SPU Institute- Day 2 July 21, 2009

Session Overview Team Project Essential Conditions Thinking about implementation – Structures – Norms Formative Assessment Team Project

Connecting to Prior Learning Turn to a neighbor and share one thing you recall from our last session…

Concerns from last time… Reluctant staff Finding time/resources Role of leadership Topics for PLC

Stages of concern Awareness - I am not concerned. Management - I’m spending all my time preparing. Information Seeking - I’d like to know more. Personal - How will using it affect me? Consequence - Is this making a difference? Collaboration - How are others doing this? Refocusing - I have ideas to make this better. Adapted from National Staff Development Council - “Tools For Schools” February/March 2003

Norms for the Day Review Team Norms: 6 1.Review team norms worksheet 2.Discuss norms within your group 3.Identify 3-5 norms you agree on for today

Team Projects 1.Who are you? 2.What is your school/school system’s “really big deal”? 3.How do PLCs fit in? 4.What actions steps are you suggesting? 5.How do you represent your understanding? 6.How did this course influence your thinking/planning?

Time to Explore:

Are you Ready for a PLC? 1,2,3, Shoot

Reflective Dialogue Faculty/staff members talk with each other about their situations and the specific challenges they face. Not at allSomewhat50%To a large degree To a great extent Discussion:

1, 2, 3, Shoot De-Privatization of Practice Teachers share, observe, and discuss each others’ teaching methods and philosophies. Not at allSomewhat50%To a large degree To a great extent Discussion:

Finish “Shooting” Minutes PLC Survey

What barriers exist in your school? Based upon your discussion or your experience… – What barriers exist for PLCs in your school? – What are your highest priority concerns? – How will you engage others in this conversation?

Initial Thoughts Time for Learning & Collaboration Removing Barriers Establishing Group Procedures Working as a team/Teacher Isolation Resources Facilitation Physical Proximity

Entry Points

1.Identify your priority areas of concern 2.Select guiding questions that best match your priority concerns: – Select Facilitator, timekeeper and scribe – Discuss and record responses to questions – Summarize your action plans

Ah…Grades…That’s what he’s talking about… Why do we do what we do?

A Brief History of Time… Prior to mid 1700’s students did not get grades, they received written narrative feedback Yale University quantified feedback on a 4 point scale (4.0 system) Harvard created “Divisions” – Division 1: 90 to 100 – Division 2: 75 to 90 – Division 3: 60 to 74 – Division 4: 50 to 59 – Division 5: 40 to 49 – Division 6: below 40

Why Change the Current Grading System? 1.We Consider Factors Other Than Academic Achievement when Assigning Grades 2.We Weight Assessments Differently 3.We Misrepresent Single Scores on Classroom Assessments 4.We compare students against each other instead of what they need to learn (standards) (Source: Transforming Classroom Grading by Robert Marzano)

Student 1 Same Teacher Student 2 Same Course Same Homework Scores Same Tests Scores Same Quiz Scores Same Project Scores Same Presentation Scores Factors Other Than Academic Achievement Grade “A”Grade “B-”

Percentage of Teachers Reporting Use of Effort, Behavior, Cooperation, and Attendance in Determining Grades Grade LevelEffortBehaviorCooperationAttendance K31%7%4%8% 1-329%8%4%8% 4-630%8% 10% 7-036%10%8%18% %14%9%24% Factors Other Than Academic Achievement

Teachers Weight Assessments Differently Teacher 1 Teacher 2 Team Teaching Same Class Same Students Same Homework Scores Same Quiz Scores Same Test Scores Grading Based on Achievement Factors (No effort, behavior, etc) Exactly the same Assessment Information to Construct Grades Agreement 57.7% of the Time

Misrepresentation of Single Scores Student 1Student 2Student 3 All 3 students do the same class assignment Assignment has two parts Part I – Multiplication Part II – Deductive Reasoning, Problem solving, Communicating Mathematically Each part is worth 10 points

Part 1 Directions: Fill in the answer for each multiplication problem. 1.7 x 6 = x 11 = 3.9 x 7 = 4. 7 x 32 = 5.6 x 6 = x 5 = 7.42 x 7 = 8. 5 x 5 = x 3 = x 9 = Part II Directions: Write your answer and show all your work on a separate piece of paper. Treena won a seven-day scholarship worth $1,000 to the Pro Shot Basketball Camp. Round-trip travel expenses to the camp are $335 by air or $125 by train. At the camp she must choose between a week of individual instruction at $60 per day or a week of group instruction at $40 per day. Treena’s food and other expenses are fixed at $45 per day. If she does not plan to spend any money other than the scholarship, what are all the choices of travel and instruction plans that she could afford to make? Explain your reasoning. Mathematics Assignment

Misinterpretation of Single Scores Student 1Student 2Student 3 All 3 students do the same class assignment All 3 students receive the same percent score All 3 students receive the same grade All 3 students have demonstrated different understandings

Misrepresentation of Single Score – Single Score represents a wide array of Skills and Abilities StudentsComputationProblem SolvingScore Karen10414 Mike41014 Sue7714

Think Time What do you think about the four problems with grading? Are there other issues related to grading practices that concern you?

You can’t rely on the 100-point scale.

C. Item 15–16 Two items that asks for application in novel situations that go beyond what was explicitly taught Total for section = A. Items 1–10 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11–14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. Total /100

Total for section= /40 /20 /40 A. Items 1 – 10 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11 – 14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15–16 Two items that asks for application in novel situations that go beyond what was explicitly taught

+ + Total for section = All correct Two correct None correct A. Items 1 – 10 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11 – 14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15–16 Two items that asks for application in novel situations that go beyond what was explicitly taught Total /100 /40 /20 /40

Total + + Total for section = 40/40 20/40 0/20 All correct Two correct None correct A. Items 1–10 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11–14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15–16 Two items that asks for application in novel situations that go beyond what was explicitly taught

Another Jigsaw Formative Assessment Article Use the “Save the last word for me” protocol What are the big ideas in formative assessment? How do they apply to your school setting?

Preparing for Next Steps (Exit Task) Please complete the Exit Task sheet What did you take away from today’s session? What support do you feel you need? What questions are still rolling around in your head?

Team Time Prepare for Wednesday’s Presentation--- Who are you? What is your really big deal? How do PLCs fit in? What are your next steps? How do you represent your understanding?