standards-based learning and grading at licking valley

Standards-Based Learning and Grading at Licking Valley

January, 2018

● David Hile, LVLSD Superintendent● Wes Weaver, LVHS Principal● Brian Ledford, LVHS Math Teacher

Licking Valley Local School District

● Rural district, Eastern

Licking County

● 2,100 students, four

buildings

● ~40% free / reduced

● 18% of students have

parent w/ degree

LV

INSTRUCTIONAL

SYSTEM

Grading & Assessment at LVHS

Adopted 2012

Grade pollution

● Bonus points

● Behavioral factors

● Extra credit

● Memorization points

● Missing evidence

(Zeroes)

● Gotcha! grading

Grading & Assessment at LVHS

Our grades…

1. Are based on assessing mastery and

proficiency relative to standards

2. Are reported based on standards, not

assignments

Defining proficiency and mastery

Student shows proficiency with knowledge,

and can reason using that knowledge and

perform skills independently most of the time.

3

Defining proficiency and mastery

Student shows in-depth mastery of

knowledge, can reason using that knowledge

and can consistently apply skills at a high

level independently. 4

Standards-based grade calculation

Grade reporting with JumpRope

Timeline - Standards-based Learning

2013-2014

LVHS school-wide grading reformsStaff reading(s) & discussions2nd semester SBG pilot classesJune SBG professional development

2012-2013

O’Connor PresentationGuskey visit to LVLSDStaff reading(s)Teacher-specific grading reforms

2011

LV Administrators read Developing Standards-Based Report Card, Guskey

2014-2015

Full SBG implementationJULY- Parent mailingAUG- Freshman parent MTGAUG- Class MTGsSEP- Open House

Reading

Before SBG

-Content organized using units from a textbook

-Each summative assessment contains multiple content standards, all being

evaluated with one final grade

-Formative assessment work graded

-Students only given one opportunity to show what they know

-Extra credit given

-Unexcused absences result in a zero for any assessment given that day

-Grade reported as “test”, “quiz”, “project”, etc.

-Grade does not accurately reflect what student KNOWS

Initial Changes

The changes Mr. Weaver discussed that took place building wide were applied

to my classes, as well as some of the specific changes below:

-Content organized using state standards, broken down into specific concepts

-Summative assessments organized into short, concept specific content as well

as comprehensive assessments that allow students to show that they can make

connections and apply concepts to real life situations

-Students given as many opportunities as possible to show what they

know

-Separate grade reported for each content standard

-No zeros, students must COMPLETE ALL WORK at least a minimal level to

pass course

Currently

-Content organized into mathematical thought processes, broken down into

specific concepts taken from the state standards

-Summative assessments organized into short, concept specific content, AND

comprehensive and long term assessments that show students abilities to make

connections and apply concepts to real life situations

-Students given as many opportunities as possible to show what they know

-No zeros, students must COMPLETE ALL WORK at at least a minimal level to

pass course

-Separate grade reported for each mathematical thought process standard

-Academic grade reflects the mathematical processes and specific content

students know

Current LVHS Math Department Standards

MATHEMATICAL PRECISION:

I can properly attend to mathematical precision when formatting mathematical solutions.

** This includes rounding, labeling and following directions.

CONTENT SKILLS:

Students can describe and apply basic algebraic and/or geometric mathematical processes.

INTEGRATING CONTENT:

Students can solve problems of varying complexity by connecting or applying multiple content

skills.

APPLICATION/ MODELING:

Students can apply multiple concepts and problem solving approaches to model real-world or

complex abstract situations.

Standards Developed by LVHS Math Teacher, Dave Chapman

I hope this class helps you learn how to gather

information efficiently, use that information to

solve problems, and manage your time

efficiently so you can be as successful as

possible.

My new message on Day 1 of class:

There has been a shift away from:

teaching students content TO

teaching students HOW to learn.

Flipped/Mastery Model

-Students are provided with all of the content needed to pass the course up front.

-All of the content, including the video lessons, is created by me and aligns

specifically with the summative assessments.

-Students are given deadlines and allowed to take assessments at their own pace.

-I am available for the students in whatever way they need me to be.

Questions?

David Hile HileD@laca.org (740) 763-3525

Wes Weaver WeaverW@laca.org (740) 763-2512

Brian Ledford LedfordB@laca.org (740) 763-3721

WWW.LICKINGVALLEY.K12.OH.US

Grades & Grade Reporting

Two main areas of impact:

● Better reporting to students and parents

● Drives changes in classroom assessment

and instruction

Standard

What do we want

them to know,

understand, do?

Evidence

How will we know

when they can

understand / do?

Assessment

What academic /

performance tasks will allow

us to observe knowledge /

understanding?

Instruction

What learning

experiences prepare

them for assessment?

15 mins

Which skills are important?

LVHS “Global Standards”

● 4 Reaction paper standards (non-routine analytical)

● 2 Presentation standards (non-routine interpersonal)

● 4 C&CR (soft skills… aren’t soft)

○ Attendance/Punctuality, Cooperative work, Timely work

completion, Quality work

A word on college readiness...

Questions?

David Hile HileD@laca.org (740) 763-3525

Wes Weaver WeaverW@laca.org (740) 763-2512

Brian Ledford LedfordB@laca.org (740) 763-3721

WWW.LICKINGVALLEY.K12.OH.US