Standards-Based Health Educa2on and Physical

Educa2on AudraDeli-Hoofnagle

audra.deli-Hoofnagle@educa4on.ky.gov@AudraCSH

What is Standards Based Grading? •  Sumsupastudentslevelofachievement(e.g.belowstandard,approachingstandard,meetsstandard,orexceedsstandard)onindividual,specificstandards.•  BeGerisolateswhichstudentsaremakingprogress,andmoreimportantly,helpsteachersandstudentstotargetareasinwhichstudentsneedfurthersupportandassistance.•  Teachersreportoutwhatstudentsknowandareabletodorela4vetotheacademicstandardsversusabroadsubjectarea.•  Productofgoodforma4veassessments.Togethertheyallowteacherstogivefeedbacktomodifyinstruc4on.

Think about it

Crea2ng a culture of failure •  Standards-BasedInstruc4onchangesthemindsetfrom“Ican’t”or“Ican”to“WhereamInow?”and“WheredoIgonext?”• WeneedtoteachourstudentsthatfailureisOK.•  Doesn’tmaGerifyouneedtoadjustyourroutebecauseofroadworkorbecauseyouwentthewrongwayorbecauseyouchosethescenicroute;whatmaGersisthestudent’sunderstandingofwhatisbeingtaught.

Quality feedback

Tradi&onalGradebook StandardsBasedGrading

Thestandardsbasedgradebookgivesclearerinforma4ontohelptheteachermodifyoradjusttheirinstruc4on.

What do levels represent? 4.0 ExceedsGradeLevelStandards:Demonstratesunderstandingbeyondgradelevel

standardsconsistentlyandindependently.

3.0 MeetsGradeLevelStandards:Demonstratesunderstandingofgradelevelstandardsconsistentlyandindependently.

2.0 Par&allyMeetsGradeLevelStandards:Demonstratespar4alunderstandingofgradelevelstandardswithorwithoutsupport.

1.0(or0) DoesnotMeetGradeLevelStandards:Demonstratesminimal(orno)understandinganddoesnotmeetgradelevelstandardsevenwithsupport.

StandardsBasedGradingLevels

MarzanoScaleRecommenda4on(ElementaryLevel)

4.0 100%-90%

3.0 89%-80%

2.0 79%-70%

1.0 69%-50%

0 50%orlower

StandardsBasedGradingLevels

MarzanoScale(MiddleandHigh)

4.0 100%

3.5 95%

3.0 90%

2.5 80%

2.0 70%

1.5 65%

1.0 60%

0 50%

Mission: NOT impossible

Out with the old

Unit Skills/Games Assess Matchto

Standards

SelectStandards/

GLO’s

DetermineEvidenceofLearning

Designassessment PlanAc4vi4es

Selec2ng Standards/glo’s

• WhatstandardsdoyourstudentsNEEDtoknowbeforetheendoftheyear?•  Standardsthenneedtobe“unpacked”/brokendownintosmallerteachingchunks.•  Thesesmallerstandardsthenbecomethelearningtargetsforyourlesson.•  Itmaytakemanylessonsforyourstudentstomasteronestandard.

Determine evidence of learning

• Whatdostudentsneedtoknowandbeabletodoinordertomeetthetargetstandard?• Whatdomystudentsknowalready?•  HowwillIknowstudentsknowit?• Whatforma4veandsumma4veassessmentswillIlearn?• WhatwillIdoforstudentswhoalreadyknowit?•  HowwillIprovideaddi4onalsupporttostudentswhoneedit?•  Createrubricand/orscale.

Create assessment

•  Howwillstudentsdemonstratemasteryofthestandard?•  Communicaterubric/scaletostudentsbeforethelesson/unitbegins.•  Studentsworkisassessedfrequently(forma4ve)andgradedoccasionally(summa4ve).•  Forma4vegradesareusedforstudentgrowth.Summa4vegradesarereportedingradebooks.•  Re-teachingisdoneifstudentsdon’treachmasteryonsumma4veassessment.

Plan ac2vi2es

•  Lessonplanningtomatchwhatstandardsarebeingtaught.• Howwillyouteachyourstudentstheskillstheyneedtoknowtomasterthestandardsbeingtaught?

References

•  Standardsbasedlearningpresenta4on–SHAPEAmerica,Bostonconven4on•  YoungTeacherLovehGp://youngteacherlove.com/walking-through-standards-based-grading3/