1. Southern Regional Education Board HSTW MMGW The Power of the “I” Teaching and Learning to Standards: Eliminating Zeros and Getting More Students to Complete Work at Higher Levels Mineral County Schools April 5, 2007

2. Southern Regional Education Board HSTW MMGW What is the Problem?  Too many students do not complete their work  Too many students turn in work that is far below grade-level standards  Too many students are failing courses, especially in 9 th grade  Too many students are dropping out of school, especially in 9 th and 10 th grades

3. Southern Regional Education Board HSTW MMGW What is the Problem?  High schools are in the hot seat with the state to reduce dropouts and meet AYP  Teachers have few tools to deal with students not turning in work or turning in poor work  Teachers have little power to improve students’ work ethic  Current grading policies are ineffective in getting completed work at high standards.

4. Southern Regional Education Board HSTW MMGW What is the Problem?  Students learn in the early middle grades, they have an option not to turn in their assignments.  More and more choose this option as it is one that requires little or no work or effort.

5. Southern Regional Education Board HSTW MMGW Why Is There a Problem?  Teachers believe that they are getting students ready for the real world by giving zeros, since people who do not do their work are fired.  When students reach high school, this pattern is a formula for failure and drop outs.

6. Southern Regional Education Board HSTW MMGW Why Is there a Problem?  Teachers believe that allowing completed homework assignments anytime after the assignment was due is wrong because that learning set is over and no longer needed.  Teachers believe that they are setting high expectations by giving zeros to students who do not complete their work on time.

7. Southern Regional Education Board HSTW MMGW What Are the Results of the Current Practice?  Giving zeros or accepting work below standard isn’t working.  It fails to motivate students to make a greater effort.  Dropout rates are increasing not decreasing.  Teachers report that students not doing/completing work is the number one reason for failure in the middle and ninth grades.  More students are entering ninth grade unprepared for challenging high school studies.

8. Southern Regional Education Board HSTW MMGW What Are the Results of the Current Practice?  This policy is actually taking away from teachers efforts to get more students to complete work at high levels.  Students have learned that if something is hard to do or takes too long, they simply don’t have to do it – at home or at school. They have learned to manipulate almost everyone.

9. Southern Regional Education Board HSTW MMGW What Are the Results of the Current Practice? No matter if teachers work 3-4 hours per night developing engaging, real- world activities that measure students at the proficient level, if students can OPT NOT TO COMPLETE THE ASSIGNMENT and simply take a zero and go on to the next one, those students will not be ready for grade level or college-prep level work and certainly not ready for college level work.

10. Southern Regional Education Board HSTW MMGW How Do We Fix the Problem? The Power of the “I”

11. Southern Regional Education Board HSTW MMGW How Do We Fix the Problem?  By redefining high expectations as meeting grade-level standards and having students meet the standards.  By defining that in standards-based education and NCLB and making AYP means Zeros Aren’t Possible!

12. Southern Regional Education Board HSTW MMGW In High Expectations Classrooms  Students  revise essays or other written work to improve quality.  work hard to meet high standards on assignments.  spend an hour or more on homework each day. How Do We Fix the Problem?

13. Southern Regional Education Board HSTW MMGW In High Expectations Classrooms  Teachers  set standards and are willing to help students meet them.  encourage students to do well.  indicate the amount and quality of work necessary to earn an A or B.  Encourage students to help and learn from each other  Know their subject and make it interesting and useful How Do We Fix the Problem?

14. Southern Regional Education Board HSTW MMGW How Do We Fix the Problem? In High Expectations Classrooms  Teachers  Send a consistent message about what all students must do and what level of quality is expected.  Require work to be revised until it meets quality standards.  Provide guidelines and examples of high quality work to students and families.  Use “incompletes” instead of zeroes.

15. Southern Regional Education Board HSTW MMGW How Do We Fix the Problem? In High Expectations Classrooms  Teachers  Use multiple methods of assessment, including common end-of-grade and end-of- course testing.  Emphasize the importance of attendance, readiness to learn and effort.  Establish home work and ninth and tenth- grade exit criteria.  Inform parents and students of higher expectations and get their support.  Eliminate low-level classes.

