Creating A Standards Based Classroom

How to create a grading system that encourages both transparency and student mastery.

What you'll learn

To be able to evaluate your grading system against your own teaching philosophy.

To be able to create learning scales, the core of a standards-based classroom.

To be able to create assessments and rubrics that effectively measure student progress on a learning scale.

To be able to create 4.0 material for scales. To be able to guide students through a growth minded learning progression.

To be able to set up a gradebook using Mastery Scale grades.

To be able to update communication materials . To be able to communicate grades and policies clearly and professionally.

Requirements

This is something that I think both new and veteran teachers can jump right in and learn from.

Description

Grades, by their very nature, are subjective. That is a fact of education. Because of this, we need to be able to do everything we can to make sure the expectations for those grades are as transparent as possible.Enter in Standards Based Grading. Standards Based Grading is a way to use mastery scales to help give meaning to the grades we put into our gradebooks. It ultimately removes behavior from the gradebook, instead focusing on communicating to students, parents, and other educators exactly what the students do and don't know about the content in your class.Like every classroom change, it takes effort to implement the method. There are growing pains as behaviors are pulled away from the gradebook. Without some guidance, it can feel overwhelming. That's what the purpose of this course is. I want to help other educators navigate the implementation process of Standards Based Grading, so that they can focus on the most important aspects of it: Creating the materials and scales needed to help transition the class clearly and effectively.When you are done, I hope that it brings meaning and transparency to your gradebook, and that it brings students closer to both mastery and success in your classrooms!

Overview

Section 1: Introduction

Lecture 1 Call to Action: The Meaning of Grades

Lecture 2 Meet Your Instructor

Lecture 3 Course Roadmap

Lecture 4 Purpose of the Course

Lecture 5 Style of the Course

Section 2: Is Your Teaching Philosophy in Alignment?

Lecture 6 Philosophy Overview and Scales

Lecture 7 My Personal Philosophy

Lecture 8 Your Personal Philosophy

Lecture 9 Catalyst for Change

Lecture 10 Philosophy and Gradebook Alignment

Lecture 11 Philosophy Alignment Closure

Section 3: What is SBG and how do we make scales?

Lecture 12 Introduction and Scales

Lecture 13 What is standards based grading

Lecture 14 Building a scale from a skill together

Lecture 15 Task: Build a Scale from a Skill

Lecture 16 Breakdown of Scale Creation

Lecture 17 Task: Build your Scale

Section 4: Creating Assessments and Rubrics

Lecture 18 Introduction and Scales

Lecture 19 Performance Versus Traditional Assessments

Lecture 20 Creating a Traditional Assessment to a Scale

Lecture 21 Task: Create an Assessment Aligned to a Scale

Lecture 22 The Purpose of and How to Create a Rubric

Lecture 23 Task: Create a Rubric

Lecture 24 Scale Review and Closure

Section 5: Student Learning Progression

Lecture 25 Overview and Scales

Lecture 26 What is below a 2.0 on a scale?

Lecture 27 What does the student learning progression look like in terms of student data?

Lecture 28 How can we effectively write a 4.0 scale level criteria?

Lecture 29 Task: Make a 4.0 level for a scale!

Lecture 30 Task: Add the 4.0 level to your assessment or rubric.

Section 6: Classroom Gradebook

Lecture 31 Introduction and Scales

Lecture 32 Fitting into School and District Policy

Lecture 33 Calculating a Course or Quarter Grade

Lecture 34 Task: Which Quarter Grade Fits for You?

Lecture 35 Problem: Multiple Assessments for one Scale

Lecture 36 Latest Method

Lecture 37 Maximum Method

Lecture 38 Mode Method

Lecture 39 Average Method

Lecture 40 Decaying Average Method

Lecture 41 Last N Method

Lecture 42 Grade Comparison

Lecture 43 Task: Choosing a Mastery Grading Method

Lecture 44 Scale Review and Closure

Section 7: Communication

Lecture 45 Introduction and Scales

Lecture 46 Example Blurb for Grades and Retakes

Lecture 47 Task: Create the Resources

Lecture 48 Getting ready to communicate with students

Lecture 49 Task: Creating a Lesson to Understand SBG

Lecture 50 Reactive Practices

Lecture 51 Response Task 1: Parent Phone Call

Lecture 52 Debrief: Response Task 1

Lecture 53 Response Task 2: Student Question

Lecture 54 Debrief: Response Task 2

Lecture 55 Scales and Closure

Section 8: Managing Chaos and Closure

Lecture 56 Q and A Section

Lecture 57 Course Review and Closure

Lecture 58 Is Your Philosophy in Alignment?

Educators interested in learning about the implementation of a standards based classroom from the lens of someone who has implemented it from the ground up in his own classroom.,Education Administrators who are interested in learning about the implementation of a standards based classroom from the viewpoint of a teacher who has gone through the process so you can offer strong informed support for your educators.,My lens is often from a high school perspective; the content is generally transferrable across grade bands.