A sample process for identifying reporting standards

In my work with our district and in consulting with several others over the years on the topics of professional learning communities and standards-based grading/reporting, the topic of aligning standards horizontally and vertically frequently comes up.  Before I share a sample process of this alignment work, I thought it might be helpful to answer two frequently asked questions:

Who should be involved in writing, creating, revising the standards we will report to students and parents?
My first response is almost always, "teachers!"  Teachers are the professionals closest to this work and I believe they should play a large role in this decision-making process.  While the district office can provide protocols and templates, we're not teaching these skills and concepts, so it doesn't make sense for us to mandate an arbitrary list without significant teacher input.

Wouldn't it be easier if we copied another district's report card or list of standards?
Sure, it might be easier in the short term.  When the standards are written in a way that doesn't make sense to those teaching them, it becomes easy to throw the standards under the bus.  When the reporting standards need revision and they were written locally, a solution becomes obvious: we can revise them!  It is also important to note that in all of the schools I have worked with, teachers report the most benefit from doing this work.  They learn more about the intent of the state/national standards.  Teachers dig deeper into the wording of the standards and pay closer attention to what a thorough understanding might look like as a result of the cognitive dissonance this process can create.

Now that we hopefully agree teachers should play a prominent role in drafting reporting standards, it only makes sense to share with you a process that seems to be gaining some traction.  It is far from perfect, but I hope it assists at least one person.  (If you find this literacy example beneficial, I'd love to hear from you in the comments).

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1. LOOK AT STATE STANDARDS
2. IDENTIFY "NEED TO KNOW' STANDARDS

A possible protocol that can be used to discern the "need to know" power standards that will appear on the report card.  

i) For each standard, individually complete the following template
ii) Reach consensus on the Yes and No's through horizontal (i.e. all of the 2nd grade teachers) discussion.

iii) If a standard has 3-4 "Yes," it should strongly be considered in the "Need to Know" (Power Standard) category to be included on the report card.

iv) Depending on the number of 4s and perhaps 3s, the team will need to determine a reasonable number of standards that can be assessed and reporting in each reporting period.

v) After horizontal agreement, meet with at least one grade level above (i.e. second grade teachers meet with third grade teachers) and at least one grade level below (i.e. fourth grade teachers meet with third grade teachers) to reach vertical consensus on the list of "need to know" power standards proposed for the report card.

[IF NEEDED, RE-WRITE THESE STANDARDS INTO PARENT/STUDENT-FRIENDLY LANGUAGE]
  • Example 6th grade reading parent/student-friendly language (from Waukee Middle School, Iowa)

3. IDENTIFY ASSESSMENTS THAT MATCH THE STANDARDS
  • Look at the assessments you are already giving to students.  
  • Match up prompts/questions that elicit students' understanding.
Sample rubric below (used with permission from Lori Davidson, Center Point - Urbana teacher)

You may find out your assessments are not as well aligned to the standards as you'd like.  This is an opportunity to revise assessments and/or create new ones that better align to the "need to know" standards. 

4. (TRY IT OUT!) GIVE STUDENTS SCORES BASED ON STANDARDS FOR ONE UNIT 
  • Administer and score at least one of the assessments you identified in Step #3 to discern the coarse or fine grain-ness of the standards (see note below).
By completing the steps above, each horizontal team of teachers will begin to figure out the appropriate number of "need to know" standards for each reporting period.  When it is challenging to score the assessments based on the standards, the standards may be too vague.  When it becomes challenging to keep up with scoring and reassessments (or if it is challenging to write reassessments), the standards may be too specific.  Finally, the number of "need to know" standards must be viable enough for the majority of students to learn them in a given year.  It is more important for students to learn...than it is to merely cover the content!



Standards-Based Grading: College admissions

A teacher from a local school district (perhaps in response to a local TV station's news story) emailed me with the following inquiry last week:

Matt,

I had a teacher make the following argument against SBG and I would like your thoughts so I can be as prepared as possible...

