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I believe that standards based grading is important, however, I also believe it is important to reflect students’ work habits as well.

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I think 7th grade English already demonstrates the mindset in scoring writing products, where students know what writer's craft elements they're to focus on in a genre piece, and are scored Meets Expectation/Exceeds/Needs Support for each. The translation to a letter grade or numeric score for reporting is always the problematic part.

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I believe SB grading is a perfect tool for the language department, specially because it assess the acquisition of language. Having a separate grade for work ethics is also helpful as it lets know students what skills they need to work for work habits vs what they need to work for the subject.

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I would like to have some "How to..." workshops in order to feel confident on this issue

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I believe as a campus. we do many of these things already, but I think there is always room for improvement.

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The comment when teachers think & feel differently about grading they grade differently struck a chord with me.

I think standards based grading, with "levels of proficiency" and "evidence of learning" embody the growth mindset and the direction our campus is headed

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SBG was used in my prior district, it had some "holes" in the process, parents were concerned with the process, and expectations were not clear. Teachers often felt it difficult to grade due to the nature of SBG and including many standards to be graded within one assignment. It did enhance some students to strive for the higher grade in which they had to go above and beyond to receive. The SB Mindset I like because you are approaching each individual student's weaknesses and strengths, this gives them opportunity to improve on more specific skills rather than be graded as a whole. However, I experienced a lot of controversy when it was introduced at EC from parents, teachers, and students. Many were concerned with the process and how it would affect their gpa overtime. I do feel SBG was beneficial when it came to special education students, and giving behavior grades for students; otherwise, it seemed not as beneficial for the other populations.

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Standards Based Graded may provide more opportunity for students to "own" their learniing.

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I would like the discussion of how standard based grading fits into Profile of a Learner, Section: Employ Skills for Life

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The opportunities afforded to students utilizing the SBM method seem to be an continuous approach toward individual student improvement instead of individual snapshots in time (quiz, test or homework assignment).
Articles I have read about the method talk about a portfolio of sorts to help measure critical thinking, creativity or original thought.  I curious to see how this works in a social studies classroom.
-Morales

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I love the idea that this article proposes about having a SBM even if you are working within a standards based grading system. It speaks to the way you approach grading and student work, not the current grading system you are a part of. I keep coming back to the idea of grades being accurate and inspiring confidence in students. All that I have read about SBG is that it helps put the focus on the learning and away from the "GRADE" That is all that my 6th graders care about right now and it makes me sad. I also know that I am a bit idealistic about my expectations. -Soupiset

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What supports do you need in order to feel confident in being able to fully align to a “Standards Based Mindset?”
I would 

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What supports do you need in order to feel confident in being able to fully align to a “Standards Based Mindset?”
I would 

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I would like to see what this looks like on a daily basis in a secondary math classroom.
PHaush

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What supports do you need in order to feel confident in being able to fully align to a “Standards Based Mindset?”

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What supports do you need in order to feel confident in being able to fully align to a “Standards Based Mindset?”

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I would like to hear/talk to students who have used SBG. What does this look like in a math classroom? What does this look like for students if they choose to go into higher level education?
-S Poarch

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1. Many teachers on campus are already using standards based assesment practices. What that looks like differs of course, based on the content and discipline.

2. Students are allowed to build momentum when they see their success and/or struggles tied to specific skill sets. It doesn't seem as daunting. Also, it eliminates the need to "recover" from zeros and very low test scores. They are accountable for where they are on the learning spectrum right now . . .

3. Flexibility in reporting time frames would be wonderful. It is difficult to work through multiple writing cycles and provide assesment and feedback in 3 weeks time . . .
   

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1. Many teachers on campus are already using standards based assesment practices. What that looks like differs of course, based on the content and discipline.

2. Students are allowed to build momentum when they see their success and/or struggles tied to specific skill sets. It doesn't seem as daunting. Also, it eliminates the need to "recover" from zeros and very low test scores. They are accountable for where they are on the learning spectrum right now . . .

3. Flexibility in reporting time frames would be wonderful. It is difficult to work through multiple writing cycles and provide assesment and feedback in 3 weeks time . . .
   

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We must be flexible with our students therefore, we have a growth mindset in relationships. This can help bridge our campus to be a SBM campus. The exciting thing here is that change happens regardless if we want it, but from change new ideas and experiences develop. So looking to the possibilities that can happen is exciting. Students as well as teachers  can grow. Reading the whole book at one time, instead of getting a chapter here and there.

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Much of what we do through differentiation aligns with this mindset. I like the idea of identifying standards within the subject matter that can be set as areas for growth, or mastery. This moves us closer to truly identifying what students do/don’t know. However I am reluctant to say that we should move away from “symbols” to identify proficiency/mastery.

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Overall, I believe that we, for the most part, already practice a lot of the SBM and growth mindset here at the junior school. I feel as though the most important thing is to make sure we, as an entire staff, are clear and consistent with what we are asking from our students.

