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Standards Based Learning: Assessing Mastery

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nicole Munoz

on 6 September 2017

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Transcript of Standards Based Learning: Assessing Mastery

Files on SBG
Standards Based Learning and Mastery
What is it? Why are we doing it? The experts who inspired us, What SBL looks like, and What it is not
4,3,2,1 IS NOT equivalent TO A,B,C, D, or E

These are not a translation to a traditional letter system.
We are not replacing A, B, C, D, E with 4, 3, 2, 1.
IT is NOT Equivalent!! A “2” DOES NOT Equal a “C.”

A student who receives a 2 has not yet mastered proficiency on the standard. Their evidence is inconsistent and they SHOULD NOT be moving forward. They need to go back. Same thing goes with the “1.” This means little evidence of making progress towards proficiency. It DOES NOT equate to a “D” or “F.”

Same goes with a “3” or “4”. It is not EQUIVALENT TO an “A” or “B.”
“3” is Proficient (this is the target) and 4 is Mastery (Can teach it).

Grades become more meaningful as teachers, parents, and students understand the exact standards that have been mastered, and areas that still need additional reteaching, or ways to challenge and extend learning.
Follow-Up Meeting
What did you see/experience with your students when they realized that the lowest they could get was a 60?
Standards Based Grading
What SBL is NOT:
Standards-Based Learning
What is it?
measuring students' success on well defined standards/learning goals
Why the Change?
ACCURATE: Important decisions are based on grades and accuracy is essential
CONSISTENT: It should not be a matter of chance whether a student is in teacher x or teacher y's class
MEANINGFUL: Grades need to be based on & give information about the standards/learning goals
SUPPORTIVE OF LEARNING: School needs to be about learning not just the accumulation of points
1. Students learn differently. Their styles, their background knowledge and their pace of learning all differ greatly.

2. Pace can either challenge kids or make them want to give up. Having options for pacing can meet students' needs.

3. Moving on to new concepts when prerequisite skills have not yet been mastered can ensure that students will feel lost and uninterested.

4. Assessing one's place in the course of learning and understanding what goals need to be met to achieve mastery encourages self-evaluation and self-pacing.

5. Taking control of one's personal learning journey can encourage responsibility in one's educational career.
Traditional Grading versus Standards-Based Grading
enable each student to work at his/her own pace through the units of study

allow each student to develop a degree of mastery over each course of study

create self-direction in learning

foster the development of problem solving

require self-evaluation in hopes that motivation and ownership of learning will result
Mastery learning can...
Educators, Consultants & Authors who Influenced the practices in our
Rick Wormeli

One of the first Nationally Board Certified teachers in America, Rick Wormeli brings innovation, energy, validity and high standards to both his presentations, and his instructional practice, which includes almost 30 years teaching math, science, English, physical education, health, and history and coaching teachers. Rick's work has been reported in numerous media, including ABC's "Good Morning America," "Hardball" with Chris Matthews, National Geographic and Good Housekeeping magazines, What Matters Most: Teaching for the 21st Century, and the Washington Post. He is a columnist for the National Middle School Association's Middle Ground magazine, and he is the author of the award-winning book, Meet Me in the Middle: Becoming an Accomplished Middle Level Teacher, as well as the best-selling books, Day One and Beyond, Fair Isn't Always Equal:

Standards-Based GURU Passionate about LEARNING

Ken O'Connor, a.k.a. The Grade Doctor, is an independent consultant who specializes in issues related to the communication of student achievement, especially grading and reporting. Through books and articles, presentations and working with small groups Ken helps individuals, schools and school districts to improve communication about student achievement.

In 1995 Ken developed eight guidelines for grading, and he has continued to refine those guidelines. In 2007 the same ideas were organized into fifteen fixes for broken grades. He has also designed eleven guidelines for standards-based reporting. He is now generally acknowledged to be one of a small group of leading experts on how to grade and report effectively.

Students who demonstrate early mastery of skills can be challenged with higher order thinking activities.

What does SBG look like?
Scriffiny, P. (2008). Seven reasons for standards-based grading. Educational leadership, 66(2), 70-74. Retrieved from http://www.ascd.org/publications/educational_leadership/oct08/vol66/num02/Seven_Reasons_for_Standards-Based_Grading.aspx
Cornally, S. (2010, February 21). [web log comment]. ThinkThankThunk. Retrieved from http://shawncornally.com/wordpress/?page_id=114
Why mastery learning?
What does SBG look like in a Math classroom?
Textbook companies used to drive assessment of the curricular components. With SBG, you can guide the assessment of each objective in your curriculum.

Assessment used to be the same for every student. With SBG, students can stop being assessed on items for which they achieved mastery. They can also retest on items for which they haven't achieved mastery.

