Transcript !

Westerville City
Schools
Standards-Based
Grading
Why a Standards-Based
Approach?
• Feedback to teachers
• Feedback to students
• Feedback to parents
*Research
*Gives students time to develop and
master skills
Different Way
of Thinking
• Think of standards-based
grading and reporting as a
year-long continuum that
communicates academic and
social growth.
Parts of the
Achievement Record
• Work habits
• Core academic areas
• Related arts
What do the #s mean?
Work Habits
• 4 - Consistently
• 3 - Frequently
• 2 - Occasionally
• 1 – Support Needed
What do the #s mean?
4 – Exceeding grade level
standards (Gr. 3, 4, & 5)
*I can do the work all by
myself, and I can do work
that is even harder.
What do the #s mean?
3 – Meeting grade level
standard
*I can do the work that is
expected of me all by
myself.
What do the #s mean?
2 – Progress toward grade
level standard
*I can do some of the work,
but I still need help.
What do the #s mean?
1 – Support needed to
achieve grade level
standards
*I am stuck! I need a lot
of help.
What do
BLANKS mean?
• If there are blanks on your child’s
achievement record, it simply means
that standard has not been
evaluated/assessed during that
particular grading period.
What the FEEDBACK
tells the teacher . . .
 Markings on the achievement
record inform teachers of
curricular decisions for their
students
 When to reteach
 When to enrich and extend
What the FEEDBACK
tells the student . . .
 Levels of achievement and
growth
 Informs students on mastery of
skills
 Students obtain multiple
opportunities for mastery of
standards through a variety
assessments
What the FEEDBACK
tells the parents . . .
 Student’s strengths
 Student’s weaknesses
 Ongoing feedback (Weekly)