1 standards-based grading & reporting transforming our teaching and learning module 4

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Standards-Based Grading Standards-Based Grading & Reporting& Reporting

Transforming Our Teaching And Learning

Module 4

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Desired OutcomesDesired Outcomes1. Participants will critically examine their own

grading practices, understand the complexity of grading, dialogue and make decisions at the school level about grading in a standards-based system.

2. Participants will have guidelines for determining grades that are meaningful, consistent and that support learning.

3. Participants will have models for collecting, documenting, recording, and reporting evidence.

4. Participants will know how to involve students in the process.

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Key Concepts Key Concepts Grading is complex and needs to be critically

examined and aligned with standards-based instruction and assessment.

The practices for determining standards-based grades are different from those in a traditional grading system.

Guidelines for grading should be established to create meaningful, consistent, fair, and accurate grades for students.

Involvement of students enhances learning, motivates students, and keeps them apprised of their own growth and progress.

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What are some underlying What are some underlying perspectives on grading?perspectives on grading?

Grading: Is not essential for learning Is complicated Is subjective and emotional Is inescapable Has a limited research base Has no single best practice If faulty, can damage students--and

teachers

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Why must we change the way we Why must we change the way we grade students?grade students?

The growing emphasis on standards and performance assessments makes current reporting practices inadequate.

Parents and community members are demanding more and better information about student progress in learning.

Advances in technology allow more efficient reporting of detailed information on student learning.

Grading and reporting are recognized as one of educators’ most important responsibilities.

There is growing awareness of the gap between our knowledge base and common practice in grading and reporting.

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What are the qualities that What are the qualities that determine good evidence determine good evidence in grading and reporting?in grading and reporting?

Validity: the appropriateness & adequacy of interpretations

Reliability: the consistency of assessment results

Quantity: multiple sources for instructional and grading purposes

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1. Basis for 1. Basis for GradingGrading

Relate grading procedures to Hawaii Content and Performance Standards II

and the General Learner Outcomes

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2. Reference 2. Reference PointsPoints

Use the Grade Level Performance Indicators and grading scale to determine

grades

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3. Sources of Information

Not everything needs to be included in grades

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Why must we change the way we grade”

There is a need for a consistent way of grading for all students, including those who require modifications or accommodations to be successful.

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What is our purpose for grading? Communicate about student

achievement Reflect current level of achievement Provide information that students

can use for self-evaluation

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Summarizing Information and Determining the Final Grade

Make final grades criterion referenced

Make modifications for special needs students with care

Convert, weight, and combine information with care

Use rubric scores for evidence of reliable and valid assessment

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Sample: Conversion Rule

Sample Decision Rule for Converting Ratings to Grades If the student’s profile of ratings (on a five-point scale) is The grade is At least 50% of the ratings are 5s and the rest are 4s A 75% of the ratings are 4s or better and the other 25% are not lower than 2 B 40% of the ratings are 3s or better and the other 60% are not lower than 2 C At least 50% of the ratings are 2s or above D More than 50% of the ratings are 2s or below F from: Classroom Assessment for Student Learning, R. Stiggins, J. Arter, J. Chappuis, S. Chappuis. Assessment Training Institute, 2004

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Collect evidence about student achievement based on your assessment plan (curriculum map)

• Distinguish between formative and summative assessments

• Allow multiple opportunities for students to demonstrate attainment of learning targets

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Steps in Report Card Grading

1. Start with the learning targets. Create a plan for what learning you will assess for grading purposes during the quarter.

2. Make an assessment plan to lay out how you will regularly find out what your students are learning.

3. Create, choose, and/or modify assessments.

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Steps in Report Card Grading

4. Record information from assessments as you give them.

5. Summarize the achievement information into one score.

6. Turn the score into a grade.

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ActivityActivityPart 1 Assessment OF

Learning or

Assessment FOR

Learning?Think of every type of

assessment used in your

classroom or at your

school. Write them on

post-its (one per post-it)

and set them aside.

