Teachers

The Purpose of SBI/EBR Learning Outcomes

I can explain how SBI/EBR develops students’ growth mindsets and self-efficacy skills.
I can discuss the importance of developing transferable skills.
I can explain how SBI/EBR emphasizes high levels of learning for all students.
I can explain how SBI/EBR increases communication between students, teachers, and parents.
I can explain how SBI/EBR clarifies learning expectations for students using scaled targets that more accurately report on student learning.

FPS Standards Reporting Handbook 2021-22

Proficiency-Based Instruction and Assessment

Students produce evidence of learning first, then the teacher teaches.
Focuses on growth and learning rather than testing and measurement.
Creates rigorous and equitable experiences for all students.

Evidence-Based Grading

Is the collaborative process of collecting and interpreting student-produced evidence to provide students with an accurate perspective of their proficiency, interpersonal skills, and emotional wellness.

Evidence-Based Reporting

A teacher communicates a student's growth and proficiency.
Displays grade predictions and learning trajectories using formative and summative assessments.
Living document that must be referred to often for reflection, calibration, and feedback.

SBI/EBR Phases

Phases are sequential; however, components may intersect.

SBI/EBR Checklist

Course Overview Template

Davies EBR Syllabus Template

North EBR Syllabus Template

South EBR Syllabus Template

Enduring Skills

Skills are the abilities needed to use one's knowledge effectively and readily. They are a broad, transferable framework that communicates a proficiency level for a guaranteed and viable curriculum; they set the foundation for curriculum development and grade projection. (3-5 Enduring Skills per course is a good place to begin.) These skills are central to each course and teachers should design their course so students have ample opportunities to practice and develop these skills over the span of the course.

Essential Learning Outcomes (ELO)

ELOs do not represent all that you are going to teach. They represent the minimum that a student must learn to reach high levels of learning.

Fargo Public Schools EBR Skills 6-12

Skills and Standards

Students at Fargo Public Schools need both Enduring Skills and Standards.

Assessments are valid.

The assessment measures what is intended to be measured. It produces accurate and truthful results.

Scoring is consistent or reliable.

The assessment produces believable results that mirror the learning that has occurred. Consistent results are gleaned across multiple users of the tool.

Assessments and surrounding processes are fair.

The level of the assessment is appropriate.
Students have received adequate opportunity to learn.
The assessment is free from bias and the format does not interfere with students engaging in the assessment.

FPS Retake and Re-Performance Options

Each course and subject area is different and assesses students in multiple capacities to ensure growth and development, while meeting the needs of diverse learners. For this reason, retake policies may differ from course to course; however, courses need to be consistent in their retake and re-performance system and requirements.

Retake/Reperformance

Option 1

Teachers may give a retake after a summative assessment as another attempt to demonstrate learning. The more recent score will replace the existing score if it is higher.

Teachers can require students to complete formative assessments to show relearning prior to allowing students to do a retake.
Deadlines for retakes will be established by each department.
Teachers can incorporate multiple sessions in the semester to reteach and administer retakes. These events are structured times for students to demonstrate learning.

Retake/Reperformance

Option 2

Prior to the summative assessment, teachers may administer re-performance events that simulate the summative assessment and students receive feedback on all success criteria. These events prepare students for the summative assessment. In these situations there is no retake after the assessment, because they occurred throughout.

Example: Comprehensive essays with rough drafts; tech ed. projects

Bi-Modal Matrix

11x17 EBR Grade and BiModal Matrix Reference Guide.docx

Instructional Playbook

Eligibility Checks

When using the Bi-Modal Matrix for reporting, here are the steps to enter the S/U for eligibility checks.

Open PowerTeacher Pro
Click “Grades”
Click “Scoresheet”
Under “Course Grade” enter a “S” and then “fill” for all students
1. Once a student is trending at a 1 (in more than 1 skill) you will need to manually go in and change this “S” to a “U.”

EBR Guidlines for Transferring Students

Guidelines for Transfer Students

Please refer to this document when working with students who transfer into your class.

Before Assigning an F

Before assigning an F, we need to make sure we answer the following questions and follow them with diligence.

Ask the following 3 questions:

Are all parties aware?
Are all interventions exhausted?
Is all summative evidence gathered?

*Do not move forward with a grade until all 3 questions have been answered YES.

Finalizing Grades Guidelines

Entering Semester Grades

When using the Bi-Modal Matrix for reporting, here are the steps to enter Letter Grades at the end of the Semester. *You will want to use split screens, 2nd monitor, or your laptop & Ipad, to complete the following steps.

Open the Clipboard to a corresponding class to view “Projected Grades”
Open PowerTeacher Pro
Click “Grades”
Click “Scoresheet”
Under “Course Grade” enter A, B, C, D, F

Finalizing EBR Grades for Middle School

Turning Off Professional Judgement

Middle School EBR Gradebook

EBR Gradebook Overview.mp4

Setting up an EBR Gradebook

Setting up and entering EBR grades.mp4

Calculating Enduring Skill Scores

How is an enduring skill score calculated.mp4

How EBR Grades are Calculated

How EBR Grades are calculated.mp4

How do parents and students access their EBR scores?

How do parents and students access.mp4

Entering Final Grades PDF

Entering Final Grades.pdf

Entering Final Grades Video

Blurred Entering Semester Grades.mp4

Making the Grade Podcast

Webinars with Phil Warrick and Jan Hoegh, Marzano Resources:

Prioritized Standards password: South East
Proficiency Scales password: South East
Assessment password: South East
Using Proficiency Scales in the Classroom password: MRSEEC
Phil Warrick video for FPS password: Fargo
How are teachers using scales? (photos and video)

buckmiller_peters_2018.pdf

Article by two university professors outlining findings about university officials' views on the use of standards-based grading in admissions decisions. "Improvements in grading systems that more accurately communicate student achievement are needed, and K-12 leaders should not wait for those in higher education to change." "...Information communicated through grades and transcripts that is more precise and accurate, that separates and addresses personal traits such as work ethic and attendance, is a truer reflection of students' performance relative to an academic standard." School Administrator, February 2018

townsley_mastery_minded_grading.pdf

Similar to how FPS schools operate in SRG, Solon High School teachers' gradebooks "describe students' current levels of learning, supplanting the usual potpourri of scores." Dr. Matt Townsley, Director of Instruction and Technology, outlines what it looks like and sounds like in Solon High School. School Administrator, February 2018

Accomodations

Are changes in how a student is accessing content and materials. Accommodations do not change the learning standard for the student, but allow the student to participate in and demonstrate mastery of the general curriculum.

Accommodations are intended to reduce or even eliminate the effects of a student's disability but do not reduce learning expectations.

Modifications

Are changes to the depth of what students are taught and assessed on. Modifications change the expectation of learning.

Modifications are practices and procedures that change the nature of the task or target skill. A modification is a change that is necessary for a student to gain access and make progress in the general curriculum.