16. Southern Regional Education Board HSTW MMGW What Prevents Schools from Fixing the Problem Teachers Believe Giving Zeros Sets Very High Expectations and Instills Strong Values  We All Value Things Done on Time  Sacred Cows  “That’s What My Teachers/Professors Did”  It is a just punishment for a bad behavior  Believing that giving students a consequence for not completing work will result in students not repeating this behavior  It takes power away from the teacher – it’s one of the only things they have left

17. Southern Regional Education Board HSTW MMGW Is Giving Zeros, Fs and Ds Working?  It doesn’t work most of the time  It works for students who are already A and B students  If it doesn’t change behavior, why do we continue this consequence?  Why do we let students off the hook for not completing work at expected standards?  What is the real effect of this policy?

18. Southern Regional Education Board HSTW MMGW Is Giving Zeros, Fs and Ds Working? What data do we have that giving zeros is positively impacting students? Where is the data? On responsibility On grades On Work Ethic On values On Learning On Achievement scores

19. Southern Regional Education Board HSTW MMGW Is Giving Zeros, Fs and Ds Working?  It Sends the Wrong Message  On dropout and completion rates  On test scores and achievement  On attendance and discipline  Instead, It Creates a Culture of Low Expectations  Students learn that they do not have to do their work  Students do not understand the impact of zeros

20. Southern Regional Education Board HSTW MMGW What Impact Should Grading Policies Have? Any policy regarding student work should result in increased student achievement, motivation, confidence and sense of self worth. Data should be evident. If data is lacking in those areas, then the policy isn’t working.

21. Southern Regional Education Board HSTW MMGW The Power of the “I” What Can It Do?  It Can assist schools in eliminating the Compliance Curve and hold students to higher expectations for learning.

22. Southern Regional Education Board HSTW MMGW The Power of the “I” What can it do? It can  Hold students to high expectations  Not let students “Off the Hook”  For learning  For delivering “quality work”  For completing hard work  For becoming responsible citizens

23. Southern Regional Education Board HSTW MMGW The Power of the “I” What can it do? It can  Give real power back to the teachers.  Create Standards of Learning for all students  Create a Culture of High Expectations  “No excuses!”  “You don’t get to choose not to work.”  Improve the Quality of All Student Work

24. Southern Regional Education Board HSTW MMGW The POWER of the “I” What can it do? It can  Allow Teachers to Really Teach to Standards  Teachers will finally know what students can do  Takes the guesswork out of retention

25. Southern Regional Education Board HSTW MMGW The POWER of the “I” What can it do? It can  Send the Right message to students  The blame game points back to the student  When students come home with an F or a zero, they (and their parents) often blame the teacher  When students come home with an “I”, only the student is to blame

26. Southern Regional Education Board HSTW MMGW The POWER of the “I” What can it do? When assignments aren’t ready, or they are incomplete or seriously below the standard and quality of expectation, teachers can use the POWER of the “I”= Give a grade of incomplete

27. Southern Regional Education Board HSTW MMGW What does the “Power of I” look like? 1. Students no longer receive zeros when work isn’t turned in; they don’t have an option not to turn in work. Teachers have made this clear from the beginning of the year Teachers have other “consequences” for work not done, not done completely or not done satisfactorily

28. Southern Regional Education Board HSTW MMGW What does the “Power of I” look like? 2.Late work is just that – late – but it must be completed if teachers are to correctly determine if students know and understand the standards being taught and assessed.

29. Southern Regional Education Board HSTW MMGW What does the “Power of I” look like? 3. Students must be given extra help opportunities (required) to complete the work during the school day (not during the class – ever), after school, Saturday School, or whatever fits your school’s possibilities. (This piece is completely up to schools to determine how this help can best be delivered.

30. Southern Regional Education Board HSTW MMGW What does the “Power of I” look like? 4. Consequences change for students not having work ready to turn in on time: Require students to stay after school in an extra help setting to complete work (this takes some work, but many schools are having great success with this) Require students to attend an extra help class during the school day (these are taking several forms, but consistently, they are similar to a support class)

31. Southern Regional Education Board HSTW MMGW What does the “Power of I” look like?  Some policies state that students are not allowed to participate in any extra- curricular activity (sports, band, chorus, clubs – events and practices), if they are missing any assignments or have attempted to turn in poor quality work.  Must contact students’ parents and solicit their assistance – this must begin early and will have the greatest impact.  Requires a parent conference at a pre- determined number of missed assignments or failed tests, etc.

