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DC Everests Journey Towards Implementing Best Practices in Grading and Assessment.

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Presentation on theme: "DC Everests Journey Towards Implementing Best Practices in Grading and Assessment."— Presentation transcript:

1 DC Everests Journey Towards Implementing Best Practices in Grading and Assessment

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3 Why giving them hope? Why giving them hope? This presentation is simultaneously about teacher leadership and making the essential shift from teaching to learning This presentation is simultaneously about teacher leadership and making the essential shift from teaching to learning

4 With SO MUCH going on in education, what was compelling about a conversation about grading? How did the conversation begin? With SO MUCH going on in education, what was compelling about a conversation about grading? How did the conversation begin? What was our timeline and what helpful resources/examples/artifacts might assist in your journey? What was our timeline and what helpful resources/examples/artifacts might assist in your journey? What are the results? What has changed for students and their learning? What are the results? What has changed for students and their learning?

5 Our most recently updated presentation and other handouts/resources can be accessed electronically by participants via the above link. Our most recently updated presentation and other handouts/resources can be accessed electronically by participants via the above link.

6 Local Issues Public School Competition Public School Competition New State Accountability System New State Accountability System Political Polarization Political Polarization Shifting Demographics Shifting Demographics Act 10 Changes Act 10 Changes Educator Effectiveness Educator Effectiveness NAEPizing the WKCE NAEPizing the WKCE RtI Smarter, Balanced Assessment System Smarter, Balanced Assessment System New SIS Common Core

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8 Changing demographics Changing demographics Superintendent/Board goals about all students Superintendent/Board goals about all students Continued emphasis on use of UbD and 40-year learning Continued emphasis on use of UbD and 40-year learning Elementary math curriculum change Elementary math curriculum change Board/leadership collaborative discussions about challenges in front of students and teachers Board/leadership collaborative discussions about challenges in front of students and teachers Literacy focus across all content areas Literacy focus across all content areas Strong PLC focus on common assessment and curriculum revision Strong PLC focus on common assessment and curriculum revision M.S. grouping pilot and related professional development(Wormeli) M.S. grouping pilot and related professional development(Wormeli) RtI mindset regarding increasing our support and simultaneously raising our expectations RtI mindset regarding increasing our support and simultaneously raising our expectations Enter CCSS: curriculum and assessment, expectations, intervention conversations continue to evolve Enter CCSS: curriculum and assessment, expectations, intervention conversations continue to evolve Grading: the high-visibility statement about what we value in learning that connects curriculum, instruction and assessment Grading: the high-visibility statement about what we value in learning that connects curriculum, instruction and assessment

9 FROM: Teach, Test…Move On TO: Teach, Test…NOW WHAT?

10 Reeves/Guske (assessment and grading) Reeves/Guske (assessment and grading) DuFour (PLCs) DuFour (PLCs) Hattie (meaningful impact…feedback) Hattie (meaningful impact…feedback)

11 Your students semester performances are listed below. What is this students final grade? 1.C 2.C 3.MA (missing assignment) 4.D 5.C 6.B 7.MA 8.MA 9.B 10.A

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14 Much of what teachers do is because that is the way it was done to them; this is no longer good enough. It is my hope that this book will lead teachers to examine critically their grading practices. Some of the ideas in this book challenge long-held beliefs and practices and create considerable cognitive dissonance.

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17 Education?

18 Everything in education, from Attitudes Attitudes Buildings Buildings Curricula Curricula … Zeitgeist Zeitgeist Must. Be. Tended.

19 G for Grade

20 Small acts of leadership compound

21 Infect the supercarriers

22 Bridge more than bond

23 Trust in trust

24 Prior to 2007, K-5 math report card focused on math facts, accuracy, and work completion Prior to 2007, K-5 math report card focused on math facts, accuracy, and work completion Teachers struggled to make report card descriptors fit with our Everyday Mathematics program Teachers struggled to make report card descriptors fit with our Everyday Mathematics program Most importantly, the report card failed to inform students or parents what students knew and understood about math Most importantly, the report card failed to inform students or parents what students knew and understood about math

25 Informed students of their skills, knowledge; aids them in goal setting Informed students of their skills, knowledge; aids them in goal setting Informed parents of his/her childs performance level Informed parents of his/her childs performance level Gave teachers an opportunity to reflect on their teaching in regard to their students learning Gave teachers an opportunity to reflect on their teaching in regard to their students learning

26 Fall of 2006: Elementary grade level leaders led inservice on reporting math grades Fall of 2006: Elementary grade level leaders led inservice on reporting math grades All grade levels submitted ideas which followed a similar theme using EDM math strands All grade levels submitted ideas which followed a similar theme using EDM math strands Grade level leaders presented grade level ideas to principals and adminstrative teams for approval Grade level leaders presented grade level ideas to principals and adminstrative teams for approval

