MeTA musings

• Chromebooks may be appropriate for high school English students, because they often research using electronic databases and websites and summarize their thoughts in Google Docs. 
• When we provide iPads to lower elementary students, upper elementary students will have increased access to the existing mobile laptop carts in the building.
• When we provide a lab of Chromebooks to the high school English department, other departments will have increased access to the existing mobile laptop carts in the building.

We're nearing the end of the school year which means a lot of educators including myself are doing a bit of self-reflection.  Through several recent conversations with the teachers in my district, it's been exciting to hear about the progress we've made in our systematic transition to standards-based grading.  To further support this anecdotal evidence, student survey data indicates we're doing a better job communicating reassessment opportunities and procedures this spring compared to the fall.  In addition 75% of students agree "I have an understanding of where I am in my learning and the areas that I need to continue to learn." That's reason to celebrate!

At the same time, we still have room to improve in implementing our grading guidelines:

1. Entries in the grade book that count towards the final grade will be limited to course or grade level standards.**
2. Extra credit will not be given at any time.
3. Students will be allowed multiple opportunities to demonstrate their understanding of classroom standards in various ways. Retakes and revisions will be allowed.
4. Teachers will determine grade book entries by considering multiple points of data emphasizing the most recent data and provide evidence to support their determination.
5. Students will be provided multiple opportunities to practice standards independently through homework or other class work. Practice assignments and activities will be consistent with classroom standards for the purpose of providing feedback. Practice assignments, including homework, will not be included as part of the final grade.

** Exceptions will be made for midterm and/or final summative assessments. These assessments, limited to no more than one per nine-week period may be reported as a whole in the grade book.

The biggest "aha" in recent conversations with our extremely dedicated secondary teaching staff has been in the context of reassessments.  The flowchart below has been an eye opener for us.


The recent light bulb moments have taken place when discussing the need for more classroom feedback and informal assessment.  Here's an example of how SBG should not work in a middle school math class:

Mr. Jones teaches the area of a triangle on Monday and assigns some practice problems to complete in and outside of class.  Some of the students complete all of the practice problems.  Some of them do not. All students are provided the answers ahead of time on the board.  Mr. Jones teaches the area of a circle on Tuesday and assigns some practice problems to complete in and outside of class.  Again, students are provided the answers to the practice problems ahead of time.  Some of the students complete the practice problems and some do not.  On Wednesday, Mr. Jones gives all students a quiz on these two standards.  After Mr. Jones looks at the quizzes, he sees that about half of the class still doesn't understand how to find the area of a triangle or the area of a circle.  He thinks to himself, "Well, I'm really glad we have standards-based grading, because these students can reassess."  The next day, he hands back the quiz and tells students what they need to do before they can participate in a reassessment.  When only a few students show up for a reassessment opportunity during the next week, Mr. Jones becomes flustered and wonders why students aren't taking advantage of reassessments.

When I look at the visual above and think about Mr. Jones' SBG practices, I believe he's missing the "classroom feedback and informal assessment" part of the flowchart.  Mr. Jones appears to think standards-based grading is merely teaching, testing and offering reassessment opportunities.

Here's an example of what SBG might look like in a middle school math class:

Mr. Johnson teaches the area of a triangle on Monday.  Before he assigns some practice problems, he asks each student to complete a problem on their small whiteboard and hold it up in the air.  Mr. Johnson can quickly see which students are still struggling to understanding the concept.  Rather than assigning everyone the same practice problems to complete it and outside of class. Mr. Johnson makes a quick adjustment and groups together several students who appear to still be struggling.  They will be working with Mr. Johnson for some of the remaining class time and will also be completing different practice problems than their classmates.  The next day, Mr. Johnson asks each student to view a solution to a completed practice problem that is already written in the board.  Each student must write a brief paragraph explaining if the solution is correct or not and evidence to support their reasoning.  Mr. Johnson walks around the room while students are writing their paragraphs.  Next, Mr. Johnson asks students to pair up and share their paragraphs with each other.  Finally, he asks several students to share their written responses aloud and the class collectively decides what the correct solution is to the problem.
Mr. Johnson teaches the area of a circle to round out the class period on Tuesday.  Rather than assigning practice problems from the text, he asks each student to find the area of a circle found in their home.  Each student will be asked to share their findings tomorrow in class.  On Wednesday, Mr. Johnson decides to administer a quiz that he knows will never land in the grade book.  He uses the quiz as an opportunity to provide written feedback to every student, but only after each student has once again self-assessed themselves in pencil against the standards.  Mr. Johnson writes comments by many of the students' solutions and then circles where each student is on a continuum of understanding for each standard.