In many classrooms, assessment directs learning. We are teaching to the test, even though we really don't want to. Using the Common Core objectives with mastery learning and SBG, you can shift the paradigm. Learning can now direct assessment.
Buell, J. (2012, September 09). [Web log message]. Standards based grading implementation. Retrieved from http://alwaysformative.blogspot.com/p/standards-based-grading-implementation.html
Cox, D. (2009, October 26). [Web log message]. Retrieved from http://coxmathblog.wordpress.com/2009/10/26/our-grading-system/
Guskey, T. & Jung L. A. (2006). The challenges of standards based grading. Leadership Compass, 4 (2). Retrieved from http://www.indianriverschools.org/SiteDirectory/ProfDev/Grading%20Practices%20Documents/Reporting%20Grades/The%20Challenge%20of%20Standards-Based%20Grading.pdf
Meyer, D. [Web log message]. Retrieved from http://blog.mrmeyer.com/?p=346
(mtownsleySCSD, 2011)
mtownsleySCSD. (2011, November 8). What is Standards-Based Grading? Retrieved from www.youtube.com.
(SampsonEdWorks, 2011)
(stenhousepublishers, 2010)
Stenhousepublishers. (2010, November 10). Rick Wormeli: Standards-Based Grading. Retrieved from www.youtube.com
SampsonEdWorks. (2011, October 22). Mastery Learning. Retrieved from www.youtube.com
For More information Contact:
Nicole Munoz, Principal at Seitz MS
734-285-2043 X3222
Dr. Russell Pickell, Superintendent of Riverview Community School District 734-285-9660 Ext.9
Start by not giving anything less than a 60 in the grade book.
Allow students to do similar assignments at their pace to increase their understanding and coincidentally their grade on that assignment. You may not be able to do so for an extended period of time, because there is a cut off for the grading period.
Let's see if this helps our students to work towards increasing their understanding of each topic.
What pros/cons did you see when allowing students to go back continue to increase understanding/grade of a certain topic?
This will definitely take some time to establish SBG and Mastery Learning in your classroom environment. What are some ways that we can help each other succeed?
As a team, you can definitely bring together assessments so that you don't have to do this by yourself. We need to reach out to each other and help each other as we tackle these at our school.
Let's brainstorm some ways that we can easily find/make assessments, so that you don't have to continue making them by yourself for each student who needs to retest to increase their mastery level.
Let's Chew On This....
How can we make this change a smooth and positive experience for teachers?
How can we make this change a smooth and positive experience for students & parents?
To Communicate student learning effectively to those who have a right to know about student achievement, the information needs to be:
Brain Research on How People Learn

Struggling students can receive interventions until mastery of the learning target is shown.
Garnet Hillman

Garnet Hillman is an Instructional Coach in Deerfield, IL and has previously served as a High School World Language instructor. She has been an educator for fifteen years. Garnet enjoys working with new technology to differentiate instruction and connect with the students on a whole new level. One of her many responsibilities is working with teachers to improve instructional practice and grading policies.

A passionate educator, Garnet has extensively researched and executed standards based learning and grading in her classroom to maximize student growth and achievement.

As a ‘lead learner’ wanting to set an example for students and teachers alike, Garnet’s quest for knowledge continues outside of the classroom as well. In addition to live presentations on Standards Based Learning and Grading to fellow educators, she enjoys writing about her educational journey in her blog, co-moderating and participating in various education-focused chats on twitter, such as the #SBLchat (Wednesdays, 9pm est/6pm pst) , and working as a mentor. Garnet also enjoys collaborating with fellow educators at various conferences and Edcamp events throughout the year.

Two Standards Based Learning teachers (one secondary math and one secondary English) started submitting comments to the same twitter chats, exchanging professional emails, and attending the same conferences. While we agreed fundamentally in the principles of SBL, a professional debate ensued around the statement, "Well that won't work in MY classroom." Eventually, we developed a healthy respect for the nuances of executing SBL in STEM classes and Flower classes (ELA, world language, social studies, etc.). We began to recognize places where STEM & Flower classes were going to be, and had to be, different not because, "We have always done it that way," but because of sound pedagogical reasons.

Our union of philosophy and divide in execution formed the STEM & Flower Learning Consultants. After attending and presenting at other grading conferences, we realized no one is consulting schools about how to bridge the gap between STEM and Flower classes. We are here to assuage the concern of teachers who state, like we once stated, "That won't work in my class." Let us share our experience (both failures and successes) with your staff to make the transition to Standards Based Learning as seamless as possible.

In addition to SBL consulting services, we offer consultation in flipped classroom, 1:1 Ipad implementation, growth mindset, culture of learning, and #TTOG (Teacher Throwing Out Grades).

Stem and Flower
(Aric Foster & Megan Moran)

Stem and Flower
PD for MS & Hs Educators
PD for MS Teachers with Aric
Mastery Learning
Stem and Flower Learning Consultants
High School & Middle School Training
Aric from Stem & Flower
Working with MS Teachers during PD



Rethinking grades, assessment and motivation
in the 21st century
Our own Mrs. Z presenting about SBL with Aric
Example of our Standards-Based Progress Report
Gianina Meli, Assistant Principal at Seitz MS
734-285-2043 X 3223
Dedicated to my 4 kids - All graduates from a premier HS in Michigan & were bored to tears.
seitz Teachers during breakout session at MS Conference
Seitz MS Staff Meetings
Learning about Learning
Full transcript