The Complete Beginner’s Guide to

Mastery Learning &

Standards-Based Grading
Understanding Mastery Learning

What’s in this E-Book?

If you have heard the terms “Mastery Learning” or “Standards-Based Grading” and
have absolutely no clue what they are or how to implement them, this is the book
for you. Included are some of our best resources to get you started on your
standards-based grading journey.

Table of Contents
Understanding Mastery Learning 3

An Introduction to Standards-Based Grading 13

Standards-Based Grading Scales and Conversions 20

Step-by-Step Guide to Implementing SBG 28

Additional Resources 37
Chapter 1

Understanding

Mastery Learning
If you are new to mastery education, this guide will serve as a great introduction.
And if you are a mastery learning pro? This guide will give you additional resources
to help you get to the next level.
Understanding Mastery Learning

Getting Started with

Mastery Learning
What is Mastery Learning?
Mastery Learning, also known as Learning for Mastery (LFM) and Mastery
Education, is an educational philosophy that shifts the definition of student
aptitude. In the traditional approach, content is taught for a set amount of time,
and a student’s aptitude is based on how much they learned in that amount of
time. In Mastery Learning, a student’s aptitude is based on how long they need to
master the content, and all students (given enough time and intervention) are
assumed to be able to eventually master the content.

What is the Purpose of Mastery

Learning?
The purpose of Mastery Learning is to ensure that students truly master each
course’s subject material before moving on to the next course. In a traditional
model, students who do not master the content in the set amount of time are
rarely, if ever, given additional time and opportunity to re-learn what they missed.
These students often fall further and further behind, which leads to many seeing
themselves (and being seen by others) as unable to learn successfully.
Understanding Mastery Learning

However, grading students via Mastery Learning removes this stigma, as the
learning for mastery model provides students with as much time and intervention
as they need to truly understand, and thus master, course material. This ensures
that students master the formative content necessary to move into increasingly
complex material. Students who approach learning this way see themselves as
capable of learning. They are often far more ready to engage with the material and
more resilient in the face of struggle.

How does Mastery Learning relate to

Standards-Based Grading?
Mastery Learning, or Mastery Education, is actually intertwined with Standards-
Based Grading. It is difficult to move towards a mastery approach without
Standards-Based Grading as a foundation. One could say that Standards-Based
Grading is the what and Mastery Learning is the how.

A school, its district, or even its county or state must first decide what a student
needs to master. Standards-Based Grading provides specific learning targets to
provide students, teachers, and parents with a clear picture of a student’s learning
goals and progress with actionable insight.

Mastery Learning is how a student moves from not knowing the learning targets
to mastering (or becoming fully competent in) the targets based on the actionable
insight that the Standards-Based Grading provides. The Mastery Learning model
does this by providing students with as much time and intervention as they need
to become competent in their learning.
Understanding Mastery Learning

The 5 Steps of Mastery Learning?

The Mastery Learning model works cyclically through five stages: pre-assessment,
instruction, formative assessment, correction or enrichment instruction, and
summative grading or assessment.

Pre-Assessment

First, a teacher will introduce course material that is connected to the standard
they must teach through a pre-assessment. The purpose of this pre-assessment is
to ensure students have previously mastered the skills or knowledge necessary to
move into the current material. If the students do not have the needed
competencies, the teacher moves backward to ensure students master the
previous material before moving forward.
Understanding Mastery Learning

Instruction

Once students have exhibited competency in the foundational skills or knowledge

necessary for the current material, the teacher will begin instruction. It is essential
that teachers clearly communicate the mastery grading scale they will use to
determine if students have achieved competency.

Formative Assessment

After the instruction stage, teachers will assess students’ skills and knowledge
through formative assessment. Formative assessment can measure student
competencies through a variety of methods, from exit tickets to homework
assignments to classroom polls.