27 Parents positive comments about the information included in new standards-based report card for math resulted in rewriting all areas of the elementary report card to reflect more detail in all subject areas. Parents positive comments about the information included in new standards-based report card for math resulted in rewriting all areas of the elementary report card to reflect more detail in all subject areas. Report card grading belief document developed Report card grading belief document developed New elementary RC was written by committee of K-5 teachers over the summer New elementary RC was written by committee of K-5 teachers over the summer

28 We believe that report cards should be a reflection of a students knowledge and skills based on assessment of grade level expectations and ideally criterion referenced. We believe that report cards should be a reflection of a students knowledge and skills based on assessment of grade level expectations and ideally criterion referenced. We believe the evaluating and reporting of students proficiencies should be consistent by grade level or department throughout the district. We believe the evaluating and reporting of students proficiencies should be consistent by grade level or department throughout the district. We believe proficiency reports should indicate students level of performance on key curricular concepts for the current grading period. We believe proficiency reports should indicate students level of performance on key curricular concepts for the current grading period. We believe proficiency reports should be a communication tool between teachers, students, and parents, be conducive to teacher input and provide ease of parent interpretation. We believe proficiency reports should be a communication tool between teachers, students, and parents, be conducive to teacher input and provide ease of parent interpretation. We believe assessment must be based on standards and key course objectives. Multiple measures of assessment must be used which can include performance based assessments and daily observations. We believe assessment must be based on standards and key course objectives. Multiple measures of assessment must be used which can include performance based assessments and daily observations. We believe homework should reflect current learning objectives and be at most, a minimal part of the grade. We believe homework should reflect current learning objectives and be at most, a minimal part of the grade. We believe an effort grade should be separate from academic performance and reflect the students initiative, behavior, drive, and perseverance. We believe an effort grade should be separate from academic performance and reflect the students initiative, behavior, drive, and perseverance. We believe modifications and accommodations should be made for any student to allow optimal success in demonstrating knowledge of subject matter. These modifications and accommodations should be documented on the proficiency report. We believe modifications and accommodations should be made for any student to allow optimal success in demonstrating knowledge of subject matter. These modifications and accommodations should be documented on the proficiency report.

29 How close might these belief statements be to your current thinking? How close might these belief statements be to your current thinking? How about for your most respected teachers? How about for your most respected teachers?

30 District Grading and Assessment Task Force Developed our skills, knowledge, experiments, and experience: Developed our skills, knowledge, experiments, and experience: Conferences: Tomlinson, Wormeli, Minnetonka, Marzano Conferences: Tomlinson, Wormeli, Minnetonka, Marzano Book Studies & Conversations: OConnor, Hattie, Marzano Book Studies & Conversations: OConnor, Hattie, Marzano Teacher-Led Mini Inservices for each other and colleagues Teacher-Led Mini Inservices for each other and colleagues Team, PLC, and Department Discussions Team, PLC, and Department Discussions Sharing resources, examples, and attempts Sharing resources, examples, and attempts Gained strategies, resources, and confidence to not only support each other but also to connect with colleagues who may not have a similar mindset Gained strategies, resources, and confidence to not only support each other but also to connect with colleagues who may not have a similar mindset

31 As more colleagues joined the conversation, we realized we needed a more strategic and accessible method to infect our assessment culture As more colleagues joined the conversation, we realized we needed a more strategic and accessible method to infect our assessment culture Grassroots Development Process: What do teachers need most? Grassroots Development Process: What do teachers need most? How can we bridge to other teacher leaders? How can we bridge to other teacher leaders? How to we support our colleagues to encourage best practices? How to we support our colleagues to encourage best practices? What can we do to reduce toxic practices? What can we do to reduce toxic practices? Synthesized and focused our goals Synthesized and focused our goals Touchstone: We want to fairly and accurately communicate what students know and are able to do. Touchstone: We want to fairly and accurately communicate what students know and are able to do.

