Grading Practices: Reflective Conversations with Educators Summer Leadership Conference 2015 Presenters: Mrs. Jan King (NCDPI/HCPS) & Dr. April Spencer (WRESA)

Why should we talk about this?

Our thinking… Our customers deserve to know what a grade means. Grades are more transparent than ever before. So, what they mean should be clear. A leader’s philosophy on grading practices should not be a mystery. Common sense is not always common.

Our thinking… Our customers deserve to know what a grade means. Grades are more transparent than ever before. So, what they mean should be clear. A leader’s philosophy on grading practices should not be a mystery. Common sense is not always common.

Our thinking… Our customers deserve to know what a grade means. Grades are more transparent than ever before. So, what they mean should be clear. A leader’s philosophy on grading practices should not be a mystery. Common sense is not always common.

Our thinking… Our customers deserve to know what a grade means. Grades are more transparent than ever before. So, what they mean should be clear. A leader’s philosophy on grading practices should not be a mystery. Common sense is not always common.

Proactive vs. Reactive?

Format for Today: Discussion starters Customize ideas for your school/district

Talk It Out: Making Sense of Grades 3 scenarios April reads them Discuss in partners or trios

Scenario #1: Elementary School Real scenario as Principal Triplets – parents wanted them in 3 different rooms Then grading practices became very apparent

Scenario #2: Middle School Real Scenario as Parent One team of 4 teachers Various #s of grades, weights, input timelines

Scenario #3: High School Perfect = 100 Miss 1 = 67 Miss 2 = 34 Miss 3 = Zero The 3 Question Quiz Real Scenario as Colleague and later as a Parent 3 question quizzes

Which scenarios will you use? Turn and Talk: Think about the grading complaints you have heard. Could you put those into scenarios to start a staff or PLC meeting?

Student Voice: What is your grading pet peeve?

Which are your building’s grading pet peeves? Can you survey and share? Follow-up

What do the experts say?

Dr. Ken O’Connor https://www.youtube.com/watch?v=dGcjhaQuXK8#t=26 How confident are you???????

How confident are we that our grades are consistent, accurate, meaningful, and supportive of learning? Evidences? PLCs – look at & discuss

Dr. Rick Wormeli https://www.youtube.com/watch?v=TM-3PFfIfvI#action=share

Myth-busting: “Preparing you for the real world…” ADD College Diploma Connections vs. knowledge – “in the club”

How confident are we that our grading practices represent hope and growth mindset?

Which student do you want to pack your parachute?

Lynn Canady’s Work on Averaging “Averaging is not typical of the working world; for example, we do not average praxis scores when teachers re-take tests or when lawyers re-take the bar examination.”

Formative Assessment Practices Revisiting Classroom Formative Assessment Practices PARACHUTE SLIDES BEFORE THIS MOVE TO PARACHUTE ACTIVITY

From the NC Code of Ethics: Which statement is truly found there? Educators have academic freedom to assign grades to students based on an approved system of the educator’s choosing that is fair and research-based. The educator evaluates students and assigns grades based upon the students’ demonstrated competencies and performance. Educators routinely communicate student progress using progress reports and report cards to inform parents and guardians of student performance. State Board Policy Part of teacher evaluation

From the NC Code of Ethics: Which statement is truly found there? Educators have academic freedom to assign grades to students based on a personal system of the educator’s choosing that appears fair and research-based. The educator evaluates students and assigns grades based upon the students’ demonstrated competencies and performance. Educators should routinely communicate student progress using progress reports and report cards to share grades with parents and guardians. State Board Policy Part of teacher evaluation Yellow one is correct.

Using a Case Study http://stateimpact.npr.org/florida/2011/09/15/buying-supplies-equals-better-grades-in-cash-strapped-florida-school/

Another Case Study http://www.scpr.org/programs/offramp/2014/02/28/36252/do-i-really-have-to-buy-kleenex-so-my-kid-can-get/ Proactive conversations

And yet another http://www.nydailynews.com/new-york/education/newsies/paying-points-article-1.2023531

proactive or reactive with these conversations about grades? Are we being proactive or reactive with these conversations about grades?

Contact us: Dr. April Spencer WRESA aspencer@wresa.org (828) 418-0011 Mrs. Jan King NCDPI/HCPS jan.king@dpi.nc.gov jcking@hcpsnc.org (828) 606-0177