Enrichment Instruction

Once teachers get a gauge of where students are in the mastery process, they can
differentiate as necessary. Students who demonstrate high competency can
continue to grow their knowledge and skill set through personalized enrichment
instruction (which often happens in small groups), while those who have not
demonstrated mastery can receive additional personalized instruction and
practice opportunities from the teacher.

Summative Assessment

The final step in the process is the summative assessment. Once a teacher
believes all students are at or close to mastery, they offer a cumulative test, essay,
or project to assess if each student has mastered the content. Most Mastery
Learning models recommend students score a minimum of 80% to be considered
at the “master” level. How teachers assess this as a percentage is often left up to
the teacher or school administration. Those who do not score at the master level
simply require additional time and support to reach that level of competency.
Understanding Mastery Learning

3 Benefits of Mastery Learning

Mastery Learning Sets Students Up to Succeed

In a traditional school model, teachers only have a set amount of time to teach a
topic. Students who don’t grasp the content are left behind because the teacher
must move on to the next topic. This system invariably sets up some students for
success but more students for failure, simply because students need different
amounts of time to learn material due to a plethora of variables—often outside the
students’ control. In this system, there will always be students who fall
increasingly behind.

A Mastery Learning model, on the other hand, focuses on every student and the
journey toward growth, and ideally, mastery. It provides students with as much
time and intervention as needed, so each student is ready to move on to the next
level. Studies show that Mastery Learning closes the gap between aptitude levels
by providing students who are not yet meeting expectations with enough time to
learn, and students who are above grade-level expectations with enough
enrichment that they remain engaged with the material, so every student
succeeds.
Understanding Mastery Learning

Mastery Learning Inspires a Love of Learning for the Sake

of Learning

The shift from ability-based aptitude to time-based aptitude moves the weight of
perceived intelligence off a student’s shoulders. Instead of students in the
traditional model constantly competing to keep up and then potentially giving up
when they realize they have fallen behind, students in the Mastery Learning model
begin to understand that their aptitude is based solely on their decision to put in
the time and work necessary to learn the material.

Grades are no longer a competition; rather, each student is working towards what
will best set them up for mastering the necessary content so all students can
move forward together. Learning is far more collaborative, and teachers often
report that students engaged in Mastery Learning begin to explore the content for
a love of learning, not for fear of a bad grade.

Mastery Learning Puts the Responsibility for Learning in

the Hands of the Students

As teachers create learning environments that foster students’ individual learning

needs to truly master the content, students begin to realize they must advocate
for themselves when they don’t understand something. Teachers often report
growth in students’ motivation, sense of control over their education, and
resilience as students find agency in navigating through their learning process.

Mastery learning enables re-assessment options that were previously not available
to students so that every child has the opportunity to continue their learning
journey until they have demonstrated an acceptable understanding of the content.
These re-assessment opportunities enable students to work directly with their
teachers and gain additional exposure to the content that meets them where they
are at academically. This is a more personalized and equitable approach.
Understanding Mastery Learning

What Administrators Need to Know

About Mastery Learning
While Mastery Learning sets students up for success from the beginning, it can be
a challenge for school administrators at the outset. Mastery Learning often
represents a cultural shift in schools, and it is often necessary to provide context
around the value of this model to all stakeholders so they are invested in the
process and believe in the outcomes.

Administrators must determine what standards are essential for students to

master and how they will provide students and teachers with extra support and
time to ensure differentiated and individualized instruction and learning can
happen at the correction and enrichment stages.

Previously, administrators had to invest in an all of the books and materials

necessary to differentiate for students at a wide variety of mastery levels. With all-
in-one platforms, schools no longer need to purchase separate materials, and can
also replace all the disconnected technologies they’re using with one, integrated
tool. This is not only cost effective and time saving, but also provides more
opportunities for students and teachers.