32 Target Area #1Prerequisites: Mindset, Assumptions, Curriculum, Assessment Target Area #1Prerequisites: Mindset, Assumptions, Curriculum, Assessment Target Area #2Practices to Reconsider: Practice Experiences, Late Work, Zeroes Target Area #2Practices to Reconsider: Practice Experiences, Late Work, Zeroes Target Area #3From Percentages to Criterion- Referenced: Assessment in Action Target Area #3From Percentages to Criterion- Referenced: Assessment in Action Target Area #4The Gradebook: Organizing by Learning Target Area #4The Gradebook: Organizing by Learning Target Area #5Manageability: Practical Strategies for Busy Teachers Target Area #5Manageability: Practical Strategies for Busy Teachers

33 Our overarching goal is to cultivate an environment where learning is first and foremost. To make this a reality a certain mindset, and some concrete skills/tools, are necessary. Currently recognized best practices in grading encourage us to evolve our practices towards a standards-based approach. Professional development, time, and other support will be essential in making this transition successfully. Bring in an outside resource as a keynote presenter Include 11 breakout-sessions lead by DCE teacher leaders Provide collaborative time for departments/teams Identify and provide ongoing resources to support these efforts "after the day"

34 Link to our complete handout: https://www.box.com/s/08k4 72gzcszifu0ukld6 https://www.box.com/s/08k4 72gzcszifu0ukld6 https://www.box.com/s/08k4 72gzcszifu0ukld6 Link to our resources: dcegrading.weebly.com Keynote: Jeff Erickson 11 Break-Out Sessions by 30 DCE Teachers

35 We all are in this together.

36 From Grass Roots to Grass Fire Educating our Board

37 Empowerment and encouraged experimentation Empowerment and encouraged experimentation Permission to pioneer, to make mistakes Permission to pioneer, to make mistakes Books, conferences, mini-conferences in-house: timely and accessible Books, conferences, mini-conferences in-house: timely and accessible Connections with others looking to change/grow Connections with others looking to change/grow Time, time, time with these ideas, each other Time, time, time with these ideas, each other

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39 Who are your teacher leaders? Your bridge builders? Who are your teacher leaders? Your bridge builders? What do they most need to flourish and how can this assist in advancing student learning beyond individual classrooms? What do they most need to flourish and how can this assist in advancing student learning beyond individual classrooms?

40 In a very challenging political and economic time weve made huge, positive changes * (implementation data regarding toxic practices, spread of 4-point scale) In a very challenging political and economic time weve made huge, positive changes * (implementation data regarding toxic practices, spread of 4-point scale) Assessments more often measure achievement; grades are becoming more closely connected to achievement and are not a well kept secret. (RtI and CCSS essentials!) Assessments more often measure achievement; grades are becoming more closely connected to achievement and are not a well kept secret. (RtI and CCSS essentials!) We have raised our expectations of students…and of ourselves. Failure is not an option and students are expecting/asking for/demanding practices that emphasizes learning. Conversations are about learning…its about getting it, not when you get it: training learners, not workers. *(re-assessment plans across secondary buildings, potentially, student perception) We have raised our expectations of students…and of ourselves. Failure is not an option and students are expecting/asking for/demanding practices that emphasizes learning. Conversations are about learning…its about getting it, not when you get it: training learners, not workers. *(re-assessment plans across secondary buildings, potentially, student perception) Teacher leaders: positioned to help us continue moving forward. Teacher leaders: positioned to help us continue moving forward.

41 Do you believe your teachers are more concerned about your grades or your learning? Your learningthey want you to know and be able to know things for the future. Your learningthey want you to know and be able to know things for the future. Do you believe your parents are more concerned about your grades or your learning? My gradesthey want me to get good grades for college. My gradesthey want me to get good grades for college.

42 Time: 2.5 years to where were at, and weve got a long way to go Time: 2.5 years to where were at, and weve got a long way to go Outdriving our headlights: rapid fire spread beyond a core group and growing pains Outdriving our headlights: rapid fire spread beyond a core group and growing pains Parent education* (discussion of how quickly we moved and how this is a step we need to get taken care of) Parent education* (discussion of how quickly we moved and how this is a step we need to get taken care of) Technology (discussion of current limitations and how that causes frustrations) Technology (discussion of current limitations and how that causes frustrations)

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44 OConnors How to Grade for Learning OConnors How to Grade for Learning Marzanos Formative Assessment & Standards-Based Grading Marzanos Formative Assessment & Standards-Based Grading Pophams Everything School Leaders Need to Know About Assessment Pophams Everything School Leaders Need to Know About Assessment Wormelis Fair Isnt Always Equal Wormelis Fair Isnt Always Equal Hattie Visible Learning and Dweck Mindset Hattie Visible Learning and Dweck Mindset Model District to check-out: Minnetonka, MN Model District to check-out: Minnetonka, MN

45 Barbara Lawrence 3 rd Grade Teacher, Rothschild Elementary, Leslie Jeffers 7 th Grade English, DC Everest Middle, Chad Brecke Technology Education, DC Everest Junior High, Mike Teuke High School Science, DC Everest High School, Casey Nye Principal, DC Everest Middle, Principal, DC Everest Middle,


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