Mr. Johnson asks students with relative strengths and weaknesses to pair up for seven minutes during class on Thursday.  Josie understood area of a triangle at a high level, but stunk it up on the area of a circle.  She'll be conferencing with Alex who didn't have a clue on the area of a triangle, but dominated the area of a circle.
Later in the week, all students complete another assessment, but this time it goes into the grade book.  Mr. Johnson feels pretty good about the assessment results, because he had the opportunity to see and hear students' thinking during class and was able to provide them with structured feedback through the ungraded quiz prior to the most recent assessment.   Reassessment opportunities are offered to students after the most recent assessment as well.

This fable is far from the ideal classroom, however I think it illustrates an aspect of standards-based grading that I believe deserves more attention in my own conversations with fellow educators: less grading and more feedback.

3 days + 1 smartphone = 5 minute video documentary quenching your curiosity

"District Administrators: What do they do all day?"

(inspired by a session at EdCamp Iowa)

EDIT: This is a follow-up to a previous post.  

It's a pretty exciting time to work in my current school district.  About twenty years ago, the elementary school implemented a standards-based report card.  Over the past several years, we've seen a grassroots movement in the area of assessment and grading reform in our secondary buildings.  Dozens of teachers and building leadership teams have visited and/or inquired about what's going on in our high school and middle school, which is one of the reasons we'll soon be co-hosting a standards-based grading conference in eastern Iowa (before you ask, we've reached our registration capacity and the waiting list has been closed as well).

The purpose of this post is to create a "one-stop shop" illustrating various artifacts that document our district's standards-based grading journey and next steps.

What is standards-based grading (SBG)?

Timeline - unabridged; includes implementation timeline and next steps.  

Purpose and Grading Guidelines

• The primary purpose of grading is to communicate achievement status to students, parents and others.
• Secondary purposes of grading include providing feedback to students for self-assessment and growth and encouraging student progress and self-monitoring of learning.

4 - Demonstrates thorough level of understanding of course or grade-level standard.
3.5 - Demonstrates understanding of course or grade-level standard.
3 - Demonstrates a developing understanding of course or grade-level standard.
2 - Demonstrates partial understanding of course or grade-level standard.
1 - Demonstrates minimal understanding of course or grade-level standard. 

This is a 3 post collaborative effort between Russ (classroom teacher), Eric (building principal) and myself (central office admin).  Full disclosure: Eric is also my brother and Russ is also my brother-in-law.

We are planning to lead a session at EdCamp Eastern Iowa in a few weeks.  The three of us spend countless hours on Twitter, on the phone and at family get-togethers talking about our differing perspectives on education based partly on our current roles as teacher, building administrator and district administrator.  We don't claim to have all of the answers, but I think we're pretty confident we have lots of questions about what school leadership can and should look like from the perspectives of our roles.  A few of my questions follow.

1. What is leadership?  
• a person with influence?  
• a person with a specific title? 
• a noun?  a verb?
2. What does a leadership structure really look like that values teachers as leaders?
3. Beyond 140 characters, what does "teacher leadership" look like in practice at the building level?  district level?
4. How might a building administrator's actions "in the name of giving teachers leadership experience" actually abdicate his/her responsibility as a leader?
5. What are examples of district and building administrators giving teachers a false sense of influence and voice?
6. As a teacher, in what ways can your principal realistically utilize you as a leader in the building that still allow you to focus on your day-to-day role with students?
7. As a building principal or teacher, what are you looking for in a central office administrator?