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Overall I believe SBG will ultimately allow teachers the ability to more accurately pinpoint a students true understanding of the material covered, but also give students' more accountability (ownership) in regards to their mastery of standards throughout the school year.
-Mac

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1- Allows students to take ownership of their learning and identify areas of need. Growth mindset
2-Works as a guide to help students identify what they actually need to improve in.
3-In class examples, to see what implementation looks like

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1-Students will focus on growing and improving. They take ownership of their own learning.
2-Quickly identify and improve in the areas of need
3-I would like to see in class examples, what does the implementation looks like

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What kind of opportunities and benefits does having a “Standards Based Mindset” afford students?

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What kind of opportunities and benefits does having a “Standards Based Mindset” afford students?

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Students can focus on a growth mindset. They don't know this (TEKS) yet but with hard work and practice they will. It will give them the common understanding that success is measured only by standards they have been taught and show mastery of. I think this gives us an opportunity to focus on the process of learning and not the focus of "having a grade for this week."
-Dougherty

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What supports do you need in order to feel confident in being able to fully align to a “Standards Based Mindset?”

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What supports do you need in order to feel confident in being able to fully align to a “Standards Based Mindset?”

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I would love to see this in action.  What does this look like in an ELA classroom with project based learning and process pieces?  Real-life examples, videos, and conversations with people who have done it successfully would be helpful.
K. Briseño

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How do the ideas presented already align to the practices on this campus?

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How do the ideas presented already align to the practices on this campus?

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We provide a lot of opportunities for students to receive reteaches, assistance, and retests in order to ensure they are meeting the standard.  This allows for multiple opportunities to master content versus a one and done approach.

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SBG allows teachers to align consistent expectations for students. I do believe that student performance does ebb and flow. Growth is the desired outcome, but we will see steps backward at some points. We already see that with long term vs. short term learning.

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The SBG seems the most accurate way to assess knowledge and abilities and will help to truly see where a student is throughout the year. The lack of combination does seem a little concerning, if most of the TEKs need to overlap and be used together in authentic ways. Maybe there is way to start with a foundation of skills and then combine them in the ways different subject matters may need. My wondering that I'm left with would be how do the symbols and grading systems reflect onto a report card and what does redefining accountability look like in the long run?

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How do the ideas presented already align to the practices on this campus?

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How do the ideas presented already align to the practices on this campus?

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We already do a lot of the things mentioned in the article when it comes to achievement and monitoring student success in regards to the SBG system.

The standard Based Grading Mindset is something that I believe a lot of teachers already use at this school to monitor student achievement and if they don't are willing to try new things when asked.

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I like the idea of a standards based grading system. Students should show improvement as we spiral concepts throughout the year. I feel we need a rubric of some kind that is provided by the district so all teachers can follow. My question is when we are spiraling and a student does not show the level of mastery as high as before? Does the latest level of mastery need to be reflected in place of the previous one? Inevitably, I would like to be told what we are doing and let's move forward  and set up the guidelines we are going to use.

Greg McLain

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SBG seems to adapt itself to many of the current practices that we have in place here at the JS. This is brings up the question of educational equity. I don't have the exact numbers, but I am willing to bet that the majority of students failing are minority students and spec ed. This was the case a few years ago when we started looking at the data, and then for some reason, stopped. If we are simply changing the process behind the number, as the article implies, will this change the equity of learning at the school? Will SBG help us figure out the problem of student representation and how students of low socioeconomic
background don't have the same advantages as other more affluent students? Can we look at the data on this, I think this is a much more important piece of the puzzle than simply whether it is standards based or not.

Wheatcraft

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SBG appears to allow for learning to be very student centered and gives students the opportunity to master concepts throughout the year rather than just a Unit that is actively being taught. It also gives students, parent and teachers a clearer understanding of what gaps exist.

There are systems that need to be in place that safeguard the needs for behavior grades and the entire school (admin, teachers, students and parents) have to be on board to see the success of the the system.

One way to implement SBG is doing a DAILY check through warm-ups and exit tickets to quickly assess a students current understanding of a concept. Which I have seen personal success from.

E. Melle

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It will be a benefit for students to see exactly which standards they need additional support in.
M Poarch

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-We would need some sort of training or document that helps us restructure homework and guide us with the students who do not turn anything in.
-With this grading structure, I believe I would be able to give less assignments at home (yay, I have some great ideas already) however with the current limited time that we have right now it seems like a daunting task to grade this way for our classes of 35-40+ in 45 minutes and only one conference period and duty. So we would definitely need to change that and reconsider our course offerings.
-See actual examples and situations using this grading policy for all sorts of students, gifted, 504, struggling, lack of effort, average, etc. and see what it looks like on TAC and in all content areas - perhaps is there another district that does this?
-Reassessment standards that work for all content areas. And by when?

-L. Gil

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A standards-based mindset allows for us to make changes to our practice without having to wait to adopt an entirely different grading system and/or report card. It helps refine our practices to ensure they accurately reflect student mastery of content and provide confidence in students that IF they are willing to do the work they can demonstrate mastery- meeting our True North! I feel that AHJS we are to some degree already here!
Yadira

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A different template that would allow communication about specific standards and the time to explain results to kids (and parents).

