## Craig Rizzi and Jill Gumz (SCHS Math Department)

Craig and Jill implemented SBG in algebra 1 and algebra 2 during the 2015-16 school year. They also used SBG to identify specific areas of concern for math lab students in algebra 1 and were able to specifically target re-teaching and re-assessment for these skills to ensure that all students received differentiated support.

More information about their pilot can be found below. Please feel free to contact them with any questions!

More information about their pilot can be found below. Please feel free to contact them with any questions!

**Homework**

At the beginning of the year, we were very nervous about changing our policies for homework grading. However, similar to

__Bryan's experiences__, we realized that we were giving students an awfully large amount of "credit" for compliance-based tasks that they could have likely copied from another person, apps (such as GroupMe or Photomath), or the internet. Giving them points for homework completion seemed to be clouding the accuracy of their overall grade, which is a major disappointment considering how hard we work to make sure our assessments are accurate reflections of student knowledge.

We continue to assign homework on a daily basis (generally 6-8 questions) with the expectation that students check their answers in the back of the book and think more deeply about their solutions.

**Students quickly come to see that authentic homework completion enables them to be successful on the in-class skill assessments.**We

__report homework completion in myRCS__using the codes "Full," "Partial," "Late," or "0" in order to keep track of student behaviors without impacting the grade. These reports are very beneficial when conferencing with students and parents because it is generally easy to draw connections between homework completion and assessment scores.

Ultimately, our goal is to help students realize the benefits of authentic homework completion for intrinsic benefits, as opposed to the extrinsic reward of point accumulation.

**The Standards**

In order to implement SBG, we needed to identify specific standards upon which to assess our students. We identified approximately 10 standards per quarter that we truly wanted our students to master. These standards came from a combination of:

- "Big Ideas" from each chapter of the textbook
- Common Core Standards
- Specific skills needed for future math and science courses

__framed the standards in kid-friendly language__and offered

__examples of how each standard would be assessed__at the beginning of each chapter.

It was important for us to keep the number of standards to a reasonable amount both for our own sanity and for our students to have a reasonable number of skills to master. We found that 10 standards/quarter worked well in math.

**Assessments**

In our classes, we typically give two types of assessments: check points (mini-quizzes based around one specific skill) and chapter assessments.

The

**check points**are generally 4-5 question quizzes that target student comprehension through both conceptual and computational questions. The check points are designed to specifically test one of the 10 standards identified for the quarter. We grade these quizzes

__using a rubric__that we designed in order to best communicate student understanding. Because we use the check points and rubric to gauge students' holistic understanding of concepts, it is possible for a student to receive a "good score" even while missing many of the questions

*if they show strong conceptual and procedural understanding*.

We score the check points on a scale from 5 to 10 points because we want to be able to give students grades equivalent to those on a 4.0 scale.

Students are able to re-assess any particular skill throughout the quarter, as long as they do three things:

- Complete a reflection and check point corrections
- Completion of all homework assignments related to the standard
- See an adult (teacher, tutor, learning center, etc.) for
**at least**10 minutes of re-teaching on the topic - Find and complete 5 similar problems in the textbook to show understanding

We typically give

*one check point per week*, depending on the amount of material being covered. You can find a sample check point for

__algebra 1 here__and

__algebra 2 here__.

**Chapter assessments**are very similar to traditional chapter tests given at the completion of a unit, but we take time to make sure they are focused around all of the standards for that particular chapter. They are graded traditionally (points taken off for mistakes, etc.). Students are not allowed to re-assess chapter tests, as these are strictly summative. We encourage students to use the check points to study for these chapter tests.

In determining a student's final grade for the quarter in algebra 1, we average the check point scores and count that for 70% of the student's overall grade. The chapter tests count for 30% of the student's grade. In algebra 2, the weighting was more balanced.

**Observations**

Since implementing SBG in the classroom, we have noticed some clear benefits to the system:

- Clearer standards have helped us to
our teaching on the skills that matter.**focus** - Students are embracing the
because they see that it is okay to fail, as long as they take the time to learn from that failure and show improvement.**Growth Mindset** is much lower because the stakes for each assessment are not as high.**Test anxiety**- Students are constantly
their weakest skills.**revisiting, reviewing, and relearning** - Students
in class because they know that they can learn from them. This helps to make classroom discussions and peer-teaching more effective.**feel safer making mistakes** - We are able to give
to our students by using the check point system.**better, clearer, and more timely feedback** - Students
as they do in classes in which homework counts for a grade.**complete homework at the same rate** - The connection between math lab and algebra 1 is
.**stronger and more valuable** - Students see assessment/grading as a tool to
, NOT as "judgement call" on their intelligence.**help them learn and grow** - Instead of a "coast through class and cram for test" attitude, students are consistently being given checks for understanding and feedback. They know that
in their learning path.**each day matters and counts** - Students seem to
in asking questions and getting help. Instead of saying, "I didn’t do well on the chapter 4 quiz" they now say, "I need help with completing the square." They know what skill we are learning or that they need help with and use that language. They can**use more precise language**which specific standard they need help with.**easily self-identify**

More Information

In the presentation below, you will find some more information on how we implemented SBG in our classes. Please feel free to contact us with any questions! We would be happy to share check points with you and collaborate on new ways to define and assess the standards!

In the presentation below, you will find some more information on how we implemented SBG in our classes. Please feel free to contact us with any questions! We would be happy to share check points with you and collaborate on new ways to define and assess the standards!