Furthermore, when administrators consider the benefits – increased student

achievement, engagement, and ownership of their education; improved
instructional strategies and collaboration for staff; and better communication with
parents at home – it is easy to understand why so many school administrators are
eager to explore the implementation of Mastery Learning in their schools.
Understanding Mastery Learning

What Teachers Need to Know About

Mastery Learning
While most teachers are excited to adopt a teaching method that will allow them
to set students up for success instead of feeling forced to leave them behind in
order to hit the required units, many teachers are understandably apprehensive
about the amount of work it will take to set up a Mastery Learning environment.

It is true that creating a thriving classroom built around learning for mastery and a
standards-based grading system is more work initially, especially as teachers look
for quality ways to differentiate and individualize learning for students. Teachers
must be very clear about what constitutes mastery and often must increase the
quality and quantity of communication to both students and parents.

However, teachers who adapt Mastery Learning models often report that as time
goes on and students become used to the rhythms of Mastery Learning, students
not only take more initiative for their education, but teachers find they are able to
use their time far more effectively as they can focus on the students who need
their attention the most. Additionally, as students truly master the standards
before teachers move on to the next unit, teachers rarely find themselves re-
teaching necessary formative content and can continue to successfully move
forward throughout the school year.
Understanding Mastery Learning

What Families Need to Know About

Mastery Learning
Mastery Learning might feel intimidating or confusing to students and families at
first as it requires a shift in how they approach the learning process. Many
students and parents, however, find that it becomes a great opportunity to engage
with teachers in conversations about what will be expected of students.

Parents and students may feel confused about the purpose of formative
assessments like homework, as formative assessments are rarely used in a
student’s overall grade. In the traditional model, students can achieve high grades
without understanding the content through simple completion rates or extra
credit. However, once parents and students understand that formative
assessments simply provide them with benchmarks to understand their
comprehension, they are more likely to embrace the assignments and engage in
dialogue with the progress students are making.

Moreover, students actually master the material because they understand that
their comprehension, not their ability to simply check the boxes, is how they now
move through a course. Not only does Mastery Learning frequently grow a
student’s sense of responsibility and ownership, but it also paves the way for
students to truly understand the content and embrace learning for the joy and
challenge of learning.
Chapter 2

An Introduction to
Standards-Based Grading
If you have never heard of standards-based grading, this is a great place to start. In
this chapter we will discuss the basics of standards-based grading (SBG), what it is,
and some practical applications.
An Introduction to Standards-Based Grading

An Introduction to
Standards-Based Grading
What Is Standards-Based Grading?
Standards-Based Grading (SBG), or mastery-based grading, is a system that
evaluates students’ progress towards mastering specific learning targets called
standards. These standards can be set at national, state, or school levels. A
standards based grading scale is often composed of categories ranging from
“below” the standard to “mastering” it.

What Is The Purpose of Standards-

Based Grading?
The purpose of standards-based grading is to give a more meaningful, actionable
picture of a student’s learning progress. Instead of a traditional points gradebook
where you see a single letter grade, an SBG report card gives a detailed view of
student strengths and weaknesses. Traditional grading communicates on a high
level, whereas standards-based grading provides detailed and actionable insights.
An Introduction to Standards-Based Grading

3 Benefits of Standards-Based
Grading
Increased Student Engagement
A standards-based education helps students understand the goals behind
homework, quizzes, and tests. Since standards are often written in student-
friendly language, they become more engaged in the learning process. This shifts
the goal from receiving points for a grade to mastering a complete understanding
of a concept. A common practice is to encourage students to “self-assess” their
mastery of learning targets. This not only provides insight for the teacher but can
also prompt students to ask better questions.

Improved Parent/Family Conversations

Imagine bringing your car to the mechanic, and they say, “your car is in B+
condition.” Not very helpful. Instead, what you want is a checklist of what is
working and what is not working. Everything is good except the brakes are
broken? Now, that would be good to know.
An Introduction to Standards-Based Grading

Families want the same clarity with their students. A letter grade offers little
insight as to what might be going right or wrong in the classroom. This can lead to
emails and phone calls to the teacher requiring a further explanation of their
student’s grade. In contrast, standards-based grading shows families exactly where
their student is both excelling and struggling. Understanding their student’s
strengths and weaknesses can help families better support students at home and
lead to fewer teacher emails.

