Standards-Based Teaching & Learning

Standards are statements about what students should know and be able to do at each grade level.

SBTL focuses on skill mastery over point accumulation—a research-based approach that develops grit and perseverance (Townsley & Buckmiller, 2016).

Unlike traditional grading (which has been used for over 100 years without research support), SBTL provides:

• Timely, accurate, and specific feedback on student progress
• Clear focus on academic proficiency separate from work habits
• Personalized instruction based on individual needs
• Transparent communication about strengths and areas needing improvement
• Strong foundation of essential skills for college and careers

For comprehensive research supporting SBTL, see this collection of articles and studies.

Traditional grading averages points from tests, assignments, behavior, and homework completion. SBTL provides feedback on specific learning outcomes, with the most recent evidence determining the final grade. Work habits are reported separately from academics, giving a clearer picture of what students actually know.

High school students receive letter grades and GPA on transcripts. There is no change to the transcript appearance. Report cards show standards-based progress; transcripts show traditional letter grades derived from that progress. Colleges recognize that every school has a unique grading system and welcome standards-based grades as indicators of high school performance.
Will this affect scholarship eligibility? No. Standards-based grades are translated into letter grades and GPA, reflecting current practice at other SBTL schools nationwide.

SBTL enhances students' understanding of the specific skills and strategies necessary for success. Students develop self-advocacy skills and take greater ownership of their learning, which directly translates to college readiness.

SBTL breaks learning into specific, manageable objectives with achievable goals. Teachers can tailor instruction, provide targeted feedback, and offer specific interventions based on individual student needs. This is particularly beneficial for students with learning differences and ELLs.

Shantel Seevaratnam
Director of Teaching and Learning
 sseevaratnam@dalat.org