They said that some of the more prestigious schools of higher learning are not accepting students grades that went through a SBG system as accurate because of the opportunities to reassess. I believe the example he cited was the Naval Academy.   He indicated that a student was told they would need to attend the U of I for a year to prove themselves before their application would be considered.

Have you heard of this craziness?

Thanks,
[Name]
Here was my response:
It is good to hear from you.  I had not heard about the Naval Academy or similar examples.  Here are a few things that may be worth sharing with this teacher and others as it comes up.
  • Our high school transcript has not changed, therefore unless college/university admissions offices treat our students just as they have prior to standards-based grading (in other words, the information teachers use to generate a grade for a class has changed to more accurate reflect learning, however a letter grade still exists and is reported)
  • We know that some students who are homeschooled do not receive letter grades, however they are admitted to colleges and universities across the country based on their evidence of learning such as academic portfolios, ACT or SAT scores, etc.  
In summary, I cannot believe this Naval Academy example is true.  The college admissions representatives and administrators I've talked with over the years readily admit the rigor or grades varies from school to school and that the changes we've made in our district will not negatively impact our students. 
What insights do YOU have for this "craziness?" 
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Update: 
Thank you, Brad Latzke for pointing out the Hanover Research Council’s Study on 
Standards-Based Grading and College Admissions

Eight Questions from ASCD


ASCD asked me a few questions.  They posted the responses on one of their blogs.




A new academic journey

This year will mark my eleventh in education, fifth as a school administrator.  I have spent five of the past ten years simultaneously completing graduate coursework and a working full-time job.  This summer, I embarked on yet another academic journey: I completed the first semester of an Ed.D. program.  I couldn't be happier with my decision to enroll at the University of West Georgia (UWG).  Before I share a little bit about the coursework so far, I thought it might be helpful to explain why a doctorate and why UWG's school improvement program.

Why an Ed.D.?
When I completed my first graduate program at a research one institution in 2009, my advisor took me aside less than an hour after oral comps and asked me if I'd ever considered continuing on for a Ph.D.  At the time, I was a math teacher and was looking forward to an increase in pay due to the newly acquired degree in curriculum and instructional technology, so it should come as no surprise that a possible assistantship covering tuition and a small stipend did not appear to add up!  I couldn't see myself giving up a full-time job and going back to school full-time for three to five years.  Neither could my wife...and that was before we had our son.  When I went back to graduate school a second time for administration while continuing to work full-time, it was with the idea of the coursework being one last cognitive hurrah.  At the time, attaining a terminal degree felt like a distant and dreamy aspiration.

Fast forward to about a year ago, only one year after finishing the second program.  I was at a meeting with a number of other central office administrators.  In conversation with a fellow curriculum director, I learned about his journey: masters degree in education and additional coursework in administration (sound familiar?).  He shared about transferring some of his additional coursework into the doctoral program at one of our state universities while still maintaining a full-time job.  It seemed too good to be true, so over the next several months, I contacted department chairs and several trusted faculty friends.  They all confirmed a doctoral degree would require a great amount of persistence, but it would not be uncommon to transfer in a few post-masters hours, as long as I did it now to meet credit recency requirements.  All of a sudden, a terminal degree came back into the picture.  I was told it would be a challenge to prioritize time, make it work financially, and persevere through a dissertation, but that it could be done.  Could I finally act on this distant and dreamy aspiration of researching and writing about a narrow topic in the field of education while working full-time?  Thankfully, my lovely wife supported me fully moving forward, knowing the cost would only increase in the future and our time together as a family would be impacted to a smaller degree now when compared to the years ahead of us.