Consistent Measurement
In traditional grading systems, grades can vary widely based on the teacher.
Teachers can weigh different aspects of the class based on subjective style and
preferences. For example, consider a student who has a true understanding of the
material but lacks participation and homework consistency. In a traditional grading
system, this student will receive an A from a teacher who focuses only on
assessments and a D from another who calculates participation into the final
grade.

In a standards-based approach, it becomes easy to measure progress across

classrooms. Rather than waiting until the end of the year for standardized tests to
measure student learning, teachers and administrators can use SBG software like
Otus to access real-time metrics across classrooms and grade levels. This results in
a faster (and more accurate) feedback loop that can accelerate learning.

What Administrators Need to Know

About Standards-Based Grading
The thought of transitioning your school to standards-based grading can be
daunting. Here are a few things you can do as an administrator to set your school
up for a successful transition to SBG.
An Introduction to Standards-Based Grading

Communicate and Discuss

There is a quote by Patrick Lencioni that is crucial for any big change: “If people
don’t weigh in, they can’t buy-in.” There are many exciting benefits of SBG. Many
school admins who have implemented SBG started the process by getting
feedback from teachers to establish a baseline. Whether via informal discussions,
Professional Learning Communities (PLCs), or small group meetings, this feedback
is instrumental to achieve that much needed buy-in. If teachers are part of the
process, they will be much more supportive and active during the transition.

Start Small
It can be difficult for a lot of people to buy into something they haven’t used
before. Consider starting with one or two teachers who are excited about this
change. Maybe even create a Professional Learning Community around
implementing SBG. If the test is successful, it will be much easier to garner wide-
scale support. This can provide a boost in momentum which will increase the
likelihood of long-term success.

Equip Your Teachers

There are many challenges that come with switching to SBG, and the last thing
you need is another third-party software to integrate.

Otus is an all-in-one solution for educators to teach, grade, analyze, and plan.
With a built-in, highly customizable standards-based grading system, Otus makes
the transition to SBG much smoother. One of the best SBG features is the
standards-based report card that helps families understand their student’s
performance against standards.
An Introduction to Standards-Based Grading

What Teachers Need to Know About

Standards-Based Grading
Do Some Research
Ironically, there is not a standard way to use standards-based grading. You might
have questions like which scale should we use, how will we handle missing/late
assignments, how many standards should we teach? All of these questions, and
many more, will need to be answered. Before you embark on this new adventure,
spend some time researching best practices from other educators.

Communicate with Students

One of the benefits of standards-based grading is that it empowers students.
However, it is hard to empower students when they are out of the loop. Once you
get the SBG ball rolling, consider how you’ll communicate this change with your
students. Whether you give a presentation or provide resources for students to
see how standards-based grading works, communication is key. They will feel
more empowered when they have a clearer understanding of what they’re
learning and why.

Communicate with Families

Communicating with families is just as important as communicating with students.
It can be difficult for families to transition from viewing grades as compensation
(or as something their student earned) to viewing them as a better form of
communication around their student’s learning. Listening to family feedback and
offering helpful resources is a great way to ease the transition. If done well,
families can become some of the biggest advocates for mastery grading.
An Introduction to Standards-Based Grading

What Families Need to Know About

Standards-Based Grading
Everyone knows what a traditional report card looks like, so it can be unnerving
when something radically different shows up instead. Many families are
accustomed to a definitive score for their child, especially when they are a
“straight-A student.”