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Negative Experiences

Causes Not clear what was to be tested Feedback method embarrassing Feedback too late to do any good Incomprehensible feedback/no

feedback Results didn’t reflect knowledge Trick questions No chance to improve/

one shot do or die Personal attack Time limits

Effects Stopped trying Never talked in class

again Changed majors Never took another

class in this subject Embarrassment Anger Redoubled efforts

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Positive ExperiencesCauses Clear what was to be tested Criteria for success were clear Feedback could be used to improve

performance Personalized feedback Practice similar to assessment even

if not graded Step by step learning aligned with

assessment Questions were understandable Chance to improve

Effects Felt successful Wanted to take

more classes on this subject

Felt encouraged to keep trying

Knew what it took to succeed

Motivated to learn Redoubled efforts

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Assessment

Promote increases in achievement to help students meet more standards

Support ongoing student growth

Provide insights to improve achievement

Show process and progress during learning

Document individual achievement or mastery of standards

Measure achievement status at a point in time for purposes of reporting

Show accountability Certify student

competence

FOR Learning Of Learning

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Targets: Deconstructing

Standards

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Kinds of Achievement Targets

Master factual and procedural knowledge

Understands long-term physiological benefits of regular participation in physical activity

Explains the important characteristics of U.S. citizenship

Knows that energy can be transformed between various forms

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Use knowledge to reason and solve problems

Uses statistical methods to describe, analyze, evaluate, and make decisions

Analyzes fitness assessments to set personal fitness goals, strategizes ways to reach goals, evaluates activities

Examines data/results and proposes meaningful interpretation

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Demonstrate mastery of specific skills Measures length in metric and US units Reads aloud with fluency and expression Dribbles to keep the ball away from an

opponent Participates in civic discussion with the

aim of solving current problems Uses simple equipment and tools to

gather data

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Create quality products Constructs bar graphs Develops a personal health-related

fitness plan Builds physical models of familiar

objects Creates a scripted scene based on

improvised work

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Policy on Reporting Student Progress (4510)

Policy on Reporting Student Progress (4510)

“The involvement of the student in the evaluation process should be considered essential …”

“The progress report shall … be diagnostic and constructive …”

“Secondary students are encouraged to conduct regular parent-teacher-student conferences.”

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What are the implications of involving students in assessment?

REST STOP

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Key 5: Student Involvement

1. Identify an important learning goal, or one students have difficulty learning.

2. Identify word(s) needing clarification.3. Define the word(s). We use a dictionary as a

starting point.4. Rewrite the definition as an “I can” (or an “I

am learning to”) statement, in terms that your students will understand.

5. Try it out on students or a colleague and refine as needed.

6. Have students try this process for subsequent learning goals.

Converting Learning Targets to student-Friendly Language

The Process:

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Standards-based Learning Goals

Summarize text, e.g.: Summarize important information in texts to demonstrate comprehension (4)

Make predictions, e.g.: Predict or hypothesize…from information in the text, … (6)

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Summarize textSummarize textSummarize textSummarize text

Words to be definedWords to be defined: SUMMARIZE SUMMARIZE: to give a brief statement of

the main points, main events, or important ideas

Student-friendly language:Student-friendly language: I can summarize text. This means I can make a short statement

of the main points or the big ideas of what I read.

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ActivityActivity

Complete Dot-

to-Dot Activity

Reflect: How does this

activity relate to

curriculum mapping?

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As a sophomore in high school, how would you feel if you were provided with the same reading material on the American Civil War for the fourth time in four years?

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As a sophomore in high school, how would you feel if you were given a Geometry assignment to find the area of different common quadrilaterals while you still had difficulty identifying quadrilaterals ?

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As a sophomore in high school, how would you feel if you were given a Biology assignment and you could readily apply what you had learned in your earlier science classes?

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DisconneDisconne

ct ct Activity Activity

Part 1Part 1What other educational

disconnects, if any,

do you see in your

classroom, school,

state, nation? List

them in the first

column of the t-chart.

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Disconnects & Curriculum Mapping T-Chart

Educational Disconnects Curriculum Mapping

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Common Disconnects“Official” curriculum isn’t necessarily the operational

curriculum- what’s actually happening in classrooms.