32. Southern Regional Education Board HSTW MMGW What does the “Power of I” look like? 5.Students will receive an “I” on any assignment not turned in, and One or more “I”s will result in an “I” grade for any report period. 6. Tests may be excluded from the policy. Teachers may choose to give students opportunities to raise test scores by coming in during extra help times.

33. Southern Regional Education Board HSTW MMGW What does the “Power of I” look like? 7.Students cannot receive an A (or a B in some schools) on any assignment that is late or turned in incomplete (some schools have instituted specific time periods) 8.Students never receive an F if an assignment is completed within the year or semester (determined by each school as appropriate).

34. Southern Regional Education Board HSTW MMGW What does the “Power of I” look like? 9. A few students will still fail no matter what you do. So….. Final report cards have asterisk or note reporting to parents that the F is a result of failure to complete work. The goal is to get all groups of students to meet course standards at an acceptable level.

35. Southern Regional Education Board HSTW MMGW Setting School Goals Knowing that it WILL NOT WORK for all students, each school should set goals by tracking the success of this program using appropriate data. First, % of students currently making zeroes= Then, % acceptable after first semester= % acceptable after first year=

36. Southern Regional Education Board HSTW MMGW Essential Conditions Just adding a Power of I policy won’t do it all by itself. This policy works best under the following conditions:  Developing Engaging, Challenging and Meaningful Student Learning Activities and ditching poor quality handout sheets  Establishing homework criteria that recognizes homework should matter and be useful.  Having teachers who know the subject and make it interesting and useful.

37. Southern Regional Education Board HSTW MMGW Essential Conditions  Setting high standards and helping students meet them Indicating the amount and quality of work needed to earn an “A” or “B” Encouraging students to do well in school and to help and learn from each other Sending a consistent message about what all students must do and what level of quality is expected.

38. Southern Regional Education Board HSTW MMGW Essential Conditions  Setting high standards and helping students meet them Requiring work to be revised until it meets quality standards. Providing guidelines and examples of high quality work to students and families. Using “incompletes” instead of zeroes. Using multiple methods of assessment.

39. Southern Regional Education Board HSTW MMGW Essential Conditions  Emphasizing the importance of attendance, readiness to learn and effort.  Establishing eighth, ninth and tenth- grade exit criteria.  Eliminating low-level courses.  Informing parents and students of higher expectations and get their support.

40. Southern Regional Education Board HSTW MMGW How Do You Know If the Power of the “I” Is Working? Collect data to convince others that the policy is working  understand the impact of the policy  keep it moving by having teachers give testimony on how it’s working and share their data

41. Southern Regional Education Board HSTW MMGW How Do You Know If the Power of the “I” Is Working? Collect comprehensive sets of data  HSTW assessment data  Promotion/retention percentages  College-preparatory course enrollment percentages  Dropout Rates  Completion Rates

42. Southern Regional Education Board HSTW MMGW How Do You Know If the Power of the “I” Is Working?  Distribution of grades  Norm-referenced and state tests  Attendance at extra help sessions  Quality of Work  Responses from student and parent interviews and focus groups

43. Southern Regional Education Board HSTW MMGW How to Implement “Finally!” Strategies for Implementation

44. Southern Regional Education Board HSTW MMGW Strategies for Implementation  Consider implementing first  With teachers who are eager to try it out  In courses with high failure rates  Communicate to students and let them know that learning takes effort and is sometimes difficult  Set Up Multiple Extra Help Opportunities and Require Students to Attend  Implement a catch-up courses for students with high failure rates

45. Southern Regional Education Board HSTW MMGW Strategies for Implementation  Standardize Grading Procedures by department, grade or school  Reach consensus on weight of grading  Major tests  class work  Projects  research papers  homework