Families need to know that grades aren’t meant to be a game with a high score but
rather a tool for effective communication. While a letter grade can give a fuzzy
outline of learning progress, an SBG report card gives a high-definition view.
Rather than knowing a child has a B+, they can see that they are having trouble
with thesis statements. Instead of informing families that their child needs help, a
standards-based approach allows families to understand exactly how to help their
child.
Chapter 3

Standards-Based Grading
Scales and Conversions
Now that you’re familiar with the core concepts of standards-based grading, I’m

guessing you have questions about how this works in the real world. This section

will answer the question of how standards-based grading operates in a traditional

grading system.
Standards-Based Grading Scales and Conversions

What is a Standards-
Based Grading Scale?
What Is Standards-Based Grading?
Standards-Based Grading (SBG), also referred to as Mastery or Competency
Grading, uses a different scale from the traditional 0-100 point grading scale.
Many use a four-category scale to communicate a student’s level of mastery;
however, this can vary depending on implementation.

3 Things to Consider When Creating

a Mastery Scale
Remember the Goal of Standards-Based Grading

SBG is meant to communicate how well a student understands a topic. The goal of
SBG is not to reward students with a high score that includes late assignments,
first attempts, and extra credit. Instead of scoring with an arbitrary number or
letter, a mastery scale communicates the student’s current understanding of a
topic. Each category of the standards-based grading scale should be easily
identifiable by teachers, families, and students.
Standards-Based Grading Scales and Conversions

Make It a Conversation

There are many ways to use standards-based grading, and mastery scales can vary
across learning communities. There is no standard way to use SBG, so having a
conversation about what would best serve everyone involved is crucial. This
communication will set up your school community for SBG success in the long
run!

Avoid Adding Too Many or Ambiguous Categories

One of the benefits of a mastery scale is consistency across classrooms in a school

community. With a traditional grading scale, teachers often have unique criteria
for each grade. Since the criteria are specific to that teacher, understanding a
student’s comprehension of a subject can be difficult. When transitioning to a
Standards-Based approach, beware of using categories that are too difficult to
distinguish. Setting your scale with clear and specific categories will easily
communicate student performance.

Standards-Based Grading
Conversion Methods
In some cases, converting a standards-based grade into a traditional letter grade
may be necessary. While there is no “correct” method to accomplish this, a few
conversion methods include the percentage and the Marzano methods.

Marzano Method

Robert J. Marzano published the Marzano method in the book Formative

Assessment & Standards-Based Grading. In this method, Marzano provides a chart
with a 1-4 mastery scale. Using the average of a student’s SBG scores, you can
quickly convert the standards grade into a traditional letter grade.
Standards-Based Grading Scales and Conversions

Percentage Method

The percentage method is intuitive and flexible for any grading scale. First, add the
number of standard points the student earned. Then, divide that sum by the total
number of points possible. Once you have that percentage, you can convert it
using a traditional grading scale as pictured above. This method works for the
common 1-4 scale as well as for 1-3 or 1-5 scales.

Otus Gradebook

The methods mentioned above are great ways to convert standards grades into
traditional points grades, but what if you didn’t have to calculate a conversion at
all? Using a standards-based grading tool like Otus, all assignments and
assessments in Otus can be tied to standards. This flexibility allows for both points
and standards-based grading, making the transition to SBG seamless and easier
for teachers, students, and families.
Standards-Based Grading Scales and Conversions

How Is Standards-Based Grading

Calculated?
Mastery can be calculated in several ways in a standards-based approach. The
most popular calculation methods include decaying average, most recent score,
highest score, mode, and mean. Each method differs in how it weighs recency
versus consistency.
Standards-Based Grading Scales and Conversions

Mean

Calculating a student’s mastery using the mean is relatively straightforward. First,

convert each level of your scale to a number. Often it will look something like this:

1 – Not at Mastery

2 – Approaching Mastery

3 – Near Mastry

4 – Mastery

Next, add all the student’s attempts at the standard and divide by the total
number of attempts. Use standard rounding rules to round to the nearest whole,
then convert back to the mastery level. Of all the calculation methods presented,
using the mean most closely resembles a traditional grading approach. This
method evenly weighs the first attempt and the last attempt.

