## SBG/Reassessment Info

This page is to help explain SBG and Reassessment process. Please read below to answer common questions about SBG and Reassessment.

## What does a grade truly reflect?

Is it what a student knew at that particular moment when they took the test, or is it a representation of what they knew from a variety of activities and assessments?

Can students recall information they've been taught?

Can they apply what they know to future problems?

Will they remember it when they leave the classroom?

Do they memorize for the test - then forget it all?

The Algebra 1 teachers wanted to change the way we are assessing student learning based on mastery of state content standards and allow students to prove they know the material. This is why we have changed our individual test format to Standards Based Grading.

Can students recall information they've been taught?

Can they apply what they know to future problems?

Will they remember it when they leave the classroom?

Do they memorize for the test - then forget it all?

The Algebra 1 teachers wanted to change the way we are assessing student learning based on mastery of state content standards and allow students to prove they know the material. This is why we have changed our individual test format to Standards Based Grading.

## What is SBG?

SBG stands for Standards Based Grading.

Standards-based grading directly utilizes standards, benchmarks, and indicators as a checklist for the material students need to master before they leave the classroom. The teacher assigns grades that are tied specifically to each indicator as the class moves through the chapters.

Academic content standards and benchmarks form the backbone of the material taught in any given core subject. A state-led effort to develop the Common Core State Standards was launched in 2009 by state leaders, including governors and state commissioners of education from 48 states and created the standards we teach in the math classroom today. To simplify these standards into student-friendly language, the Algebra teachers transformed the standards into Essential Questions or EQs. We use EQs to assess students in the SBG classroom.

To help students (and guardians), students receive an EQ packet at the start of every chapter. That packet contains all of the EQs that will be covered on the individual test. All of these EQs are also associated to questions on the chapter closure packet to assist in review for the test.

Standards-based grading directly utilizes standards, benchmarks, and indicators as a checklist for the material students need to master before they leave the classroom. The teacher assigns grades that are tied specifically to each indicator as the class moves through the chapters.

Academic content standards and benchmarks form the backbone of the material taught in any given core subject. A state-led effort to develop the Common Core State Standards was launched in 2009 by state leaders, including governors and state commissioners of education from 48 states and created the standards we teach in the math classroom today. To simplify these standards into student-friendly language, the Algebra teachers transformed the standards into Essential Questions or EQs. We use EQs to assess students in the SBG classroom.

To help students (and guardians), students receive an EQ packet at the start of every chapter. That packet contains all of the EQs that will be covered on the individual test. All of these EQs are also associated to questions on the chapter closure packet to assist in review for the test.

The picture above is part of the Chapter 1 EQ document.

Check out EQ 1.3. The "EQ" means this is an "Essential Question". The "1" means it is "Chapter 1". The "3" means it is the 3rd new EQ of the chapter. We have also provided which lesson of the text the topic is first introduced. So for EQ 1.3, you first see function notation in lesson 1.2.3. The chapter number.0 (for example in chapter 2, EQ 2.0) will always be the precision standard.

Look at the one below it: EQ 1.4. The "EQ" means this is an "Essential Question". The "1" means it is "Chapter 1". The "4" means it is the 4th new EQ of the chapter. Identifying x and y intercepts is first addressed in section 1.2.1.

Again, these EQs are used to assess students in the SBG-classroom.

Check out EQ 1.3. The "EQ" means this is an "Essential Question". The "1" means it is "Chapter 1". The "3" means it is the 3rd new EQ of the chapter. We have also provided which lesson of the text the topic is first introduced. So for EQ 1.3, you first see function notation in lesson 1.2.3. The chapter number.0 (for example in chapter 2, EQ 2.0) will always be the precision standard.

Look at the one below it: EQ 1.4. The "EQ" means this is an "Essential Question". The "1" means it is "Chapter 1". The "4" means it is the 4th new EQ of the chapter. Identifying x and y intercepts is first addressed in section 1.2.1.

Again, these EQs are used to assess students in the SBG-classroom.

## How are students assessed in an SBG classroom?

Students will acquire the necessary information in various forms from class and be assessed in a way that allows them to demonstrate what they know. For instance, let's say there is a question about finding the equation of a line given two points. Freddie Freshman completes the problem but scores a "2" on the 4-point scale.

There could be a whole slew of reasons why Freddie did not score better... such as:

a. Freddie might not have understood certain concept in the chapter.

b. Freddie may have missed several days of class.

c. Freddie might have broken up with his girlfriend.

d. Freddie could have shifted from the custody of his father to his mother the weekend before the assessment.

Here's the beauty of the SBG-System… "why?" doesn't matter any more. We don't need to concern ourselves with excuses. For whatever reason, Freddie didn't master the material.

Even though we move on to the next topic in class, Freddie will still have an opportunity to demonstrate that he understands the concepts taught in the strand.