Teaching the textbook scope and sequence isn’t necessarily helping our students meet or exceed the Hawaii Content Standards.

What was taught isn’t necessarily what was learned. “Why didn’t they get that one right? I taught it!”

A 2nd grader in one school may be learning what a 4th grader learns at the same school or at another school.

There is no way to cover all the content in Social Studies, Science, Math and Reading and still do justice to the Visual and Performing Arts.

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An analogy….

Would you accept a medical treatment plan rather than documentation of actual treatment for your child?

Would you take your child to a doctor who had no idea about your child’s medical history and who treated your child in isolation from other doctors?

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Likewise as a teacher….

Would you accept a scope and sequence plan rather than take into account the unique needs of your student population?

Would you teach your students without any knowledge of what they learned previously and without communicating with other teachers?

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What is a curriculum map? What is not?

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A A Curriculum Map IS…Curriculum Map IS…

Calendar based

A record of the content, skills and assessment

Teacher created and collaboratively refined

A resource to provide a framework for examination of authentic classroom curriculum and actual teaching

Data about instruction that can be analyzed

A tool that replaces intuitive or subjective curriculum decision making

Focused on student performance outcomes

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Curriculum Maps are Calendar-Based

The calendar is the one thing we all have in common- a starting point.

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Curriculum Mapping IS a PROCESS which…

Facilitates professional communication and effective planning

Identifies possible areas for curriculum integration

Provides a framework to evaluate student work with varied and relevant assessments

Offers a systems approach to curriculum planning

Brings standard alignments to the conscious, concrete level

Links to standards and is time-bound

Identifies gaps and repetitions in the curriculum

Systematically organizes features (units, essential questions, content, skills and assessments) in a consistent and organized way

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Curriculum Mapping……Process or Product?

Curriculum mapping is a process that results in tangible products along the way

The products are tools for the next steps

There are NO final products – maps will always be under revision

Not “mapping, mapping, mapping”….but ongoing mapping for inquiry and upping the ante for students

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Maps primary purpose: Communication

The actual journey Diary maps document

actual teaching The sites and stops along

the way Documents best practices Documents actual practices

A travel journal Provides a way to share

experiences

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…is a Journey

Curriculum mapping ….

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ActivityActivityUse packet of samples

Identify which

documents are maps

and which are not,

based on the features

of curriculum maps.

Write down your

reasons why some are

maps and some are not.

Is it a map or

not?

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Curriculum MappingCurriculum Mapping Criteria for ReviewCriteria for Review• Calendar based

• Records content, skills and assessment

• Can be organized using themes, essential questions or other categories

• Teacher created, collaboratively refined

• A procedure for collecting data about actual teaching

• Provides a basis for authentic examination of the classroom curriculum

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Curriculum Mapping Provides

a format for planning: Documenting the content, skills, and assessments that

get students to the standards a consistent way of communicating:

A way to see gaps, redundancies, and mismatches when compared to standards, other teachers, other schools, other states….

a foundation for new journeys: Supports standards based instruction and a format for

using Standards Toolkit documents

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Content

WHAT students

learn

(noun)

• The subject

matter,

knowledge,

facts, key

concepts

• Based on HCPS

• “What do I need

to know?”

• Found in Scope

and Sequence

Toolkit

Document

Features:Features: The Content The Content

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Skills

The “TO DO” of the

curriculum

(Verb)

• Measurable • Based on HCPS•“What do I need

to know how TO

DO?”•Found in Grade

Level Performance

Indicator Toolkit

• Use precise language--have a

list of action words

to use.

Features:Features: The Skills The Skills

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Assessment

The EVIDENCE of

student learning

(verb)

• Demonstration of

learning • Triangulation of

evidence• Measurable

• Based on HCPS

• “How can I SHOW

what I know and

can do?”• This is the

evidence for

standard-based

grading and

reporting

Features:Features: The The AssessmentAssessment

Suggested Assessment Tasks found in the Instructional Guides of the Toolkit

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Essential Questions (EQs)

The HEART of the

curriculum

•Essential questions are based on universal concepts

•Bring relevance to the learner…

•“How will it affect me?”