Here are some examples:

(1 + 2 + 2 + 2 + 3 + 3 + 4 + 4) / 8 = 2.63 → Approaching Mastery

(2 + 3 + 4 + 3 + 4 + 4) / 6 = 3.33 → Near Mastery

(3 + 3 + 4 + 4 + 4) / 5 = 3.6 → Mastery
Standards-Based Grading Scales and Conversions

Mode

The mode is the grading scale level the student scored most frequently. This
method, much like mean/average, does not consider the order of the attempts,
only the frequency of results.

Here are some examples:

(Not at Mastery, Not at Mastery, Near Mastery, Mastery) → Not at Mastery

(Not at Mastery, Near Mastery, Near Mastery, Mastery) → Near Mastery

(Not at Mastery, Near Mastery, Approaching Mastery, Mastery, Mastery) — >

Mastery

Highest

The “highest” calculation method is exactly what it sounds like. You use the
highest level that the student ever achieved to calculate their total score. This
method can safeguard against a lower recent score that might not accurately
communicate the student’s full grasp of the standard. However, this can also work
in the opposite direction and give a false positive for a student that doesn’t
completely understand a standard.

Here are some examples:

(Not at Mastery, Approaching Mastery, Near Mastery, Near Mastery) → Near

Mastery

(Not at Mastery, Not at Mastery, Near Mastery, Mastery, Near Mastery) →

Mastery

Most Recent

This calculation method takes the student’s most recent score as their level of
mastery. This method gives the most up-to-date view of the student’s proficiency
but sacrifices the context of other recent scores.
Standards-Based Grading Scales and Conversions

Here are some examples:

(Near Mastery, Mastery, Mastery, Approaching Mastery) → Approaching Mastery

(Not at Mastery, Approaching Mastery, Mastery, Near Mastery) → Near Mastery

(Near Mastery, Near Mastery, Mastery) → Near Mastery

Decaying Average

This formula is calculated based on an average with more weight given to the
most recent scores. The higher the decay rate, the more heavily recent
assessments are weighed.

For example, if there are two assessments, the most recent assessment gets 65%
weight, and the first gets 35%. For each additional assessment, the sum of the
previous score calculations decays by an additional 35%. If you have three
assessments, the weighting would be 12% for the first assessment, 23% for the
second assessment, and 65% for the third assessment.

The math behind the 65% decaying average works like this:

Let’s say you have four assessments that receive the following scores: 1, 2, 3, 4
(the last score being the most recent).

(1 × .35) + (2 × .65) = X (X × .35) + (3 × .65) = Y

(Y × .35) + (4 × .65) = Z (this being the current standard score) 3.48

An example:

A student receives scores 2, 3, and 4 (most recent) on a single standard. Using

decaying average, the student receives a 3.5. The formula calculates to a 3.5275
and rounds down.

If a student receives a score of 2, 4, 4, the decaying average formula calculates to

a 3.755, so it rounds up.
Chapter 4

Step-by-Step Guide to
Implementing SBG
In this chapter you’ll find a roadmap to implementing standards-based grading that
was created based on real use-cases we’ve seen both with our clients and within
our own experience in the K-12 education field.
Step by Step Guide to Implementing SBG

Step-by-Step Guide to
Implementing SBG
As you’re researching standards-based grading you might start thinking, “This
sounds awesome, but where do I start?” And while the road to implementing
standards-based grading may not be a simple checklist to follow, at Otus we’ve
helped countless educators transition to and implement SBG across their schools
and districts.

Below you’ll find a roadmap to implementing standards-based grading that was

created based on real use-cases we’ve seen both with our clients and within our
own experience in the K-12 education field. (Over 30% of Otus employees are
former educators or administrators, so we understand what it’s like to be in your
shoes!)

