The document outlines a shift in grading practices at BBCHS, advocating for a standards-based grading (SBL) mindset that emphasizes accurate and meaningful assessments of student learning. It highlights the importance of separating academic performance from non-academic factors and ensuring consistency across evaluations, while providing multiple opportunities for students to demonstrate mastery. Future steps include reevaluating homework policies, eliminating zeros, and addressing behaviors in grading systems.

1. BBCHS
A New Tradition Begins…

2. Dr. Brian Wright, Principal
Website: bbchs.org
Phone: 937-3707
Email: bwright@bbchs.org
Twitter: @bbchs307
@drbrianwright
Blog: Educational UpRising
http://euprising.blogspot.com

3. C

4. Our Journey
 2010 – Creation of the Common Core
State Standards (CCSS) and
Illinois’ adoption
 2012-2014 – TL and G Conversations
 2013 – Our commitment to the
creation
of new curriculum that is
CCSS
 2014 – Roll out of English and Math
curriculum

5. Our Research
 Ken O’Connor – 15 Fixes for Broken
Grades
 Ken O’Connor – How to Grade for Learning
 Rick Wormeli – Fair Isn’t Always Equal
 Rick Wormeli – Differentiation from
Planning to Practice
 Douglas Reeves – The Case Against the
Zero
 Robert Marzano – Transforming Classroom
Grading
 Thomas Guskey, Jan Chappuis, Reed
Gillespie, Garnet Hillman, Richard DuFour,

6. Surveying our
Faculty What is the purpose of grades?
 How does our current practice of
teaching and reporting reflect this
purpose?
 What elements do we allow to be part
of our grade book that don’t reflect this
purpose?

7. Surveying our
Faculty What is the purpose of grades?
◦ Grades are designed to communicate
learning
 How does our current practice of
teaching and reporting reflect this
purpose?
◦ Not to standards; Letter grade is an
average
 What elements do we allow to be part
of our grade book that do not reflect
this purpose?

8. Driven to Change
Why would anyone want to change
current grading practices?
“Grades are so imprecise that they are
almost meaningless.” Robert Marzano
BBCHS’ Goal for
Grades:
1. Accurate
2. Consistent
3. Meaningful
4. Supportive of Learning
Standards-Based
Mindset:
Grades cannot be
a reward!

9. Standards-Based involves….
Quick Explanation
Feedback from assessments should be linked to
learning targets. (Marzano, 2011)
Students should be permitted to remedy
deficiencies in their learning when assessment
reveals them. (Dueck, 2011)
Scores should communicate students’ degree of
mastery of the learning targets only. (O’Connor & Wormeli,
2011)

10. The SBL Mindset
Accuracy
Since our goal is to communicate the
amount of learning that has occurred,
we must eliminate all the external
components that inflate or deflate a
grade.
academic v. non-academic

11. Clear and Consistent
Since our goal is to communicate the
amount of learning that has occurred,
we must have a system that is used
throughout our building regardless of
content or grade level. Expectations
must be given (rubrics).80% summative and 20%
formative
or
The SBL Mindset

12. Meaningful
Since our goal is to communicate the
amount of learning that has occurred, a
student’s grade will measure just that –
what was learned and give students
and parents a clear direction of what is
expected. Grades will be reflective of
each learning outcome.
The SBL Mindset

13. Supportive of Learning
Since our goal is to communicate the
amount of learning that has occurred,
each student’s grade will be measured
against “mastery” – knowledge and skill
and be able to apply both within various
contexts over time.
Shift from chasing and accumulating point
to chasing and appreciating learning.
The SBL Mindset

14. 1. More informative for all.
2. Greater feedback to students.
3. Better depiction of knowledge/skills.
4. Allows students multiple
opportunities to show mastery of
knowledge/skills.
So Why is SBL
Better?

15.  Response to Intervention (RtI)
◦ Tier 1 = Regular curriculum
◦ Tier 1.5 = Content-Area Study Halls
◦ Tier 2 = MASH; GASH; A2SH; ELA1; ELA2
◦ Tier 3 = Foundations of ELA and Math
(courses)
 Multiple opportunities for assessment
◦ Reteach/Relearn
◦ 10 days for reassessment on summatives
Supports for Student

16. C

17. SBM: Separating Learning
from Behavior
Quizzes
Tests Labs
Projects
Homework
ETAs
Presentations
Group Work
Unexcused Absence
Discipline
Late Work
Cheating
Effort
Parent Signatures
Participation

18. Grades need to be less about
compensation and more about
communication!
I Care About These: But Your Grade Comes From These:
• Participation
• Effort
• Attendance Learning Standards
• Behavior
• Teamwork
• Homework

19. 1. Smaller grading scale (2015 ?)
2. Summer School changes (2015 ?)
3. Report Cards by Standards (2016 ?)
4. Communicating behaviors separately
What are Our
Next Steps?

20.  Homework – Optional? None?
Limited?
 Zeros – Eliminated?
 Behaviors – Effort, participation, hard
work, extra credit, etc.
 Mean v. Mode v. Most Recent
Several Other Items

21. There’s an
App for that!

22. In 9 packing of parachutes, averages are…
Student 1 = 4.6
Student 2 = 5.4
Student 3 = 5.6
Mastery = 6.0
Who is packing your parachute on packing #10?
0
1
2
3
4
5
6
7
8
9
10
1 2 3 4 5 6 7 8 9
S
c
o
r
e
Opportunities
Student 1
Student 2
Student 3
Mastery
O’Connor

23. 1. Shouldn’t the school teach students responsibility by
holding them accountable to deadlines and give zeros
for poor work?
2. How is this preparing students for college?
3. What’s going to stop students from not studying the
first time?
4. How is it fair that the middle to low end students get
the same grade as my gifted child?
5. Isn’t this SBL system the classic case of “lowering of
standards” mentality?
FA Qs

24. Your Thoughts and
Questions