Features: The Essential Features: The Essential QuestionQuestion

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What are Essential What are Essential Questions?Questions?

Essential Questions are provocative and make students think about lessons within a greater context.

Essential Questions are organizers that serve as the heart of a curriculum.

Essential Questions distill the content into what is critical to examine, explore, and learn.

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Universal Themes (samples)

Causality (cause and effect)

ChangeConflict

ConnectionsContinuity

CooperationCulture

DiversityEnergy

EnvironmentEvolution

ExplorationHeritage

InteractionInterdependence

Justice

LimitationOrderPatternsPowerQuestRelationshipsScarcityStabilityStructureStyleSurvivalSystemsTraditionsTruth/RealityUnityValues

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EXAMPLES OF ESSENTIAL QUESTIONS

How do we interpret theme and symbolism in a traditional folktale?

How does my community affect my life? How has change affected our town over the past

100 years? How did the discovery of agriculture affect the

structure and culture of early society? How has agricultire impacted our society today? What is the relationship between shapes and

measurement? When do we use fractions in everyday life? How do the main organs of the digestive system

function as a system?

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Standards Essential Question(s)

Content (noun) Skills (verb) Assessment (noun)

Standard 15: GEOGRAPHY: Places and Regions—Students understand how distinct physical and human characteristics shape places and regions.

Physical geography of China

Locate and describe the major physiographic features of China Create relief maps of China Explain how physiological features of China influenced the development of Chinese civilization and culture

Physiographic maps of ChinaRelief maps of China Cause & Effect Essay

Grade 6 Social Studies China Unit Sample Map

Standard Essential Question(s)


Standard 20: ECONOMICS: Economic Interdependence—Students evaluate the costs and benefits of trade among individuals, nations, and organizations to explain why trade results in higher overall levels of production and consumption.Standard 7: POLITICAL SCIENCE/CIVICS: GLOBAL Cooperation, Conflict and Interdependence—Students understand similarities and differences across cultural perspectives and evaluate the ways in which individuals, groups, societies, nations, and organizations change and interact.

Silk RoadBuddhismEconomics

Describe the Silk RoadConstruct a definition of a global marketTrace the path of Buddhism along the Silk RoadRecommend ways cultures can interact but still maintain integrity

MapsTimelinePersuasive Essay

November

December

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Standard(s) Essential Question(s)


Standard 15: GEOGRAPHY: Places and Regions—Students understand how distinct physical and human characteristics shape places and regions.

How does geography influence the development of civilization?

Physical geography of China

Locate and describe the major physiographic features of China Create relief maps of China Explain how physiological features of China influenced the development of Chinese civilization and culture

Physiographic maps of ChinaRelief maps of China Cause & Effect Essay

Grade 6 Social Studies China Unit Sample Map

Standard(s) Essential Question(s)


Standard 20: ECONOMICS: Economic Interdependence—Students evaluate the costs and benefits of trade among individuals, nations, and organizations to explain why trade results in higher overall levels of production and consumption.Standard 7: POLITICAL SCIENCE/CIVICS: GLOBAL Cooperation, Conflict and Interdependence—Students understand similarities and differences across cultural perspectives and evaluate the ways in which individuals, groups, societies, nations, and organizations change and interact.

How do cultures influence each other?

What are the origins of the global market?

Silk RoadBuddhismEconomics

Describe the Silk RoadConstruct a definition of a global marketTrace the path of Buddhism along the Silk RoadRecommend ways cultures can interact but still maintain integrity

MapsTimelinePersuasive Essay

November

December

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Are the cement that holds the unit together.

Direct student thinking.

Represent big ideas.

Are not simple one or two word answers.

There should not be more than two or three per unit.

Over-arching questions that focus on either big ideas and concepts or major themes with regard to curriculum content.

Essential Questions

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ActivityActivityMapping Practice

1. Review and select relevant

standards from the

instructional guide for your

grade level.

2. Using the map template,

come up with an essential

question.

3. Determine what

assessments will produce

evidence for that

standard(s).

4. What content & skills need

to be learned for students

to meet the standard(s)?