46. Southern Regional Education Board HSTW MMGW Strategies for Implementation  Develop a school- or department-wide homework policy  Re-examine the type of homework given  Create homework assignments that engage the student and are necessary for the next day’s activity (make it useful)  Determine the purpose of homework and relay that to students often  Have teachers meet together to discuss successful assignments and policies

47. Southern Regional Education Board HSTW MMGW Strategies for Implementation  Emphasize New Content  Too much of some content is review, throughout middle school and especially in grade nine

48. Southern Regional Education Board HSTW MMGW Strategies for Implementation  Create a Culture of High Expectations and Commitment for All Stakeholders  Get commitment from all staff members who will be participating (have a plan)  Have them report to the faculty often regarding the progress, the data, the pros and the cons  Communicate expectations to students, parents, district office and to boards of education members.  Notify the feeder pattern schools and invite teams to visit planning meetings

49. Southern Regional Education Board HSTW MMGW Strategies for Implementation  Rubrics Are Required for Power of I to work  Level the Playing Field  Adapt Rubrics for Self and Peer Review  Samples and Sources for Rubric Design Rubrics.com Rubristar.com Handout

50. Southern Regional Education Board HSTW MMGW Strategies for Implementation  Quality Teaching Is a Necessity  Highly Qualified Teachers  Highly Engaging Activities Hands-on Real World Meaningful Assignments Lose the Handouts, Worksheets, Drill Sheets, Word Searches

51. Southern Regional Education Board HSTW MMGW Strategies for Implementation  Higher Order Thinking Skills (Instructional Review Handout) –In Every Class, Every Day  “Teach to the rest what you teach to the best!”  Design more activities and assessments at the proficient level; most activities are at or below basic.

52. Southern Regional Education Board HSTW MMGW Strategies for Implementation  Examine assignments and student work together in teams to keep getting it better and better  Use instructional review handout  Examine teacher and ready-made tests  Almost all tests and assessments are at or below basic

53. Southern Regional Education Board HSTW MMGW EXTRA HELP When expectations for all students are raised, some students will need extra help and extra time to meet these requirements.

54. Southern Regional Education Board HSTW MMGW Extra Help Indicators Teachers or other adults in the school are available to help before, during or after school a few times a week. Students are often able to get help from their teachers when they need it without much difficulty.

55. Southern Regional Education Board HSTW MMGW Extra Help  Require Extra Help for those missing assignments or needing to improve quality  Structured Program of Extra Help  Various, Multiple Opportunities  Counselors and advisors must assist in getting extra help  Use service clubs to assist in after school extra help (assign buddies in math, science and English classes)

56. Southern Regional Education Board HSTW MMGW What works in providing extra help?  Modifying schedules for re-teaching opportunities.  Identifying students early.  Having students redo work until it meets standards.  Tutoring  Mentoring

57. Southern Regional Education Board HSTW MMGW What works in providing extra help?  Before and after school programs that extend the school day  Completely revised summer programs  Longer blocks of time when needed  HSTW recommends block schedules so that students get more one-on-one time  Immersion and “catch-up” strategies  Contracts for learning

58. Southern Regional Education Board HSTW MMGW Extra Help Actions for Improving Extra Help Require students to redo work to meet quality standards in each content area and grade. Require students who earn less than a “C” to attend extra help sessions. Provide samples of quality work and guidelines to students and families.

59. Southern Regional Education Board HSTW MMGW Extra Help Actions for Improving Extra Help Organize student-led study teams. “Double-dose” students who need more time to learn. Re-teach students who need more help learning. Never let students “off the hook.”

60. Southern Regional Education Board HSTW MMGW Strategies for Implementation  Determine the scope of initial implementation  Whole school  Department/s  Course/s  High Failure-rate Course/s  Determine timeline and strategies for whole-school implementation

61. Southern Regional Education Board HSTW MMGW Strategies for Implementation  Determine the extra help opportunities available or possible at school/district  Solicit support for transportation  Determine effect on eligibility and other consequences

62. Southern Regional Education Board HSTW MMGW Strategies for Implementation  Quality Assessment Required  Backward Design  Bloom’s Taxonomy Emphasis on Higher-Order Skills and Learning De-emphasis on Recall, Memorization of Facts  Move away from the enemy of learning: Study Guides

