Standards Based Grading - Middle School
Why Standards-Based Grading?
In OCSD we want our students to think critically, collaborate with others on authentic projects, and persevere when learning gets tough. We want our students to leave school as expert learners who create and innovate. We want them to be reflective so that they learn from their mistakes to improve and grow. Our shift to standards-based grading provides students and families more specific information about students’ progress towards content and grade level skills and knowledge than traditional letter grades.
When students engage in deeper learning they master content knowledge, communicate effectively, work collaboratively, think critically, and develop an academic mindset. This year, teachers will utilize our new flexible building space to design experiences for deeper learning by using practices such as interdisciplinary and project based learning, Universal Design for Learning, and AVID strategies. Our instruction model encourages students to dig deeply into a subject, going beyond content memorization, in order to grapple with concepts and skills that are fundamental to each discipline.
Reporting on Learning (Progress Reports and Report Cards)
With standards-based proficiency grading, students receive a proficiency score for each of the grade level content standards that are taught and assessed in each class. Proficiency scores are based on students’ current level of skill and/or understanding as demonstrated through assignments, projects, tests, etc.
This way of reporting on learning communicates students’ progress on discipline-specific skills and knowledge, while also encouraging continual growth and reflection.
| SCORE | PROFICIENCY SCORE LEGEND |
|---|---|
| Mastery | Mastery that exceeds grade level standards |
| Proficient | Proficiency that meets grade level standards |
| Nearing | Nearing proficiency toward grade level standards |
| Not Yet | Not yet demonstrating proficiency |
| Lack of Evidence | Lack of evidence / incomplete evidence |
| Pass | Completed course requirements |
| Incomplete | Did not complete course requirements |
| * | This standard was not evaluated during this grading period. |
How Standards-Based Teaching, Learning, and Grading Works in Class
All year, teachers are assessing students’ understanding of key standards through assignments, projects, discussions, exams, etc. Teachers use standards-based rubrics to assess student work. Teachers share the rubric, sometimes an assignment checklist, and often a model or example with students. You can also request a rubric from teachers.
We encourage a culture of continual growth towards excellence through iteration. Iteration means multiple attempts at learning a skill or developing an understanding, with the goal of improvement. It is not expected that students are demonstrating proficiency of the standards the first time the standards are practiced and assessed. Along with a standard proficiency score, students will also receive feedback on their performance of the standard, so they can continue their learning and growth.
After an assignment or assessment is graded, students will receive a proficiency score show up in Synergy. In their class, students will engage in reflection and review options for revision and improvement.