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is the subject matter, key concepts, facts, topics, important information. (nouns)

are the targeted proficiencies, technical actions and strategies. (verbs)is the demonstration of learning; the products and performances used as evidence of skill development and content understanding. (nouns)

A Quick Review:

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Mapping provides the framework for a New Journey

Record of each travelers experiences Documents what each student is taught

Chart a journey from beginning to end Used to create a K-12 map

A way to make decisions about subsequent journeys Curricular decisions can be made based on

data of the “real” curriculum

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4-Step Process for Setting Criteria with Students

Step 1: Brainstorm

Step 2: Sort & Categorize

Step 3: Create a T-chart

Step 4: Add, Revise, & Refine

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Step 1: Brainstorm

Pose a question

Record all ideas on the chart

paper

Add in your own ideas to make

sure that all the important

features are included and your

goals are met

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Step 2: Sort & Categorize Have students look at the list and

see if any ideas fit together. Ask “Do you see any similar items?”

Circle or mark the similar items using colored pens.

Decide on headings using big ideas.

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Step 3: Create a T-Chart

Draw a T-Chart Transfer the items

from Step 2. Put the big ideas or

criteria on the left. Put the details or

specifics on the right.

Criteria Details

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Step 4: Add, Revise, Refine

Have students review the T-Chart. Ask students, “ Are there any new

items or criteria that we need to add?”

Make changes as necessary.

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What is a Rubric?

An assessment that evaluates student performance

Uses specific criteria for assessment

Defines levels of performance for each criterion

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Why Use Rubrics

Assessment is more objective and consistent.

The target is clearer – shows what is expected and how work will be evaluated.

It gives feedback on the effectiveness of the instruction.

It provides benchmarks against which to measure and document progress.

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What Student Involvement with

Rubrics Doesn’t Look Like

Handing the rubric to students with little explanation.

No practice with the rubric before the “grading” use.

Asking students to self- or peer-assess using the rubric without teaching them how.

Using any old rubric without making sure it adheres to standards of quality.

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1. Individually read and score three student work samples (Practice Papers #01, #02, and #03) using the Sample Student Rubric (Handout 6).

2. Share the scores in your group.

3. Discuss the criteria on the rubric to develop common understandings. What do you notice?

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REVISEREVISE-- Using the Scoring Criteria on the Item and Scoring Criteria sheet, revise the rubric to include criteria measuring Core Concepts as well as the criteria for Accessing Information.

READ and SCORE-READ and SCORE- Then each member of the group will read and score 2-3 of the remaining samples (Practice Papers #04-#08) using the revised rubric.

DISCUSS and REFINEDISCUSS and REFINE - Discuss the following questions in your group: If we were going to use this rubric again, would we want to add new criteria? Clarify existing criteria? Delete insignificant criteria?

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Professional Learning Conversations

“A forum in which teachers can be inquirers and ask questions that matter to them, over a period of time, and in a collaborative and supportive environment”

(Horsley, 1998)(Horsley, 1998)

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Types of Professional Learning Conversations

School-basedJob-alikeTopic-centeredTeacher-researchIssues/DiscussionsReaders/WritersProfessional book discussion

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Types of Activities

Reading and discussing researchLearning about teaching and

learning approachesDiscussing knowledge learned at

workshopsImplementing new practices in

classrooms Analyzing student work

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Five Standards of Assessment Quality

Standard 1Clear Targets

Standard 2Clear and

Appropriate Users and UsesStandard 3

Appropriate Assessment Methods

Standard 4Sampling

Standard 5Potential Sources of Bias and Distortion

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Analysis of Maps in Light of Student Assessment Data

Question: Were the assessment items covered in the curriculum?

Question: When were they covered?Question: How frequently?Question: What kind of lessons prepared

students to answer these items?Question: What attending essential

questions, contents, and skills were used in conjunction with these items?