Each question on our Algebra tests are aligned to a TEK and we have created a grid for each test that allows the overall performance on each TEK to be measured. It would be wonderful to share the outcome on specific concepts with parents and have the time to review this with students. Unfortunately, 45-minute class periods really conflict with this process (in my opinion).

Cardone

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Many teachers offer reassessment opportunities which is mentioned in the reading as an example of a standards-based mindset. I do think that a more uniform approach to this would benefit students.

Cardone

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I think to feel confident every teacher has to get on board. To do that we need a universal grading rubric that we all feel confident works in all subject and grade levels.
S. Luera

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Standards-based grading appears to allow the use of purposeful grade reporting across the board. It also seems to account for layers of learning and objectives toward a goal just as SE can and is done with specific students.  I would like to see how other districts are doing this and what progress (if any) they have identified as well as what needs adjusting.  I would like to learn more about this topic.
Salcedo

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Standards-based mindset

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Standards-Based Grading communicates how levels of proficiency are defined in a rubric and empowers students to see what is required for each mastery level. Additionally it, "creates a grading experience that leaves students feeling optimistic about their future success." (p.50) Also, it may open opportunities for conversations between teachers and students about how they can grow and progress to the next level.

I think that for teachers, a great support would be providing examples of models in each content areas and level. These examples could be from people who are already using standards-based grading within the campus or district or from a school that has moved to this model and can provide great examples. Dialog with these teachers and among teachers within their departments could be helpful as well.

J. Vogtlin

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I can definitely see the thought behind this, and I do think that student's will benefit from standard based grading. Every time we talk about this grading style, I feel like we don't necessarily have a clear example of what that would look like with our reporting. Will we still use TAC? How will we document their mastery of the standard? I am also wondering how we will hold students accountable, and how this will affect them in terms of college prep? I know we are middle school and they still have quite a bit of learning to do, but I feel the responsibility to prepare them for that journey as well.

K.Ott

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How do the ideas presented already align to the practices on this campus?

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How do the ideas presented already align to the practices on this campus?

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I believe most of our staff are accepting of a standards based evaluation system and many of our teachers are very open and willing to try new things. One concern I have is: How does this align with the Elementary Schools and the High School and will the process be kept uniform as students transition from K-12? I also feel that we have talked about grades for a while on our campus and that we need to make a decision and stick with it for it to be effective.
K. Wogstad

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I certainly see many benefits to the idea of standards based grading. I do have difficulty understanding how this might look in Pre-AP classes. How will data be evaluated to determine if our students are in the correct placement?  When I evaluate student work currently I am looking at the errors they make and pulling them into small group for reteach. When students have a decent grade on an assignment, an 87 for example, but they missed every question on a particular skill, they push back on the notion that they need to redo those questions or complete extra practice on that skill. Perhaps standards based grading will assist with that idea, however, I am not sure how to gain student buy in.

E. Castillo

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The only way to truly see the value in changing the current grading system is to understand fully the problematic issues related to it. I don't know a lot about a Standards Based grading system, but I am excited to learn more. After the reading the article I do see a need for change. I feel that our current grading system artificially deflates grades for those students who end up on the 70 or below mark, especially those who get grades below 60's. My thought is how does a grade below 60 motivate anyone to do their best when the margin between all other letter grades is only 10%?

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Supports needed to feel confident about a standards based grading

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Supports needed to feel confident about a standards based grading

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I think teachers need to believe in making the change in their grading policy- if the teachers are not motivated and do not see the benefits of the new assessment system compared to what they currently use- it will be difficult to implement and advocate for it to parents. Consistency across departments is also key - maybe not on everything but on a number of issues such as how to deal with missing work, late work etc...
C. Motamedian

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Our campus does a great job of giving authentic grades attached to specific standards. I believe anytime we can analyze our teaching practices we can improve our craft.
Rachel Sadosky

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Moving towards a standards based mindset, I wonder/worry about how we will redefine accountability so that the students still see value in their learning and keep them motivated when there may not be a grade they are working towards.
K.Butler

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Reflection

The idea of focusing on the positive and promoting optimism through standards based grading could greatly impact student attitude toward work and learning goals. 
Consistency is key. So we need to be consisten as a campus, as a grade level and as a department.  

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Reflection

The idea of focusing on the positive and promoting optimism through standards based grading could greatly impact student attitude toward work and learning goals. 
Consistency is key. So we need to be consisten as a campus, as a grade level and as a department.  

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One benefit that I can see in a Standards Based Mindset is the ability to allow more time for students who need more practice. For example, our students who may have a hard time in English on differing sentence structures may not have the skill by the end of the first 9 weeks, but we can allow them to continue working on this skill on the weeks to come. This allows them the extra time WITHOUT punishing them for their needs.

R. Bray

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On our campus, we already do many things to grade only based on achievement.

A standards based grading mindset lends itself to students feeling optimistic about their future success.

S. Frey