Grading for Learning

Elmbrook School District

Elementary Parent Forum - 2014

Todays Objectives
provide information and perspective
engage in conversation
seek feedback

Tammy Gibbons
Director of Elementary Instruction
Kitty Janas -Associate Principal
Co-chair of Grading for Learning Committee

What is standards-based grading (SBG)?

A standards-based approach to grading and reporting describes what a student

should know and be able to do at each grade level in all subjects.

This approach helps to make sure there is more consistency in expectations from
teacher to teacher.

SBG helps teachers and students focus on the standards and the evidence within a
reporting period.

Students are assessed regularly on grade level standards and provided feedback
using proficiency levels.

A report card grade reflects the most recent evidence on an expected standard.

Steps leading to today

acknowledgement of needed revisions

committee work
parent and staff survey
feedback utilized
committee update presented to Board

What can you expect from

the new report card?
Indicators (domains) that reflect current standards in the content
areas of literacy and math, as well as special areas (PE, Art, Music,
Band and Orchestra)
A new Life Skills section: critical thinking, communication,
collaboration and creativity (3-2-1 scale: proficient, developing,
beginning)
The use of proficiency levels based on most recent evidence
collected.
Teacher comments in areas where proficiency has not been attained
A Parent Companion document will be distributed so that parents
know what to expect and how to read the report card

Achievement Levels
BG - Beginning
A student achieving
this level will
demonstrate:

limited or no
understanding of
grade level
standards or
targeted
expectations

a need for additional

support to develop
knowledge and
understanding

a requirement for
further practice and

DV - Developing
A student achieving
this level will
demonstrate:
some progress
toward meeting
grade level
standards and
targeted
expectations
a need for more time
or instruction to
practice skills before
they are consistently
independent
some foundational
skills and apply

PR- Proficient
A student achieving
this level will
independently
demonstrate:
mastery of grade
level standards and
targeted
expectations
application of
specific skills to
related standards
and other content
areas
solid foundational
skills for future
learning

EXExceeds
A student achieving
this level will
independently
demonstrate:
flexible and
significant learning
consistently above
grade level
standards and
targeted
expectations
extensions of other
subject areas and
life situations with
depth of knowledge
high cognitive

Life Skills
Collaboration

Communication

Creativity

Critical Thinking

1 - Beginning

2 - Developing

Characteristics require significant Characteristics are developing.

support.

Works effectively and respectfully with others

Displays leadership and takes initiative
Exercises flexibility and compromise
Accepts responsibility and strives for quality learning

Listens effectively to gain understanding

Engages meaningfully in conversations and discussions
Demonstrates respect and compassion for the ideas of others
Accepts and learns from feedback

Generates multiple ideas to create a product, solution, and/or performance

Demonstrates courage to take risks
Demonstrates originality
Open and responsive to new and diverse ideas

Identifies questions, problems, and relevant solutions

Supports ideas using clear reasoning
Explores a variety of possibilities
Self-reflects on learning and sets goals for growth

3 - Proficient
Characteristics are consistently
demonstrated.

Literacy Example: 1st grade

Current

Revised

Sample Elementary Literacy Indicators

Bullets represent a sampling of different skills assessed in each area of literacy.
Scores are assessed on expectations using texts within the grade level band. (Grade 2)
Foundational Skills:Phonics and Word Recognition
Applies a variety of skills in order to decode words

Foundational Skills: Fluency

Reads with sufficient accuracy, pace, and expression to support comprehension

Reading Literature--Key Ideas and Details

Ask and answer questions to demonstrate understanding of text using key details.

Recount stories, including key details, and demonstrate understanding of their central message or lesson.

Describe how characters in a story, respond to major events and challenges.

Distinguishes own point of view and opinion from that of the narrator and/or characters
Reading Informational Text
Ask and answer questions to demonstrate understanding of key details in a text.

Identify the main topic and details of a multi-paragraph text.

Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Know and use various text features (e.g. headings, tables, glossaries) to locate key facts or information in a text.

Identify basic similarities in and differences between two texts on the same topic (e.g. in illustrations, descriptions or procedures)

Text Complexity

Reads and comprehends a variety of texts and genres with stamina.

Math Example: 4th grade

Current

Revised

Sample Elementary Math Indicators

Number & Operations
Understand the place value system

Perform operations with multi-digit

whole numbers and with decimals to
hundredths
Numbers & Operations - Fractions

Use equivalent fractions as a strategy to

add and subtract fractions

Apply and extend previous

understandings of multiplication and
division to multiply and divide fractions
Operations and Algebraic Thinking

Write and interpret numerical

expressions

Analyze patterns and relationships

Geometry

Graph points on the coordinate plane to

solve real-world and mathematical
problems

Classify two-dimensional figures into

categories based on their properties
Measurement & Data

(Grade 5)

Your Feedback
http://bit.ly/1vIKFmy

parent companion
depth of knowledge
report card indicators