Before we jump to the re-assessment part, let's examine how a test is scored and turned into the "1", "2", "3", and "4" scores. Click the button below for a breakdown of what each number represents. After students take such a test, their scores are calculated and placed on an "Score Card" which is shown below.

There could be a whole slew of reasons why Freddie did not score better... such as:

a. Freddie might not have understood certain concept in the chapter.

b. Freddie may have missed several days of class.

c. Freddie might have broken up with his girlfriend.

d. Freddie could have shifted from the custody of his father to his mother the weekend before the assessment.

Here's the beauty of the SBG-System… "why?" doesn't matter any more. We don't need to concern ourselves with excuses. For whatever reason, Freddie didn't master the material.

Even though we move on to the next topic in class, Freddie will still have an opportunity to demonstrate that he understands the concepts taught in the strand.

Before we jump to the re-assessment part, let's examine how a test is scored and turned into the "1", "2", "3", and "4" scores. Click the button below for a breakdown of what each number represents. After students take such a test, their scores are calculated and placed on an "Score Card" which is shown below.

While the example above is just a partial "score card", it still shows how mastery levels are calculated. For instance, to get a "4" on EQ 1.0, a student would have to score no lower than 11.5 points (or at least 87.5%); a "3" would require a score no lower than 10 points (or at least 75.0%); a "2" would result from scores no lower than 8 points; while a "1" would result from scores of 7.5 and lower. So, let's say a student ends up getting a "2" for that particular EQ. It is recorded in PowerSchool as such.

Another example is EQ 1.3, which is only worth 2 points. In this case, the student either demonstrates mastery on it (2/2) or doesn't (0/2 or 1/2).

By using such a meticulous system of grading, I can guarantee an accurate reflection of a student's mastery level. (These sheets are not returned to the students directly since they can access their SBG scores on-line. However, they are always available for review should a student, guardian, or administrator make that request.)

Another example is EQ 1.3, which is only worth 2 points. In this case, the student either demonstrates mastery on it (2/2) or doesn't (0/2 or 1/2).

By using such a meticulous system of grading, I can guarantee an accurate reflection of a student's mastery level. (These sheets are not returned to the students directly since they can access their SBG scores on-line. However, they are always available for review should a student, guardian, or administrator make that request.)

## So does this answer what's in a grade?

Yes. The "old way" of grading is broken. In the old system, Freddie's failure on the test would be averaged as a 54/100 ("F").

Freddie would have never mastered the material, and the groundwork for future failures would begin to take shape. Freddie would limp into his next school year without having grasped the necessary concepts to give him a fair chance of succeeding.

In an SBG-classroom, teachers can specifically identify which EQs Freddie understands and which EQs he does not.

Parents and guardians will be able to see exactly what their child did well and where they need improvement. This helps alleviate the guess-work that goes into interpreting letter grades.

Freddie would have never mastered the material, and the groundwork for future failures would begin to take shape. Freddie would limp into his next school year without having grasped the necessary concepts to give him a fair chance of succeeding.

In an SBG-classroom, teachers can specifically identify which EQs Freddie understands and which EQs he does not.

Parents and guardians will be able to see exactly what their child did well and where they need improvement. This helps alleviate the guess-work that goes into interpreting letter grades.

## Reassessment Process

Re-assessment in an SBG-classroom is WAY more than Freddie just "retaking" the same test he failed. It is also more than Freddie doing "test corrections". His individual test was his first shot at mastery. As we saw, he didn't demonstrate mastery.

So... Freddie is given another opportunity to show proficiency/mastery of EQ 1.2.

If he chooses to accept this offer, he must do the following steps:

Step #1: Sign up on the schedule in your teacher’s room. Find the day and period you are available to complete the reassessment in your teacher’s room. You will need to write in your name, math class period and the EQ #s needed to be reassessed. Get a pass from your teacher immediately after you sign up.

Step #2:

Step #3:

Step #4: Your teacher will give you the reassessment problems for your EQs. Write in your name and class period.

Step #5: Complete the reassessment problems for your EQ without notes, help from the teacher, or help from others.

Step #6: The reassessment problems must be completed in the allotted reassessment time. Students will generally have TWO weeks to do this, unless a new time frame has been established.

Step #7:The reassessment problems will be graded. If it is NOT a "4", it will be noted on PowerSchool.

So... Freddie is given another opportunity to show proficiency/mastery of EQ 1.2.

If he chooses to accept this offer, he must do the following steps:

Step #1: Sign up on the schedule in your teacher’s room. Find the day and period you are available to complete the reassessment in your teacher’s room. You will need to write in your name, math class period and the EQ #s needed to be reassessed. Get a pass from your teacher immediately after you sign up.

