Intended Outcomes February 14 Participants Will: Evaluate the

Intended Outcomes February 14 Participants Will:  Evaluate the

Intended Outcomes February 14 Participants Will: Evaluate the extent to which several counterproductive grading practices and beliefs prevalent in American education exit in their schools and classrooms, Articulate a common understanding of what standards-based grading and reporting "look like" in the classroom-- underlying assumptions, essential components, and structure, Analyze and evaluate the merits of moving toward the different standards-based grading destinations in their schools/classrooms, and Determine next steps for their schools in continuing the exploration

and implementation of best practices in classroom assessment and grading. Destination 2 Standards-Based Learning SBL Underlying Assumptions (Handout # 1) Standards-Based Learning Rethinking, repackaging, and redeveloping curriculum, instruction, and assessment Course units of study that encompass priority state/national standards. Descriptive scoring scales (0-4) for each standard of

each unit of study (15-20 for a year-long course). Formative and summative assessments targeting each level (2-4) of each unit standard. Instruction (materials, activities, assignments) aligned with each level (2-4) of each unit standard. Standards-Based Learning Rethinking, repackaging, and redeveloping curriculum, instruction, and assessment Course units of study that encompass standards-based measurement topics (15-20 for a year-long course). Descriptive scoring scales (0-4) for each measurement topic of each unit of study. Formative and summative assessments targeting each

level (2-4) of each measurement topic. Instruction (materials, activities, assignments) aligned with each level (2-4) of each measurement topic. Measurement Topics: Life Science Principals of Heredity Structure and Function of Cells and Organisms Relationships between Organisms and Their Physical Environment Biological Evolution and Diversity of Life Marzano and Haystead. Making Standards Useful in the Classroom. ASCD, 2008

Measurement Topics: Geometry Shapes Lines and Symmetry Pythagorean Theorem Congruency and Similarity Transformations

Geometric Modeling Marzano, Yanoski, Hoegh, Simms. Using Common Core Standards to Enhance Classroom Instruction & Assessment. Marzano Research Laboratory, 2013 Measurement Topics: Social Studies

The Civil and Criminal Legal Systems* The Nature and Influence of Culture* Spatial Thinking and the Use of Charts, Maps, and Graphs* Personal Economics* Supply and Demand Reconstruction The Cold War *Marzano and Haystead. Making Standards Useful in the Classroom. ASCD, 2008 Measurement Topics: Language Arts

Text Structures and Features Argumentative Writing Revising and Editing Point of View/Purpose Collaborative Discussions Research

? Marzano, Yanoski, Hoegh, Simms. Using Common Core Standards to Enhance Classroom Instruction & Assessment. Marzano Research Laboratory, 2013 Evidence-Centered Design What evidence am I looking for that will convince me and others the student has the knowledge and skills defined by the standards? Standards dont always give you the clues. You have to translate the standards into the evidence showing that kids understand and can reason about something like changes in the properties of substances associated with chemical reactions. What

would they have to show me that would convince meor allow me to convince someone elsethat theyve developed the knowledge and skills intended by the standards. James Pellegrino, EL, 2/18. Standards-Based Learning Rethinking, repackaging, and redeveloping curriculum, instruction, and assessment Course units of study that encompass standards-based measurement topics (15-20 for a year-long course). Descriptive scoring scales (0-4) for each measurement topic of each unit of study. Formative and summative assessments targeting each level (2-4) of each measurement topic.

Instruction (materials, activities, assignments) aligned with each level (2-4) of each measurement topic. Proficiency Scale 4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was targeted for all students. 3 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that

were explicitly taught 2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes 1 With HELP, a partial knowledge of some of the simpler and complex details and processes 0

Even with help, no understanding or skill demonstrated Levels of Cognitive Demand Level 2: Knowledge (multiplication tables, state capitals, vocabulary, basic concepts) and Basic Skills (addition, dribbling a basketball, drawing) Level 3: Understanding, grasp of conceptual big ideas (concepts, principles, themes, issues, processes) Level 4: Long-Term Transfer (capacity to apply what theyve learned to a new situation or different context. Jay McTighe, EL, 2/18.

