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# July 8: Standards Based Grading, Where to Start and How to go Deeper

July 8, 2014 at 09:00:00 PM · Eastern Time (US & Canada) 1092 views
By Global Math Department (5.0 stars · 4 reviews )

Presented by Jessica Bogie (@algebrainiac1) & Matt Owen (@_mattowen_)

Standards Based Grading is mentioned quite often as we delve deeper into CCSS. We will talk how we started with SBG, how we keep it organized, share a few favorite sites & pointers and turn to the audience to help discuss how to make it even more beneficial for our students and their understanding.

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EDUCATION & LEARNING
Who can view: Everyone
Webinar Price: Free
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## Global Math Department

We are math teachers who share what we've learned, cause we don't want our classes to suck the energy from students. Professional development among friends, not just colleagues. Fun! Immediately useful! Interesting!
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Lisa Soltani
I just finished year one of SBG in sixth grade and it almost killed me. I have struggled with the question of how granular my standards should be. For example, it seems important to me to know whether my students know about percentages, but it's only helpful when there is sufficient specificity so that I can know what to teach next. Taking percents as an example, I had about 12 or so standards respect to percents alone. I need to know whether they can find the percent when given the part and the whole, and whether they can find the whole when given the part and the percent. Can they recognize the kind of percent problem they must solve when it's in a problem-solving context? How about percent equivalents in fraction and decimal form? it also seems important to me to know what methods they are using to solve various types of percent problems, and whether they are selecting the most elegant strategy or slogging through some mindless cross-multiplicaiton. This is just on percentages, and it really seems endless, and incredibly time-consuming to keep track of all my students across all the different standards. What do other people do?
Very good question! This is what I have been thinking about also. Just starting to investigate Standards Based Grading.
Just throwing out an idea here. If shear number of standards is killing you, think about "bundling" smaller ones together. The common core is basically like that anyways.

Example

Standard C - Converting Percentages

c.1 - students can convert a percent to a decimal or fraction.
c.2 - students can convert a decimal to a percent or fraction
c.3 - students can convert a fraction to a decimal or a percent.

This way you can give a "needs improvement" with standard C while giving them feed back they are good with c.1, but bad with c.3.

I think you get the idea. Does that sound like more or less work to you?
Great question!! I have to agree with Eric, the CCSS allows us to group standards together easier and this is something I have been trying to move towards more and more. I think that it is better to say a student is still working on their understanding of percents if they can get some ways to solve but not all. I also think that the type of activity or assessment can dictate the way to solve a problem, but it's still all percents and their overall knowledge of them. I look forward to seeing you all online this evening so we can discuss and get more perspectives from the attendees!
For your sanity and to make it easier for students, combining standards is critical.
Lisa Soltani
What software do you use? I am using ActiveGrade, but I find it's reporting capabilities really limiting, especially in terms of grouping students.
I am tied to using my district's grading system and can't really use an outside source. I WISH I could use something without numerical values, but that isn't the case for me. I have researched different systems online and liked Blue Harvest and ActiveGrade and recently heard of JumpRope, but I haven't used any of them on my own. I hope there are people in attendance tonight that can offer their own perspective and insight into the different reporting systems! Great question!
I've used Easy Grade Pro in the past.
Catherine Douthard
Is anyone using Infinite Campus with SBG?
I use it for parents to view the grades, but it does not calculate them. I set up a category for each standard and each assessment as an assignment within it.
Eric Fleming
I grew up with a hybrid SBG model, or at least it feels that way in retrospect. My grades were assigned in batches A=4, B=3, C=2 ,D=1 ,F=0 on tests based on general class performance while the individual standards themselves were never detailed to us. Class was rigorous and you just tried to get as much right as possible.
I can see how that would be a similar system. Since I have to make mine fit my district's grading system, I use a 4-5 point scale. I think it is a fine line to how it is used and how it can best be set up for students and their understanding. I have my students track all scores and it's a fluid score based upon current understanding. I look forward to talking about this further tonight!
Pam Rickard
Last year, we did a self paced model (not using SBG) but it was tough with some kids moving ahead but not really learning the math concepts, just the tricks. They'd bomb the assessments after having gone through the curriculum. :( Is self paced part of SBG and how do you manage it?
I haven't gotten into the full fledged differentiation that you can do using SBG, mainly because I switched subjects last year after 12 years teaching Algebra so I was building my standards as I went and it was hard to get ahead of the students. However, if you know who has mastered what skills/standards, then you can differentiate activities, reviews, practice, tasks, etc. You can have stations with different skills and based upon what they have mastered, they have to complete certain ones. I do think it leads itself nicely to differentiation and self pacing...that would be my next hurdle! Great question!! Maybe someone attending this evening will be able to offer advice as well. Look forward to seeing you online tonight!
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