Why the University of West Georgia?
I eagerly updated my resume, requested letters of recommendation and completed the application for summer/fall 2014 admission consideration.  To make a long story short, I decided to apply at one of the three Iowa public universities, but then, the harsh Iowa winter of 2013-14 hit.  We had a fair amount of snowfall and record low temperatures. Driving over sixty miles each way at least once per week for class was out of the picture.  Around the same time, I learned about the University of West Georgia's Ed.D. in school improvement through Google searches.  It seemed too good to be true:

  • NCATE accredited public brick-and-mortar university
  • program with over ten face-to-face cohorts and three hybrid cohorts preceding me
  • hybrid coursework primarily completed online from home with several spring/summer visits to campus in Carrollton, Georgia
  • interdisciplinary school improvement focus marrying my curriculum and educational leadership coursework and experience
  • ...and let's be real, in-state tuition for out-of-state students enrolling in the program (cheaper than in-state Iowa tuition) didn't hurt either.

Earlier this summer, the on-campus orientation was a fantastic opportunity to meet several UWG faculty members, the twenty-three other cohort members and see the campus from which I plan to earn a final degree.  I had no idea nearly one hundred applicants were interested in our twenty-four cohort slots.  I also learned UWG is a vibrant, growing and well-respected institution within the University System of Georgia.  Lord willing, I will complete the coursework and dissertation in three years, so that I can walk across the stage in April 2017.  I have no idea if additional academic reading will spur additional blogging topics or if time split between family, work and graduate courses will even allow for it.  This "in between semesters" feeling of free time to think and read at leisure surely won't last long. :) 

The new journey has started! 


Reflecting on four years in the district office

Four years ago, I made the transition from high school math teacher to district administrator.  It was bittersweet, because I felt energized teaching high school students, very much enjoyed interacting with my co-workers, but at the same time felt like I couldn't pass up an opportunity in the same district to possibly have an even bigger impact on students.

I am now enrolled in my second graduate program in four years.  (More about that in a future post)  As I reflect on the past four years in the district office, one statement from a book I recently finished entitled, The Human Side of Change: Reform, Resistance, and the Real-Life Problems of Innovation comes to mind:

"The most dramatic change in moving from a staff position into a [formal] leadership role is the loss of peers" (Evans, 1996, p. 151)
While I continue to enjoy quality relationships with teachers in my district, the distance between us has naturally widened.  I now have responsibilities beyond classroom walls.  Rather than working with twenty-five students at a time on a daily basis, I am charged with helping nearly one hundred adults that I can only gather together several times per year, see, feel, understand, share, and implement a common vision.  I don't think I realized how close I became with the other high school math teachers during the three minute hallway conversations in between classes, spontaneous after school meetings and carpooling to the annual state math teachers conference.  There were three or four of us in the math department, depending on the year.  I thought we worked well together.  Looking at the team now, I think they're even tighter as a team!  The teacher who replaced me is wise beyond her years as an educator, so I feel really good about leaving a group of educators who have improved since my departure.

Don't get me wrong.  I enjoy working with my current administrative team and I couldn't imagine starting my beyond-the-classroom career with a better group.  We are fortunate enough to meet together on a nearly weekly basis for several hours.  While our roles all include positional authority, three of them are charged with leading buildings, one the entire district and me...well, I wear quite a few hats (mentoring and induction lead, professional learning coordinator, special education director, technology director, Title 1 director, gifted education director, curriculum director, etc.) that often overlap with the rest of the team.  While I feel a definite part of the team, I do not have a "hallway discussion" confidant anymore.  As Evans (1996) suggested, it has been a dramatic change.

This year, I am interested in connecting even more with district administrators in similar roles.  Here are a few action items I plan to pursue during the 2014-15 school year.  In no particular order...

  • Continue attending the quarterly area curriculum director meetings (Develop existing relationships and strengthen new ones)
  • Seek out a leadership role in the area special education director meetings (Deeper learning in this area.  Consider finding an informal mentor)
  • Spend several hours observing and reflecting with district administrators in a similar role around Iowa.  (Establish a more formal learning community, face-to-face or virtual)
  • Pursue central office academic literature describing validated practices of central office administrators. 
I welcome your accountability and look forward to posting a few updates along the way.