Every school, district, and community is a little bit different, so this roadmap may
not fit your exact needs, but it’s a great way to start planning what your
implementation may look like and how long it will take. Let’s start one to two
years before implementation.
Step by Step Guide to Implementing SBG

1-2 Years Before Implementation:

What’s Your WHY?
Long before reaching a destination, you first have to have a reason for traveling
there. If you don’t have a good reason, the minute the journey becomes difficult,
everything will fall apart. Standards-based grading is a fundamental shift away
from a system that has been around for more than a century and so having a plan
and vision are critical to ensure success.

At Otus, we encourage administrators to spend a lot of time understanding the

“why?” behind standards-based grading. This is the most important key to success
and will help keep the initiative from getting derailed. We can’t give you that
“why.” However, we can give you some resources that might help you find it. Here
are over 30 resources (from podcasts to Twitter accounts) that will give you a firm
foundation with which to start thinking and planning.

Key Activities:
Determine your WH
Gather and consume as many SBG resources as possible

11 Months Before Implementation:

Build an Alliance of Admins
Now that you know all about standards-based grading, it’s time to talk about it.
Start bringing up SBG with other administrators, leaders, and board members.
While you may be excited to spread the word about all you’ve learned, begin by
fully understanding others’ current perceptions of the subject. Is there interest?
Hesitation? Resistance?
Step by Step Guide to Implementing SBG

In order for there to be a change at this scale, everyone needs to be on board. If

you skip this step, one angry email or phone call to a board member could derail
the entire initiative. Make sure everyone is committed to this change and more
importantly, the WHY behind the change. Consider appointing two to three
admins as SBG advocates/experts who can answer questions and concerns as
word of the change begins to spread.

Key Activities:
Begin discussing SBG with school or district leadershi
Principal, Superintendent, School Boar
Secure buy-in from key decision-maker
Appoint 2-3 SBG “advocates/experts” to help answer questions/concerns
when they inevitably arise

10 Months Before Implementation:

Check the Pulse
Now that you have administrative buy-in, start to get a feel for the attitude
towards standards-based grading on a school/building level. Identify influential
teachers and ask questions to understand their current perceptions and opinions.
If there are negative responses, listen closely for the reasons why. Make a list of
any objections that you hear. These conversations will help test the waters and
allow you to understand how easy or difficult it will be to garner widespread
support.
Step by Step Guide to Implementing SBG

Key Activities:
Begin discussing the idea of SBG with influential teachers and get a pulse on
possible receptio
Brainstorm possible objections that teachers will have to implementing
standards-based grading

9 Months Before Implementation:

The Nitty Gritty of Standards
Nobody likes being told what to do. Rather than simply announce to teachers that
you are moving to standards-based grading, try including them in the decision-
making process. A great way to do this is through a professional learning
community (see our guide to PLCs). Discuss your WHY behind SBG and foster
open conversations around whether or not they believe this might be a good fit
for your school.

If there is momentum to further explore the topic, consider discussing some of the
following: Which standards would be the most important to measure? Which
mastery scale would be most beneficial for your learning community? What are
the pros and cons of different calculation methods? (Try our free SBG calculator)

Key Activities:
Begin discussing the idea of SBG with influential teachers and get a pulse on
possible receptio
Brainstorm possible objections that teachers will have to implementing
standards-based grading
Step by Step Guide to Implementing SBG

8 Months Before Implementation:

Searchin’ for Software
Once everyone is clear on the WHY of standards-based grading, the next topic is
HOW? What are the tools you need in order to make this easy? Hint: it’s not a job
for spreadsheets. A standards-based gradebook operates very differently from a
traditional gradebook.

Key Activities:
If the PLC is bought into SBG, begin researching SBG software (like Otus!
Determine what implementation might look like (partial, full, transitional
Schedule demos for possible software platform
Determine a budge
Will this new system replace older systems
Is there any state or federal funding for this initiative?