Step #2:

*to the time scheduled to complete your reassessment paper.*__SHOW UP__**If you do not show up during the time you signed up for, you will forfeit your chance for additional points. If you come during a time you are not signed up for, your teacher can choose to not let you stay****.**You may attempt more than 1 EQ during your scheduled time but know you may need multiple class periods to complete.Step #3:

**Give all your belongings to your teacher to hold onto while you work.**This includes your phone, headphones, and other electronic devices. You are only permitted to have a pencil and calculator during reassessment.Step #4: Your teacher will give you the reassessment problems for your EQs. Write in your name and class period.

Step #5: Complete the reassessment problems for your EQ without notes, help from the teacher, or help from others.

**If you are seen talking to other students or using notes during your reassessment time, you will lose your privilege of reassessment and future opportunities may be jeopardized.**Step #6: The reassessment problems must be completed in the allotted reassessment time. Students will generally have TWO weeks to do this, unless a new time frame has been established.

Step #7:The reassessment problems will be graded. If it is NOT a "4", it will be noted on PowerSchool.

*. Freddie can try to fix this EQ as many times as he'd like (within the two-week limit). This is why it would be wise to attempt the EQs early into the reassessment grace period. If Freddie turns in his reassessment with only a few days left, it is unlikely he will be given additional opportunities.*__It is up to you to check PowerSchool often to know the outcome of your reassessments__## What's next?

If a student's assessment level is changed (from a "2" to a "3"), it is adjusted in the grade book and on PowerSchool as though the first assessment never took place. (There will be a comment like "Re-assessment completed; score moved from '2' to '4'" to indicate that a student has attempted a particular EQ).

Grades are not averaged. If a student had a "2" and through re-assessment earned a "3", their grade wouldn't show as a "2.5". Half scores, like "2.5", don't exist in the scale; it's either a solid "2", a solid "3", etc.

Students also can't drop their level for an EQ if they happen to do worse on the reassessment. If Freddie tries to reassess a topic in which he got a "3" and does worse, his score remains a "3".

Grades are not averaged. If a student had a "2" and through re-assessment earned a "3", their grade wouldn't show as a "2.5". Half scores, like "2.5", don't exist in the scale; it's either a solid "2", a solid "3", etc.

Students also can't drop their level for an EQ if they happen to do worse on the reassessment. If Freddie tries to reassess a topic in which he got a "3" and does worse, his score remains a "3".

## How does this get recorded in PowerSchool?

When a student logs on to PowerSchool, s/he is used to seeing a letter grade for a specific test. Instead of just seeing that she scored a "70%" on her Chapter 9 test, Susie will also see a slew of EQs that the test covered... all with scores of "1", "2", "3", and "4" next to each. The entire individual test grade is called the “raw score” (for example 70/100 for Susie) and will still be included in the overall grade as well as the EQs.

When students complete reassessment, their “raw score” or original score on the chapter test will not be changed. This helps hold students accountable for their initial assessment and encourages students to put in a great amount of effort for each chapter test. When students complete reassessment, the EQs will be changed in the grade book and therefore improve their overall test grade for the chapter.

This image shows Susie that she demonstrated mastery on EQ 9.2 (Level 4), EQ 9.4 (Level 3), EQ 9.6 (Level 3), EQ 9.7 (Level 4), EQ 9.8 (Level 4), and EQ 9.9 (Level 3). She failed to show mastery on the rest.

In the old method of grading, Susie would see the "70%" and move on. She might be told by her teacher to "study harder" or that she "studied the wrong stuff". In an SBG-classroom, Susie and her teacher can identify the material that she did not master.

In an SBG-classroom, the traditional grade scale is still used to determine plusses and minuses. Percentages are NOT rounded up. In the example above, Sally’s 97.5% remains an "A"... and is not rounded up to an "A+". If she wanted the "A+", then she should have re-mastered ALL of her EQs (she left EQ 9.5 at Level 3).

When students complete reassessment, their “raw score” or original score on the chapter test will not be changed. This helps hold students accountable for their initial assessment and encourages students to put in a great amount of effort for each chapter test. When students complete reassessment, the EQs will be changed in the grade book and therefore improve their overall test grade for the chapter.

This image shows Susie that she demonstrated mastery on EQ 9.2 (Level 4), EQ 9.4 (Level 3), EQ 9.6 (Level 3), EQ 9.7 (Level 4), EQ 9.8 (Level 4), and EQ 9.9 (Level 3). She failed to show mastery on the rest.

In the old method of grading, Susie would see the "70%" and move on. She might be told by her teacher to "study harder" or that she "studied the wrong stuff". In an SBG-classroom, Susie and her teacher can identify the material that she did not master.

In an SBG-classroom, the traditional grade scale is still used to determine plusses and minuses. Percentages are NOT rounded up. In the example above, Sally’s 97.5% remains an "A"... and is not rounded up to an "A+". If she wanted the "A+", then she should have re-mastered ALL of her EQs (she left EQ 9.5 at Level 3).