Sample Descriptive Scoring Scales Handout # 3 Why Proficiency Scales? Why Proficiency Scales? 1. Academic content, skills, and performance expectations are transparent and are consistent across teachers of the same grade level/course. 2. Students (and their parents) know what is expected of them--no surprises on "the test. 3. Stated curriculum/taught curriculum/tested curriculum alignment is ensured. 4. Students get specific feedback on what has been learned and what needs to be focused on next.

5. Scoring scale-based assessment and grading encourages students to take ownership in their own learning through monitoring progress and selfassessment"Where am I now?" "Where do I need to go? What do I need to do to get there? 6. A growth mindset, hard work, and persistence are promoted. 7. Self- and peer assessment are facilitated. Why Proficiency Scales (continued) 8. Teachers are focused on what they intend students to learn rather than on what they intend to teach. 9. The focus is on criteria, not tasks; learning, not the completion of tasks. 10.Formative assessment and intervention is facilitatedteachers know where students are on the scale. 11.Instruction can be individualized to some extent by implementing

flexible in-class grouping according to where students are in their learning on that topic (not met, approaching, proficient, or advanced). 12.The alignment of academic expectations with grade level, and ultimately college and career readiness standards, is facilitated. Characteristics of Well-Developed Proficiency Scales Proficiency scales: 1. Address the essential elements contained in targeted standards, 2. Clearly describe what students are expected to show they know and are able to do to be at the Developing, Proficient (Meets), and Advanced (Exceeds?) levels on that essential standard, 3. Identify the work for students (and parents)

4. Direct the development of assessment tasks and instructional strategies, 5. Guide reteaching/relearning, 6. Enable students to track and monitor their own progress, 7. Are unidimensional, and 8. Reflect an appropriate balance of cognitive demand (DOK levels). Where Do You Start? 1. Level 3Proficient Prepared to be successful at the next level without remediation Meets grade-level expectations Instructional targets for all students

2. Level 2Developing (building blocks) 3. Level 4Mastery/Exceeds Grade-Level Expectations Converting Scaled Scores to Letter Grades 3.00 - 4.00 = A 2.50 - 2.99 = B 2.00 - 2.49 = C 1.50 - 1.99 =D

n ! a e l t p s Ju am x e James Campbell Grading Scale

2011-12--Present 3.50-4.00 3.00-3.49 2.00-2.99 0.00-1.99 A B C F Standards-Based Learning Rethinking, repackaging, and redeveloping

curriculum, instruction, and assessment Course units of study that encompass standards-based measurement topics (15-20 for a year-long course). Descriptive scoring scales (0-4) for each measurement topic of each unit of study. Formative and summative assessments targeting each level (2-4) of each measurement topic. Instruction (materials, activities, assignments) aligned with each level (2-4) of each measurement topic. Three Types of Items Level 2 items: Simpler details and processes that have been explicitly taught. Level 3 items: Complex ideas and

processes that have been explicitly taught. Level 4 items: Inferences and applications that go beyond what was taught Standards-Based Education Math Assessments Level 2: 1. Identify the degree of this polynomial and classify it by its number of terms: 3x-2x-8 2. Is -4 a solution to -8<3x+5? Level 3: 1. Factor completely: 3x-2x-8 2. Solve this inequality and graph its solution on a

number line: -8<3x+5. Standards-Based Education Math Assessments Level 4: 1. Given that (x +2) is a factor of x5x 2x + 24, factor the polynomial completely. 2. Describe a situation from business, industry, sports, entertainment, or a similar field where inequalities could be used to model a method of solution to that situation. Standards-Based Education

ENGLISH Assessments Level 2: 1. How would you define "relationship"? "Love"? 2. How would you describe the relationship between the Capulets and the Montagues? 3. How does the balcony scene begin? Level 3: 1. Create a picture to illustrate the relationship between the Capulets and the Montagues. 2. What qualities do you see in Romeo's and Juliet's relationship? 3. In what ways are the two families similar? Different? Standards-Based Education

ENGLISH Assessments Level 4 1. What would have happened if the couple had not married in secret? 2. If Romeo and Juliet had not died, would the families' relationship be better or worse? Explain your answer. 3. What might you say about groups/families that have been feuding/not getting along? Standards-Based Education Science Assessments Level 2: 1.What are the substances formed in a chemical

reaction called? 2.Identify the two subatomic particles in the nucleus. Level 3: 1.How does the development of the atomic model compare to the development of other scientific models? 2.Compare and contrast cations and anions. Standards-Based Education Level 4: Science Assessments

