Grainger County Schools June 22-24, 2015

Ron Wence, M.Ed rwence@rvrhs.com Ron currently works as an assistant principal for curriculum, instruction, and professional development in Mt. Holly, New Jersey. After teaching math and coaching soccer and tennis for 15 years, Ron moved to administration and served as math supervisor before transitioning to assistant principal. Ron contributed to Feedback: The Hinge-Factor that Joins Teaching and Learning (2012). Ron earned his mathematics degree from Elizabethtown College and his administrative degree from the University of Phoenix.

Gary S. Nunnally, Ed.D. nunnallygary@gmail.com Gary works as an adjunct professor of education at Nebraska Wesleyan University, and as a secondary social sciences instructor in Waverly, Nebraska. Gary has consulted and trained educators over the last ten years in the area of teaching and learning. His engagements include short informational sessions, mentoring of individual faculty and day-long applied sessions. His main interest is in improving pedagogy and helping educators close the student knowing-doing gap. Gary contributed a chapter to Improving Student Learning One Teacher at a Time (2007) and wrote Improving Student Learning: Examining the Teacher Knowing-Doing Gap (2012). From Lincoln, NE, Gary earned degrees at Nebraska Wesleyan University, Doane College, and The University of Nebraska, Lincoln.

Ian Mulligan, M.Ed mulligian@gmail.com Ian works with teachers to improve student learning and teaching. A native of St. Louis, MO, he earned his Bachelor Degree at the University of Dayton and Master of Education degree at Regis University along with his administrative license. Ian, a former science teacher, is an assistant principal in Aurora, Colorado. Ian contributed to Feedback: The Hinge-Factor that Joins Teaching and Learning (2012).

Susan M. Hensley, M.Ed smariehensley@gmail.com Susan M. Hensley, M.Ed., wrote a chapter in the book, Minding the Achievement Gap One Classroom at a Time (Pollock, 2012), explaining the ways that she helps hundreds of teachers motivate students to learn better as a result of using research-based strategies. Susan taught at the elementary level, worked as a literacy facilitator, and now coordinates the implementation of the Common Core State Standards in the Rogers School District in Rogers, Arkansas. Susan earned degrees at the University of Arkansas in Fayetteville and John Brown University. She has an ESL endorsement and is a Northwest Arkansas National Writing Project Teacher Consultant.

Gary Ron Ian Susan Grainger County

Big Four

Traditional Framework Focus= Teacher and the Teaching CIA Curriculum Instruction Assessment OCAAT- pg. 39 Focus= Teacher and the Teaching

Focus= Student and the Learning Well Articulated Curriculum Plan for Instruction Varied Assessment Tasks Standards-based Grading, Record Keeping and Reporting The Big Four Framework Focus= Student and the Learning Master TEACHER Master LEARNER

Teaching Closet Checklists Report Card Rubrics Running Records Assessment Wall Co-teaching ELLA/ELF/Lit. Lab Student Conferences Progress Report Grade book/ Assessment Notebook SIOP DRA GANAG I realized it is time to apply THE BIG FOUR to my teaching. This is my teaching closet. When I learn a new strategy or approach I throw it in my closet. As you can see my closet is not only full…it is a mess! When I want to teach a lesson, I have to scrounge around in my closet trying to find the tools I need. My searching method is not very efficient and I don’t always end up grabbing the most appropriate tool. STAR test MAP Lesson Plan Book Performance Assessments Kagan Cooperative Learning Smartboard C.G.I. CRT/NRT reports CRT/NRT Tests Common Core Standards Arkansas State Standards T.I.A. Curriculum Documents

The Big Four GANAG Well Articulated Curriculum Plan for Instruction State Academic Standards Curriculum Documents GANAG Lesson Plan Book Technology Integration Instructional Strategies Daily scores & grade book CRT/NRT Tests Report Card Progress Report Student Conferences Scoring Guides Formative/Summative Assessment Performance Assessments ELP Standards Well Articulated Curriculum Unit Plans Plan for Instruction Varied Assessment THE BIG FOUR has provided organizing shelves for my closet. Everything has a place, based on its purpose. Standards-based Feedback Parent/Teacher Conferences

The Big Four GANAG Well Articulated Curriculum Plan for Instruction State Academic Standards Curriculum Documents GANAG Lesson Plan Book Technology Integration Instructional Strategies Daily scores & grade book CRT/NRT Tests Report Card Progress Report Student Conferences Scoring Guides Formative/Summative Assessment Performance Assessments ELP Standards Well Articulated Curriculum Unit Plans Plan for Instruction Varied Assessment THE BIG FOUR has provided organizing shelves for my closet. Everything has a place, based on its purpose. Standards-based Feedback Parent/Teacher Conferences

Well Articulated Curriculum This is the WHAT Start with the state standards documents

Distribute the Standards into Units Pacing Distribute the Standards into Units Tell WHEN Create Unit Documents

Plan for Lesson Delivery Create a Weekly Plan

GANAG Goal- Set a learning goal based on the standards. Plan Daily Lessons GANAG Goal- Set a learning goal based on the standards. Access Student Prior Knowledge New information (declarative/procedural) Application Goal- Revisit the goal. Score to the standards. GANAG is a planning structure that helps us ensure that we are getting all the important stuff in our lessons.

Varied Assessment Tasks Formative Assessment Summative Assessment

Varied Assessment Tasks

The Big Four Framework Well Articulated Curriculum Plan for Instruction Varied Assessment Tasks Standards-based Grading, Record Keeping and Reporting The Big Four Framework

Standards-based Grading, Record Keeping and Reporting Grades Who are grades for? What do grades mean? Keep your ultimate goal in mind…

Do your grades… provide accurate and understandable descriptions of student learning? facilitate communication to help students learn? help drive instructional planning?

What do you grade? Class participation Tests Work habits and neatness Effort Attendance Punctuality of assignments Behavior and attitude Bringing in tissues Tests Quizzes Reports or projects Portfolios Notebooks or journals Oral presentations Homework completion Homework quality

Often, thoughtful and informed professional judgment is better and more accurate than mathematical algorithms.

Grading vs. Checking/Scoring Total Points   WS HW CW Test Grade Points 10 3 8 25 100 Abbie 5 4 23 74 Ethan 9 84 Tyler 2 53 Percents 50 92 77 90 56 20 30 38

Grading vs. Checking/Scoring Scoring/Checking/Grading Combination   WS HW CW Test Grade Abbie 50 done 92 Ethan 90 missing 100 Tyler 20 30 inc. 25 Scoring/Checking/Grading Combination   WS obs. HW CW Test Grade Abbie 50 done √ 92 Ethan 90 √+ missing 100 Tyler 20 - 30 inc. 25

Grade by referring to your standards Follow up on areas where expectations are not met

The Big Four Framework Well Articulated Curriculum Plan for Instruction Varied Assessment Tasks Standards-based Grading, Record Keeping and Reporting The Big Four Framework

Standards-Based ½ Marathon

Standards-based planning

Tracking performance by standards as feedback to improve

Goals for the next two days Develop a set of meaningful documents. Organize curriculum standards into units and weeks Well Articulated Curriculum Plan for Instruction Varied Assessment Tasks Standards-based Grading, Record Keeping and Reporting The Big Four Framework