This document discusses Licking Valley Local School District's transition to a standards-based learning and grading system at Licking Valley High School. It implemented reforms between 2011-2015 to shift away from assignment-based grading to a system that grades students based on their mastery of educational standards. Key changes included organizing content around standards, allowing multiple attempts to demonstrate proficiency, separating academic grades from things like behavior, and using a digital platform to report standard-based grades. Teachers worked to define standards and proficiency levels. The new system aims to better reflect what students know and help prepare them for college.

1. Standards-Based Learning
and Grading at Licking Valley
January, 2018
● David Hile, LVLSD Superintendent
● Wes Weaver, LVHS Principal
● Brian Ledford, LVHS Math Teacher

2. Licking Valley Local School District
● Rural district, Eastern
Licking County
● 2,100 students, four
buildings
● ~40% free / reduced
● 18% of students have
parent w/ degree

3. LV
INSTRUCTIONAL
SYSTEM

14. Grading & Assessment at LVHS
Adopted 2012

15. Grade pollution
● Bonus points
● Behavioral factors
● Extra credit
● Memorization points
● Missing evidence
(Zeroes)
● Gotcha! grading

16. Grading & Assessment at LVHS
Our grades…
1. Are based on assessing mastery and
proficiency relative to standards
2. Are reported based on standards, not
assignments

17. Defining proficiency and mastery
Student shows proficiency with knowledge,
and can reason using that knowledge and
perform skills independently most of the time.
3

18. Defining proficiency and mastery
Student shows in-depth mastery of
knowledge, can reason using that knowledge
and can consistently apply skills at a high
level independently. 4

19. Standards-based grade calculation

20. Grade reporting with JumpRope

21. Timeline - Standards-based Learning
2013-2014
LVHS school-wide grading reforms
Staff reading(s) & discussions
2nd semester SBG pilot classes
June SBG professional development
2012-2013
O’Connor Presentation
Guskey visit to LVLSD
Staff reading(s)
Teacher-specific grading
reforms
2011
LV Administrators read
Developing Standards-
Based Report Card,
Guskey
2014-2015
Full SBG implementation
JULY- Parent mailing
AUG- Freshman parent MTG
AUG- Class MTGs
SEP- Open House

22. Reading

23. Before SBG
-Content organized using units from a textbook
-Each summative assessment contains multiple content standards, all being
evaluated with one final grade
-Formative assessment work graded
-Students only given one opportunity to show what they know
-Extra credit given
-Unexcused absences result in a zero for any assessment given that day
-Grade reported as “test”, “quiz”, “project”, etc.
-Grade does not accurately reflect what student KNOWS

24. Initial Changes
The changes Mr. Weaver discussed that took place building wide were applied
to my classes, as well as some of the specific changes below:
-Content organized using state standards, broken down into specific concepts
-Summative assessments organized into short, concept specific content as well
as comprehensive assessments that allow students to show that they can make
connections and apply concepts to real life situations
-Students given as many opportunities as possible to show what they
know
-Separate grade reported for each content standard
-No zeros, students must COMPLETE ALL WORK at least a minimal level to
pass course

25. Currently
-Content organized into mathematical thought processes, broken down into
specific concepts taken from the state standards
-Summative assessments organized into short, concept specific content, AND
comprehensive and long term assessments that show students abilities to make
connections and apply concepts to real life situations
-Students given as many opportunities as possible to show what they know
-No zeros, students must COMPLETE ALL WORK at at least a minimal level to
pass course
-Separate grade reported for each mathematical thought process standard
-Academic grade reflects the mathematical processes and specific content
students know

26. Current LVHS Math Department Standards
MATHEMATICAL PRECISION:
I can properly attend to mathematical precision when formatting mathematical solutions.
** This includes rounding, labeling and following directions.
CONTENT SKILLS:
Students can describe and apply basic algebraic and/or geometric mathematical processes.
INTEGRATING CONTENT:
Students can solve problems of varying complexity by connecting or applying multiple content
skills.
APPLICATION/ MODELING:
Students can apply multiple concepts and problem solving approaches to model real-world or
complex abstract situations.
Standards Developed by LVHS Math Teacher, Dave Chapman

27. I hope this class helps you learn how to gather
information efficiently, use that information to
solve problems, and manage your time
efficiently so you can be as successful as
possible.
My new message on Day 1 of class:
There has been a shift away from:
teaching students content
TO
teaching students HOW to learn.

28. Flipped/Mastery Model
-Students are provided with all of the content needed to pass the course up front.
-All of the content, including the video lessons, is created by me and aligns
specifically with the summative assessments.
-Students are given deadlines and allowed to take assessments at their own pace.
-I am available for the students in whatever way they need me to be.

29. Questions?
David Hile HileD@laca.org (740) 763-3525
Wes Weaver WeaverW@laca.org (740) 763-2512
Brian Ledford LedfordB@laca.org (740) 763-3721
WWW.LICKINGVALLEY.K12.OH.US

30. Grades & Grade Reporting
Two main areas of impact:
● Better reporting to students and parents
● Drives changes in classroom assessment
and instruction

31. Standard
What do we want
them to know,
understand, do?
Evidence
How will we know
when they can
understand / do?
Assessment
What academic /
performance tasks will allow
us to observe knowledge /
understanding?
Instruction
What learning
experiences prepare
them for assessment?
15 mins

32. Which skills are important?

33. LVHS “Global Standards”
● 4 Reaction paper standards (non-routine analytical)
● 2 Presentation standards (non-routine interpersonal)
● 4 C&CR (soft skills… aren’t soft)
○ Attendance/Punctuality, Cooperative work, Timely work
completion, Quality work

34. A word on college readiness...

35. Questions?
David Hile HileD@laca.org (740) 763-3525
Wes Weaver WeaverW@laca.org (740) 763-2512
Brian Ledford LedfordB@laca.org (740) 763-3721
WWW.LICKINGVALLEY.K12.OH.US