You are an environmental toxicologist and the local authorities have called on you to investigate the potential effects of a spill on the highway. Two semis, one hauling Sodium Carbonate and one hauling Acetic Acid, collided. The chemicals appear to be reacting and authorities are concerned that the byproducts might be harmful. Perform a controlled experiment with these two chemicals to determine the potential impact on the surrounding area. Write a report explaining the results of your experiment to authorities. Social Studies: Level 2

The study of economics focuses on: A. Production, distribution, and consumption of goods and services. B. Earth and its relationship to our environment. C. Different types of governments and how they operate. D. Past cultures of different peoples. Social Studies: Level 2 What was the most significant economic impact of the transcontinental railroads during the late

1800s? A. B. C. D. Eliminating overseas trade with Europe. Expanding interstate commerce nationwide. Decreasing the influence of big business. Rapid rebuilding of the South after the Civil War. Social Studies: Level 3

Investigate the causes for and reactions to the Great Depression. Compare the Great Depression causes and reactions to todays economic situation. Identify the differences and explain why those strategies may or may not work. Social Studies Level 2: Identify the Democratic and Republican party platforms by viewing the series of debates. Level 3: Justify the Democratic and/or Republican party platforms expressed in the series of debates.

Level 4: Create your own party and party platform. Include three to five issues and be prepared to present and debate those issues. SO A comprehensive exam for a unit that includes three standards/topics: 1. How many scores will go on the top of each students paper, and 2. What unit of measure will those scores be in---percentages, total number correct, something else? Aligned Assessments

Handout # 5 A. Items 1-10 Level 2.0 Ten items that require recall of important but simpler content that was explicitly taught All correct + All correct +

B. Items 11-14 Level 3.0 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15-16 Level 4.0 Two items that asks for application in novel situations that go beyond what was explicitly taught None correct

Rubric Score: A. Items 1-10 Level 2.0 Ten items that require recall of important but simpler content that was explicitly taught All correct + B. Items 11-14 Level 3.0 Four items that ask for application of complex content

that was explicitly taught AND in situations similar to what was taught. All correct + C. Item 15-16 Level 4.0 Two items that asks for application in novel situations that go beyond what was explicitly taught

None correct Rubric Score: 3.0 Standards-Based Learning Rethinking, repackaging, and redeveloping curriculum, instruction, and assessment Course units of study that encompass standards-based measurement topics (15-20 for a year-long course). Descriptive scoring scales (0-4) for each measurement topic of each unit of study. Formative and summative assessments targeting each level (2-4) of each measurement topic. Instruction (materials, activities, assignments) aligned with each level (2-4) of each measurement topic.

Scale 1: Slope, distance, and equation of line Chapter Chapter 1 (pages 38-45) Score 4.0

pages 43-45 Score 3.0 pages 40-42 Score 2.0 pages 38-39 Scale 2: Function

evaluation Scale 3: Reasonable graph or graphic representation Scale 4: Graphing equations Scale 5: Quadratics

Standards-Based Education Units of Study: 3-4 per semester Standards/Topics: 1-3 per unit Proficiency scale for each topic : 6-9 per semester Aligned assessments for each level (2-4) of each rubric Aligned instructional activities, assignments, and materials for each level (2-4) of each rubric Destination 2 Rethinking, repackaging, and redeveloping curriculum, instruction, and assessment

Course units of study that encompass essential elements of relevant state/national standards. Descriptive scoring scales (0-4) for each measurement topic of each unit of study. Formative and summative assessments targeting each level (2-4) of each measurement topic. Instruction (materials, activities, assignments) aligned with each level (2-4) of each measurement topic. Destination 2 Current Status: Advanced Proficient

Beginning No evidence of mastery Desired Status: Yes Maybe Youve got to be joking! Destination 3: Standards-Reference Reporting Report cards are organized around standards Report cards can include both performance on standards and traditional letter grades (secondary level)

Calls for extensive school community education and engagement Software implications Destination 4: Competency-Based Education Students advance based on demonstrated performance on individual standards/clusters of related standards rather than by passing courses Offers a way to personalize education Requires a total rethinking of the purposes, nature, and structuring of schooling Adams 50 School DistrictWestminster, CO