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Rubric for Curriculum Map Entries

Map Component

Score of 4 Score of 3 Score of 2 Score of 1

Degree of Detail on Content

Details succinct, clear, specific references to key concepts, facts, materials

Describes main concepts and subject matter

Identifies title of unit or course Generic heading, vague

Essential Questions Engaging, targeted, insightful question that frames and aligns content, skills and assessment

Clear focus question Simplistic, uneven in quality and lacking in relevance

Absent

Precise Skills Commences with an action verb; reflects standards and desired proficiencies

Clear action verb Generic verb; broad process verb

Vague, missing or inaccurate

Targeted Assessment Specific product and performance providing evidence of student learning; aligns with other elements

Product or performance is listed

Generic products only; teacher role is noted but not students’ roles (i.e. – teacher observation)

Absent, incomplete or unfocused

Developmental Focus Age, stage of development is reflected in all entries

Uneven reflection of developmental appropriateness

Limited attention to developmental appropriateness

No attention to developmental considerations

Accuracy of Entries Consistent and accurate reflection of operationalized curriculum anchored in real time

Reasonable representation of operational curriculum

General representation of curriculum with little attention to timeframes

Inaccurately displays data on maps

Conceptual Understanding

Conveys a depth of understanding of curriculum supported by salient details

Shows understanding with adequate support

Shows some understanding with some support

Understanding is not evident

Internal Alignment Demonstrates a clear, coherent, complete correspondence between content, assessment, skills and essential questions

Demonstrates alignment between some of the key elements internally but not all

Minimal attention evident to alignment

No alignment; elements are missing

Alignment to Standards Clear precise evidence of alignment to both content and proficiency standards throughout all entries

Alignment is evident to most standards; minor revision is necessary

Alignment is spotty; many entries do not correspond to external standards

No alignment; elements are missing

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Rubric for Implementation of Mapping

Aspect Score of 4 Score of 3 Score of 2 Score of 1

Review of Data Honest exchange employing mapping and assessment data with a focus on both horizontal and vertical articulation

Exchange between teachers employing mapping data and assessment data but only on vertical OR horizontal articulation

Occasional reference to data in exchanges with limited articulation concerns

No use of direct assessment or mapping data and no articulation

Resolution of Problems Focus is maintained consistently on the needs of the population

Focus is maintained on learners but on occasion veers

Focus is highly inconsistent on learners

No focus on learners

Range of Participation Every teacher in the building has made entries consistent with the site criteria

Majority of teachers have made entries using the site criteria

Only some teachers have made entries using the site criteria

No entries have been made by any staff

Mechanics Exhibits correct spelling, punctuation, paragraphing, grammar and usage. Error free

Exhibits generally correct spelling, punctuation, paragraphing, grammar and usage. Few errors

Exhibits minor errors in spelling, punctuation, paragraphing, grammar or usage that do not interfere with communication

Exhibits errors in spelling, punctuation, paragraphing, grammar or usage that interferes with communication

Presentation Neat, professional; attractive, extra care in details. Employs template consistently

Neat, easy to read. Sometimes hard to follow; inconsistent use of format; careless

Confusing and inconsistent entries with little attention to template

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What do we do now?

Rick Dufour says…(as a group of teachers)

1. Determine 8-10 concepts your students should understand each semester per subject

2. Create assessments to know if students understand these concepts

3. Create interventions and enrichment for students who don’t and do understand.

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Curriculum MappingCurriculum Mapping Criteria for ReviewCriteria for Review• Calendar based

• Records content, skills and assessment

• Can be organized using themes, essential questions or other categories

• Teacher created, collaboratively refined

• A procedure for collecting data about actual teaching

• Provides a basis for authentic examination of the classroom curriculum

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Curriculum Mapping Provides

a format for planning: Documenting the content, skills, and assessments that

get students to the standards a consistent way of communicating:

A way to see gaps, redundancies, and mismatches when compared to standards, other teachers, other schools, other states….

a foundation for new journeys: Supports standards based instruction and a format for

using Standards Toolkit documents

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What types of maps are there and when would each be used?

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Different Maps for Different Focus

The purpose defines the type of Map

needed

Mapping LanguageDiary Maps•Done Monthly•A personalized map written at the end of the month by the individual person (No “Team” Diary Mapping!) that contains what REALLY took place Projected Maps • What you intend to teach.. subject use the consensus map as a “personal road map” for delivery plan / instructionConsensus, Essential or Core Maps•An Entire School Year Of Months•A map that is created via a team of educators that serves as the “Master” wherein all who teach / administer the course. What is taught in common.

