STANDARDS BASED

REPORTING
Samantha Thomas
Kentucky Department of Education
Mathematics Intervention Consultant
OVERVIEW
Definition and Purpose
 W H A T I S S TA N D A R D S B A S E D
REPORTING AND WHAT IS ITS
PURPOSE?

Standards-Based Reporting is a refined way of reporting

what students know and how they demonstrate their learning of
state standards.

The purpose of Standards-Based Reporting is to align

grading with the state content standards measured by
consistent and accurate student achievement.
 SNAPSHOT
Before Standards Based Reporting
 S N A P S H O T B E F O R E S TA N D A R D S
BASED GRADING..

Daily learning targets were posted on the board

(I can. Content standard.)

Assessments were driven by the daily learning targets for the

unit of study

Summative Assessments were administered, graded, recorded

and corrected in class. Students placed the assessment in their
binder to reflect (on their own) and I continued with the content
 GRADES IN MY CLASSROOM BEFORE
S TA N D A R D S B A S E D G R A D I N G .

Some students attain an A

Daily homework grades
were given based on effort
and completion. (10 points)
Quizzes and Tests were
administered throughout the
units to monitor learning and
achievement.
average on homework although
eighty percent of their work may
be incorrect.
Assessments were graded,
recorded, corrected and given to
the students. No further analysis
of the assessment was completed.
 GRADES IN MY CLASSROOM BEFORE
S TA N D A R D S B A S E D G R A D I N G . .

Students were given a binder Students were receiving

grade worth 100 points. Fifty achievement marks based on

points for the organization, their ability to organize

notes, etc. and fifty points for information and be responsible.

their content vocabulary Students received

notebook. achievement marks for listening

and contributing to the
Weekly Participation Points
conversation.
 REALIZING THE
PROBLEM
Should grades be indicative of student performance?
 HUGE GAPS

Identified issues in my classroom

Why did most of my students have As and Bs if their
assessment results were below average percentiles?
Why werent they learning from their mistakes that I marked on
their tests?
RESTRUCTURING OUR
THINKING
How do we ensure that achievement marks are a true measure of
STUDENT ACHIEVEMENT?
 TIME FOR CHANGE

The marks my students received at the end of each semester

were not indicative of their performance.

Students were not learning from their mistakes because they

did not have the tools or the information needed to assess their
comprehension of the learning targets.

Standards Based reporting was Implemented

 CONSIDER

What should student grades What tools do students

represent?
Should students be able to
self analyze their own
learning?
Is homework an
achievement mark or a
support to master content?
need in order to self
analyze?
Should students have only
one opportunity to show
comprehension?
ASSESSMENT PROCESS
Learning to self analyze
 ALL WORK BEGINS POST ASSESSMENT

After Summative assessment were administered and scored,

feedback is provided to students and each student completes
an assessment analysis tool. This allows them to identify which
targets they mastered and other targets that require further
growth.
ASSESSMENT ANALY SIS

After each assessment (instead of throwing them away)

students analyze their assessment to find their mathematical
mistakes.

Students become aware of their misconceptions and begin

appropriate practice to master the targets.
Students have support for this process through small groups,
teacher-student conferences, and one on one instruction as needed.
ASSESSMENT ANALY SIS
ASSESSMENT ANALY SIS
LIFE LONG LEARNERS
The Re-Assessment Procedure
 ASSESSMENT PROCESS

Students complete the unit assessment.

After receiving the results students complete the assessment analysis to locate
the standards they did not master.

Students only complete a re-assessment for those targets they did not master.

Students wanting to reassess must conference with teacher first and bring the
following to show proof of work.
The assessment analysis tool
All completed homework (suggested practice)
Completed study guide
 WHAT HOMEWORK?

Homework does not disappear when implementing Standards Based

Reporting.

Homework is still required but is viewed as a support to reach

mastery for the learning targets.

Homework is a requirement in order to have the right to re-assess of

targets.

Homework grades may still be recorded in Infinite Campus for

tracking purposes with zero weight assigned.
 ASSESSMENTS

Round 1 Assessment is composed of multiple choice

questions, short answer, and extended response. Students are
required to show work.

If students do not master the assessment, they must

conference with me and bring the required work. (Assessment
analysis, Study Guide, Completed Homework)
 ASSESSMENTS

Round 2 Assessment consist of short answer questions and

extended response. The questions are completely new. This is
not a system in which the same assessment is administered over
and over until mastery is reached.

If students do not master the second assessment, they must

again conference with me and bring the required work. (First
and Second Assessment analysis, Second Study Guide)
 ASSESSMENTS

Round 3 Assessments require more work. Students must

complete extended response questions, show their work
AND provide a rationale for how they arrived at each step.

If the third assessment is not mastered further steps are

taken within systems of intervention to address
misconceptions.
RtI, ESS, etc.
 ASSESSMENTS

All assessments are laid out with an I Can statement for

each section.

Using I Can statements allows students to become familiar

with the content.