NPRJanuary 2015 Competency-based education is in vogue even though most people have never heard of it, and those who have can't always agree on what it is. A report out today from the American Enterprise Institute says a growing number of colleges and universities are offering, or soon will offer, credits in exchange for direct demonstrations of learning. Purdue Approves New Competency-based Bachelors Degree. Inside Higher Ed (3/30, Fain) reports that Purdue University has

approved a new competency-based, customizable bachelors degree in transdisciplinary studies in technology through the Purdue Polytechnic Institute. The program will combine technical disciplines with the humanities through personalized plans of study that aim for breadth of learning, in what Higher Ed compares to an experimental form of liberal arts education. The program was approved by regional accreditor the Higher Learning Commission, which many see as welcome news in the wake of the criticism of the EDs approval of direct-assessment degrees by the Office of the Inspector General, per Higher Ed. Competency-Based Education National University is working to create a personalized education

platform that combines three of the buzziest innovations in higher education -- adaptive learning, competency-based learning and predictive analytics for student retention. Loosely defined, adaptive learning is a form of courseware that adjusts automatically to individual students abilities and progress. Predictive analytics involves the use of data to help faculty members, advisers and students themselves stay on track, such as through triggering earlywarning alerts when a student slips. Competency-based education programs drop conventional grading and break courses and credits into competencies that must be mastered. Going All In On Personalized Learning. Inside Higher Ed, 8/1/17 Competency-Based Education on the Rise According to the International Association for K-12 Online Learning

(iNACOL), an organization that supports much of that policy development, forty three states have developed some degree of state policy flexibility that allows local schools to move to competency education, with nearly a dozen states taking an active role to promote the model in their schools. Brian Stack. Personalized learning: How kids are getting into college by mastering their skills. The Hechinger Report, 10/20/16. Competency-Based Education Mastery-based learning, also known as proficiency-based or competency-based learning, is taking hold across the country. Vermont and Maine have passed laws requiring school

districts to phase in the system. New Hampshire is adopting it, too, and piloting a statewide method of assessment that would replace most standardized tests. Ten school districts in Illinois, including Chicagos, are testing the approach. In 2015, the Idaho State Legislature approved 19 incubator programs to explore the practice. KYLE SPENCER. A New Kind of Classroom: No Grades, No Failing, No Hurry. The New York Times, 8/11/17. Competency-Based Education For both Mesa (CO) and Henry County (GA) districts, competency-based education has also been a key stepping stone toward personalization. Competencybased education gives students credit for academic

progress based on mastery of specific skills rather than their time spent in the classroom. Schmuhl said expecting mastery, and supporting students to reach it, should close achievement gaps a key goal of many school improvement efforts. TARA GARCA MATHEWSON. The path to personalized learning is not straight. The Hechinger Report, 11/8/17. Competency-Based Education At CICS West Belden (IL), the road to a personalized education for each student is grounded in competency-based education, too, along with learner profiles, flexible learning environments

(based on classroom design and school schedule), and personal learning paths that give students choice about how they actually complete lessons and assignments. TARA GARCA MATHEWSON. The path to personalized learning is not straight. The Hechinger Report, 11/8/17. Beyond Reform Lindsay Unified School District Lindsay, CA Competency-Based Education

Wilder, ID Taylor County School District, KT Dysart Unified School District, AZ Charlotte-Mecklenburg, NC Early College High School, UT Henry County Schools, GA School District 51, CO

CICS West Belden, (IL) Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education https://www.inacol.org/resource/qualityequity-design-charting-course-next-phasecompetency-based-education/ Intended Outcomes February 14 Participants Will: Evaluate the extent to which several counterproductive grading practices and beliefs prevalent in American education exit in their schools and classrooms,

Articulate a common understanding of what standards-based grading and reporting "look like" in the classroom-- underlying assumptions, essential components, and structure, Analyze and evaluate the merits of moving toward the different standards-based grading destinations in their schools/classrooms, and Determine next steps for their schools in continuing the exploration and implementation of best practices in classroom assessment and grading. Next Steps? 1. Where are you now? 2. What is your desired ultimate destination? 3. What your next destination?

4. Next steps? SBG and AP SBG Scoring Scale AP Scoring Scale

4 3 2 1 0 5 4 3

2 1 SBG and IB SBG Scoring Scale IB Scoring Scale

4 3.5 3 2.5

2 1 0 7 6 5 4 3 2 1

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