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When the Types of Curriculum Maps are Used

Projected/Pacing: Used for planning

Diary: Used for documenting the actual curriculum taught

Consensus: Used for grade level or school to define core of the standard-instruction. Essential: Used for a particular grade level; created over time.

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Phase 1: Collecting the dataPhase 2: First read-throughPhase 3: Small mixed group reviewPhase 4: Large group comparisonsPhase 5: Determine immediate revision pointsPhase 6: Determine points requiring research and planningPhase 7: Plan for next review cycle

EACH TEACHERRecords actual teaching Each Teacher must complete their own mapRequires that each teacher be honestRequires consistent recordingAdministrators are wise not to use for evaluation purposes

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Phase 1: Collecting the dataPhase 2: First read-through

Phase 3: Small mixed group reviewPhase 4: Large group reviewPhase 5: Determine immediate revision pointsPhase 6: Determine points requiring research and planningPhase 7: Plan for next review cycle

SMALL MIXED GROUPSSMALL MIXED GROUPSGroups 6-8 people composed of people who do not typically work togetherEach teacher shares findings from first read-through Delay judgment and decision-makingRecord for later share-out

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Read Through Discussion Questions Include:

1. How does our sequence match with the standards and the state tests?

2. Does our content build sequentially in terms of complexity and understanding for students?

3. Do our skills spiral appropriately in relation to the content?

4. Is there any content or skills that we should be teaching differently?

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Debriefing

1. What new learnings did group members encounter?

2. What concerns do group members have?3. What questions do group members have?4. What agreements were reached regarding

entry format and abbreviations?5. What revisions have you decided to present

to the other groups for consideration in regards to the curriculum?

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1. Complete items noted on the Vertical Team Read-Through Response Sheets.

2. Convene to the table or location your team is assigned.

3. Appoint a facilitator.4. Appoint a recorder.

CURRICULUM MAPPINGVertical Team Read-Through

Review Protocol

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Option One based on Available Time:5. Each teacher distributes copies of their map

report.6. Teachers individually read the maps. Look for:

• Maps were written in such a way that you are clear about what the students experienced

• Ah hahs - What was something you learned? • Possible gaps• Possible repetitions• Questions related to items on the curriculum

maps that may need to be addressed


Review Protocol

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7. Appoint a time keeper.8. Using a round robin format, the facilitator will ask

each member of the group to take one minute and highlight aspects of his/her map.

9. Facilitator will ask the group to focus individually on each person's map in order and note feedback on each of the following areas:• ah hahs - What was something you learned? • possible gaps• possible repetitions• questions related to items on the curriculum maps

that may need to be addressed


Review Protocol

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1. Complete the items noted on the Horizontal Team Read-Through Response Sheets.

2. Convene to the table or location your team is assigned.

3. Appoint a facilitator .4. Appoint a recorder.

CURRICULUM MAPPINGHorizontal Team Read-Through

Review Protocol

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Option One based On Available Time1. Each teacher distributes copies of their map report to

each member of their vertical team. 2. Teachers individually read the maps of their team

members. 3. Address the following questions:• What is essential for students to address in content

and skills?• Are there agreed upon assessments? • What do we address that may be unnecessary or

developmentally not appropriate?4. Establish formats for map entries.


Review Protocol

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1. Using a round robin format, the facilitator will ask each member of the group to highlight aspects of his/her map.

2. Next, the facilitator will ask the group to focus on each of the focus questions

3. Culmination of the discussion should be recorded and provided to the leadership in terms of:• Agreed upon essential content and skills • Agreed upon assessments • Any places of question or disagreement• Any observations for consideration


Review Protocol

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1. Agreed upon essential content and skills


Horizontal Team Read-Through Response Sheet

2. Any places or question or disagreement

3. Any observations for consideration

4. Questions related to items on the maps that may need to be addressed.

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Ways of Rating the 6 GLOs•Rate them:

