WCPSS Principals’ Meeting A Closer Look at PowerTeacher Gradebook September 19, 2013.

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Presentation transcript:

WCPSS Principals’ Meeting A Closer Look at PowerTeacher Gradebook September 19, 2013

Historical Perspective December 2012 March 2013 July 2013 September 2013

Next Steps Additional Support: o Teacher video & Resource Guide o Parent video & guide o On-going support with IRTs Finalize & Print Report Cards: o Tracks 1-3October 11 o Track 4October 25 o TraditionalAs scheduled

A Tale of Two Views

Horizontal View When looking horizontally across a standard to determine mastery of that standard, teachers should make sure that they have multiple measures and take into account a student’s most recent evidence of performance.

Vertical View When looking vertically along a set of standards to determine a summative score, teachers should look for a pattern of ratings.

Let’s go Skydiving I’ve decided to go tandem skydiving. When I get there, I am told they have 3 student instructors that have just completed their skydiving class. Thinking that packing a parachute is the most important skill, I ask to see evidence of how these students performed on this skill (standard).

Let’s Go Skydiving: Horizontal View Opportunities to pack a parachute ScoreScore Proficient

Let’s Go Skydiving: Vertical View Course SkillsStudent AStudent BStudent C Freefall Body Positions343 Parachute Packing442 Parachute Deployment & Control233 Safety RoutinesAbs34 Loops & Turns243 Landings343 OVERALL COURSE SCORE343

PowerSchools = Skydiving?!

K-5 Report Cards

Scope & Sequence Documents How do teachers know which standards are taught each quarter? Which big ideas will populate on the report card? How does a teacher see the year at a glance?

Reflecting on the FAQs Grading Practices (SBG) Clarifying Questions Technical Questions

PowerTeacher Administrator Administrator access to teachers’ Gradebooks View only access

Questions

Questions to Consider Consider the following questions when establishing building level expectations for consistency in Gradebook in preparation for the upcoming parent portal: Should deadlines be established for teachers entering assignments into the Gradebook (i.e., weekly, biweekly)? Should PLTs work to create common assignments that will be entered into the Gradebook? What on-site professional development and/or conversations need to take place to better align grading practices to standards-based grading? What structure will be used and how often will work habits/conduct assignments be entered and graded in the Gradebook to align with the 1-3 rubric? How will the school ensure the work samples and behavior reports sent home align to the scores recorded in Gradebook?

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