standards-based learning and grading at licking valley
TRANSCRIPT
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 [email protected] (740) 763-3525
Wes Weaver [email protected] (740) 763-2512
Brian Ledford [email protected] (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 [email protected] (740) 763-3525
Wes Weaver [email protected] (740) 763-2512
Brian Ledford [email protected] (740) 763-3721
WWW.LICKINGVALLEY.K12.OH.US