior.
Emphasize the importance of effort in ongoing feedback and
communication with students. Smart is something you get, not
something you are.
Avoid assigning zeros for work that students don’t turn in. Mark the
assignment incomplete and require students to make it up.
All students can achieve success and need different approaches to
realize their potential.
Work with your team to design and implement interventions to ensure that
ALL STUDENTS achieve the “non-negotiable” power standards for each
Design systems to ensure that students turn in acceptable work, especially
on important assignments and assessments. The penalty for not turning in
an assignment should NOT be that students don’t ever have to do the
Differentiate instruction and assessments by providing students with
different (but equitable) means of demonstrating their mastery of learning
Use DESE and/or Common Core Standards as the
foundation (big “overall objectives” for each course
included on report card)
Create Power Standards
Work done by each department
Modify CLEs to create objectives
Included in gradebook
Teachers link DCA questions to power standards
AVOID identifying a long list of standards so that teachers
aren’t overwhelmed by recording data
Gradebook supports the use of standards and provide useful
reports for teachers
Class List Report (view student’s performance on each standard)
SIP Report (% of kids at below basic, basic, proficient, advanced)
Ideally, an assessment management system can “drop” scores
by standard directly into the gradebook (teachers scan DCAs
Continue work with teachers to ensure they use data to
support continued student growth (view how students are
performing on each standard)
Quality instruction is key to the success of any
Fort Osage focus on Assessment for Learning strategies
Principles and Practices of Standards-Based Grading
guide teachers’ work in classrooms
AVOID imagining that standards-based grading is the
answer to all school improvement problems
Report Card Changes for 2010-11
Include life/work skills scores (on 4 point scale) at all grade levels (grades 512) which are subjective and reported each quarter
-Rational: Parents and staff agreed in surveys that information about effort
Report standard scores on 4 point scale rather than with a percentage score
-Rationale: Confusion created when parents try to average standard
percentage scores to reach final grade and may be misleading due to
imbalance among class work in different standards
Calculate standard scores and letter grades based on total points rather than
-Rationale: Found weighted categories was confusing to parents and we
believe goals can be better met through effective teacher grading practices
Page 1 of high
school report card
High School Grading Policy
Goal: To provide effective teaching practices and policies in order to maximize student achievement,
understanding and learning.
All students, regardless of their original score, will be afforded the opportunity to reassess on a DCA or other
In order to be afforded the opportunity for reassessment, students must be able to provide information to the teacher
Students will have until the next DCA to reassess.
To ensure students meet the standards, teacher discretion is permitted in order to accommodate students with special
circumstances (family emergencies, student absences, teacher absences, etc.)
The highest score received on any specific DCA or other assessment will be recorded in the grade book.
The specific time students are afforded the opportunity to retake a DCA or other assessment is based on teacher
discretion. (Before school/after school/STAR time/within class after instruction, etc.)
Students will NEVER do their work with relaxed due dates and no points
Those turning in late work will just copy the worksheets already passed back
I don’t have time to retest, grade retest and data crunch by objective
No one will study for the 1st assessment if there is another chance
I will have more Fs if the grade is based solely on assessments
How will I keep up with number of students attempting to retest
If students are allowed different paces my advanced students will get done
faster and begin to disrupt class
More assignments completed
Fewer students failing
Greater success (more students passing
Very few students try to retest
Grading has been reduced by 50%
More class work, less homework
More oral retests after failing
Make students redo and resubmit assignments
Place keys in room for students to check own work
Provide enrichment activities for students completed with
Choose 1 of 2 worksheets once completed with assignments
Dr. Stacie Stryhal