• separately or embedded in subject area standards. • with multiple opportunities and over time.• varied assessment measures such as:

guiding assumptions learning through Feedback Spirals measuring dispositions rubrics portfolios performances anecdotal records interviews journals and logs

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Tools that Might Be Included in a Multifaceted Reporting System

Report Cards Notes Attached to

Report Cards Standardized

Assessment Reports Phone Calls to Parents Weekly/Monthly

Progress School Open-Houses Newsletters to

Parents Personal Letters to

Parents

Evaluated Projects or Assignments

Portfolios or Exhibits of Students’ Work

Homework Assignments Homework Hotlines School Web Pages Parent-Teacher

Conferences Student-Teacher

Conferences Student-Led Conferences

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Why?

To communicate the achievement status of students to parents and others.

To provide information that students can use for self-evaluation.

Other purposes: To select, identify, or group students for certain

educational paths or programs. To provide incentives for students to learn. To evaluate the effectiveness of instructional

programs.

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Board of Education PolicyTitle: Title: Reporting Student ProgressReporting Student Progress

Series : Series : 4500 SERIES-STUDENT PERFORMANCE AND 4500 SERIES-STUDENT PERFORMANCE AND ACHIEVEMENTACHIEVEMENT

Statute #: Statute #: 45104510----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

----------------------

“…The involvement of the student in the evaluative process shall be considered essential, since it is the student's learning and personal growth that are being assessed. Involvement shall be determined by the student's maturity level.”

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“First set high standards that determine what students need to know and be able to do.

Second, do whatever it takes for as long as it takes to teach all students these standards.

Third, measure student achievement of these standards by having them perform what they have learned and then comparing that performance to the standards.” -Ruth Mitchell

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What would teachers need to do to get all students to this vision in achieving standards?

Question A:

105

If our goal is to have all students meet standards or reach the vision of the high school graduate, what must teachers do?

How should teachers plan?

Question B:

106

Changing Stumbling Blocks into Stepping Stones

107

How can stumbling blocks become stepping stones?

We tried that before That’s not my job We’re all too busy to do that It’s too radical a change We don’t have the time Why change, it’s still working okay Has anyone else even tried it I don’t see the connection

108

Key Concepts

There is a process for implementing standards.

There are sub-processes within each step of the process.

The process is not linear, but cyclical. Key to using the process is a solid

understanding of standards and the system of standards.

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Identify relevant content standards

Determine acceptable evidence and criteria

Determine learning experiences that will enable students to learn what they need to

know and to do

Teach and collect evidence of student learning

Assess student work to inform instruction or use data to provide feedback

Evaluate student work and make judgment on learning results and

communicate findings

Reteach, or repeat the process with the next set of relevant standards

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Adapted from WestEd’s Learning from Assessment

110

Instructional-influenced Assessment

Curriculum

Instruction Assessment

Classroom Assessment: What Teachers Need to Know. W. James Popham (2002).

Assessment

111

Assessment-Influenced Instruction

Curriculum Instruction Assessment

Classroom Assessment: What Teachers Need to Know. W. James Popham (2002).

Assessment

112

HCPS III

113

Assessment FOR Learning Journey

= Rest Stop, time for reflection

Key 1: Purpose

Key 3: SoundDesign

Key 4: Communicat

ionRubrics

Key 2: Targets


114

Student Involvement Throughout the Process

What does a Standards-based classroom look like from a student’s point of view?

How can students become participants at each step along the way

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SB Grading and Reporting: Secondary Update

Underlying Philosophy: All Students Can Learn Learning Rates Vary Learning Styles Vary View “success and failure not as

reward and punishment, but as information”

- Jerome Bruner

116

SB Grading and Reporting: Secondary Update

Constraints: Credit-based System (but not based

on seat time) Current structure of secondary

schools Understanding of parents and

public

117

What?

Rating of the 6 General Learner Outcomes (Process)

Grading the Hawaii Content and Performance Standards in 10 Content Areas (Product)(Progress can be addressed in narrative)

1 standards-based grading & reporting transforming our teaching and learning module 4

Documents

grading practices

grading scale

grading purposes1

complexity of grading

consistent way of grading

traditional grading

key concepts grading

involvement of students