7 Months Before Implementation:

Guiding Family Perception
As a timeline for implementing standards-based grading emerges, you’ll want to
begin thinking about how to inform the parents about this exciting new change.
Some parents may be excited and others, especially those with students in or
approaching high school, may be hesitant. While announcing such a big change
may seem like a daunting task, a good place to start is by creating a list of
potential concerns or questions. If you can proactively answer these questions,
parents may be more inclined to listen to the benefits of SBG.
Step by Step Guide to Implementing SBG

Key Activities:
Discuss possible parent reception of a transition to SB
Brainstorm a list of possible concerns or questions

6 Months Before Implementation:

Commit To Your Software
With six months to go before your implementation, you should make the final
decision on your SBG software and begin the purchasing process. The time it
takes to finalize a purchase varies widely depending on your specific district or
school policies, so try to give yourself some extra time.

Depending on which software you choose, you’ll get connected with an

implementation team that will help you plan some of the finer details of your
implementation. At Otus, we have a team of former educators that will walk you
through each step of the way to ensure a successful rollout.

You might also consider designating a few teachers who tend to be good with
technology as your “power users.” These users can help field any questions from
other teachers and help them with best practices to get the most out of the
software.

Key Activities:
Choose your softwar
Determine the implementation proces
Create a group of software advocates/power users to get teachers on board
Step by Step Guide to Implementing SBG

5 Months Before Implementation:

Spread the Word
Now it’s time to make sure everyone knows. You’ve probably already talked to a
lot of teachers and parents by this point, but this is the time to make sure that
everyone is aware of the change. This will look different for each school or district
depending on how you typically communicate with the community. Consider
hosting a question and answer session (either in person or virtually) for parents to
come and learn more about this new direction.

Key Activities:
Make a public announcement about this exciting new chang
Schedule a question and answer session

2-4 Months Before Implementation:

Nail Down The Details
Things should be starting to fall in place. Work with your software vendor to
customize everything to your specific use case. Scales, calculation methods, and
permissions all need to be set. Make sure to lock in dates for teacher training
sessions and record them for anyone who can’t attend.

Key Activities:
Work with your software vendor to customize your instance for your specific
use cas
Plan and schedule training sessions for teachers
Step by Step Guide to Implementing SBG

1 Month Before Implementation:

Time to Log In
The time has come to get everyone online. Training sessions should be underway,
passwords are set (and inevitably reset) and confused looks are slowly subsiding.
With any new change there is going to be frustration, so make sure to have plenty
of support available for teachers. Lean heavily on your power users to answer
questions and support best practices during rollout.

Key Activities:
Make sure all your teachers are able to log i
Utilize your power users to support the rest of the teacher
Complete any last-minute training
Chapter 5

Additional Resources
Now that you have a clear understanding of mastery learning and standards-based
grading, this chapter will give you additional resources to help you continue your
SBG journey.
The Otus Standards-

Based Grading Calculator

What is This Calculator?

When it comes to standards-based grading there is no single "right way" to

calculate a student's overall grade. Otus provides 5 options for grade calculation in

the Standards-Based Gradebook

Mea

Mod

Highes

Most Recen

Decaying Average

While all these methods can work, you need to choose the one method that best

suits your learning community. To help with this process, we have created a

calculator to allow you to experiment with all 5 grading types.

Tips for Using the SBG Calculator

Enter a series of sample attempts, dates and numbers associated with level of

mastery. An example of this conversion would be (Not at Mastery = 1, Approaching

Mastery = 2, Near Mastery = 3, Mastery = 4). Then look at the different cumulative

scores provided by each calculation method to see the which best fits your

learning community.

View the Calculator

30 Resources to Master
Standards-Based Grading

What’s Included?

To access the mastery learning and SBG resources, click the link below. Included is
a highly curated list of

Blog Post
Book
Twitter Account
Scholarly Article
Podcasts

View Resources
SBG Webinar Featuring
Matt Townsley

View Webinar