If large summative assessments were administered, the I

Can statements were removed.
ACHIEVEMENT MARKS
How are students graded?
STUDENT ACHIEVEMENT MARKS WITH
S TA N D A R D S B A S E D G R A D I N G .

Students are graded strictly on the achievement level of their

assessments.
Assessments are not limited only to paper and pencil, the
teacher can also use:
Product Based Assessment(composing a three dimensional
model labeling the components and calculating the volume of
the solid.)
Performance Based Assessment (Speaking to classmates and
presenting the process of photosynthesis)
 GRADES

Students are graded on a ranking system of 1 to3.

3 (Mastery) This means that a student is able to demonstrate
clear and consistent understanding of the knowledge,
reasoning, skill and product target.
2 (Developing) This means that a student demonstrates
understanding, but does so on an inconsistent or incomplete
manner.
1 (Beginning or Below Basic) This means that a student
demonstrates limited understanding of the target.
Other standards based grading examples consist of skill levels
1, 2, 3, and 4. This ranking system is up to the district.
GRADE BOOK COMPARIS ON
DATA TRACKING
How is student growth tracked?
 DATA TRACKING

Using a color coded excel spreadsheet enabled me to analyze

achievement improvement throughout the semester.

Row averages showed individual student achievement while

vertical averages showed target achievement.

Composing a graph of target based performance quickly

showed the vast improvements students were making.
DATA TRACKING
DATA TRACKING
DATA TRACKING
DATA TRACKING
YEAR END RESULTS
What did the year end data say?
 THE RESULTS

Eighth grade students showed 17.5% increase in proficient

and distinguished students when compared to 2010 eighth
grade performance.
KCCT RESULTS
WHY CHOOSE STANDARDS
BASED GRADING?

Accountability is on the student and they become involved in

their education and take ownership of learning
Differentiates learning
Progress monitoring of each student
Allows students to see where their areas of growth are needed
Analysis of student achievement and target performance
Less time spent grading, more time spent creating effective
classroom assessments and instructional plans
 ROLES AND
RESPONSIBILITIES
Support from all Parties
 ADMINISTRATIVE SUPPORT

Parent support throughout this process is vital.

Concerns
Most parents will not like homework not counting as a grade.
Understanding the process of re-assessment and grading is important.
Understanding of differentiation is important

Parent Communication
Letters Home
One Call System
Teachers can address regular parent teachers communications via
phone, email, and conferences
Understanding the Grade Book in Infinite Campus
 ADMINISTRATIVE SUPPORT

Learning the Process

Conferences that model standards based grading
Online Resources
Books and articles
Positive Attitude
Towards Parents
Towards Students
Ongoing Collaborative Discussions
Parent Concerns
Program Troubleshooting
Progress Monitoring
Reflection
TEACHER RESPONSIBILITIES

Providing students with appropriate supports for success

Time for mini-lessons and re-assessments whether during class,
before or after school
Continuous Progress Monitoring
Assessment Building (self constructed, or use of classroom and
online resources)
Transforming students view of homework from an effort grade to
practice (Feedback from homework should be formative)
Flexibility in instruction and grading
TEACHER RESPONSIBILITIES

Administrative Collaboration
Ongoing updates to building administrators for progress
monitoring and front loading

Parent Communication
Ongoing communication for updating student achievement

Attitude (Important)
Positive attitude towards standard based grading for student buy in
Positive attitude towards standard based grading for parent buy in
 FRONTLOADING

Standards based reporting takes time to implement. This is

not a system that can be quickly created.

Suggestions:
Pilot the program to address issues and reflect upon the
process before implementing school wide.
Find resources available for Standards Based Reporting and
build from there based on what works best in your classroom.
 REFLECT

Are todays classrooms structured in a manner that:

Address individual learning needs
Which means Not teaching 30 students in a classroom the same
content because five students still near to hear the repeated lesson
just LONGER and LOUDER
Enable students to self analyze
Encourage students to become stakeholders in their education
Allow time for mastery and learning instead of our timeline

If not WHY?
 RESOURCES
Informational sites and Articles
 RESOURCES

http://pdonline.ascd.org/pd_online/teachbe
have2/el200302_guskey.html

http://www.nesacenter.org/uploaded/confer
ences/FLC/2010/spkr_handouts/Guskey_Grad
ing_Binder.pdf
 RESOURCES

http://tccl.rit.albany.edu/knilt/images/4/40
/Standards_based_grading.pdf

http://www.naesp.org/resources/2/Leaders
hip_Compass/2006/LC2006v4n2a3.pdf
 QUESTIONS

If you would like samples of any of the resources I have

used in my classroom such as Target Based Assessments,
Assessment Analysis tools, spreadsheets for grading, or have
any further questions please mail me at

samantha.thomas@education.ky.gov
 REFLECT

What did you learn today about standards based reporting?

Is there anything that is still unclear to you and should have

been addressed in more detail throughout the presentation?