63. Southern Regional Education Board HSTW MMGW Strategies for Implementation  Get Stakeholder Support  Principal, superintendent, BOE  Parents  Business community or local school advisory council  Local post-secondary institutions

64. Southern Regional Education Board HSTW MMGW Strategies for Implementation Communication Requirements  Principal to Teachers  Reach consensus on the scope and exact implementation issues Rogue policies or lack of implementation even by a few will send a mixed message to students and sabotage the policy

65. Southern Regional Education Board HSTW MMGW Strategies for Implementation Communication Requirements  Principal to Teachers  Set up a committee to chart the progress  Be open to teacher frustrations and implementation snags; help to work out the bugs

66. Southern Regional Education Board HSTW MMGW Strategies for Implementation Communication Requirements  Principal and Teachers to Parents  Initial letters sent home Outline the policy and the availability of extra help  Open House  Newsletters  Student Handbook  Website  A progress chart update

67. Southern Regional Education Board HSTW MMGW Strategies for Implementation Communication Requirements  Teachers to students  Course Syllabus (required)  Assignment sheets (required in writing to students)  Reminders or bulletin board charts for those with incomplete work

68. Southern Regional Education Board HSTW MMGW Strategies for Implementation Communication Requirements  Teachers to students  Rubrics (required, specific, vertical and horizontal)  Availability of extra help (required, multiple opportunities preferred)  Encouragement a MUST for successful implementation (for students and teachers)

69. Southern Regional Education Board HSTW MMGW Strategies for Implementation Communication Requirements  School  Faculty meeting agendas  Department meeting agendas  Oversight committee or focus teams must keep all teachers informed of implementation issues – successes and snags

70. Southern Regional Education Board HSTW MMGW Strategies for Implementation Keeping Track  Benchmark and Set Goals  Gather and Track Data (Current and over time)

71. Southern Regional Education Board HSTW MMGW Strategies for Implementation Nuts and Bolts Assistance  Keep rubrics or scoring guides filed and organized by course or period for easy access  File or scan rubrics and assignments sheets into computer files  Set up an organizational system within the classroom for receiving makeup work

72. Southern Regional Education Board HSTW MMGW Strategies for Implementation Get organized for accepting late work  Require students to attach a cover sheet with the title and date of the original assignment  Designate a place in your room for quick student access to all assignments  Consider keeping an assignment notebook with a page for each day of class; assignment sheets, rubrics, handouts, etc. can be slipped into clear pockets

73. Southern Regional Education Board HSTW MMGW Strategies for Implementation Get organized for removing “I”s  Work with school/district personnel on correct ways to record “I”s and remove them  Try to make this as easy as possible for everyone  The more difficult this step is, the sell likely the policy will be successful

74. Southern Regional Education Board HSTW MMGW Strategies for Implementation Get organized for contacting parents  Develop a plan that includes  Collecting or accessing email address and other contact information  Developing email groups of students to use for those with consistent problems  Designating a time to call parents at work or home  Work with other teachers to develop a script to be used with all parents so that phone calls are quick and non-threatening. Ensure parents they are partners in the students’ success

75. Southern Regional Education Board HSTW MMGW Strategies for Implementation Get organized for unexpected issues to arise  Establish a focus team or committee that  collects and analyzes the data  develops drafts of solutions of new issues such as honor roll, selection into service organizations, etc. and presents to staff

76. Southern Regional Education Board HSTW MMGW Strategies for Implementation  Expect adjustments to the policy to be suggested and have a plan for how to deal with each recommendation (some will be good).  Schedule conference calls with groups of teachers and SREB.  Use the sample letters as samples, please, but please revise them to fit your school/community.

77. Southern Regional Education Board HSTW MMGW Engaging Students in Learning Additional considerations… The Learning Pyramid

78. HOW WE LEARN 1% 10% 20% 30% 50% 70% 80% 95% 98% Use art, drama, music, movement – Integrated curriculum with content Teach someone else Having a personal experience – Making connections (hands on) Discussion with others Lecture with visuals Using only visuals Hear only lecture Read assignment Fill out worksheet

79.  Giving students choices in assignments and assessments  Providing assignments that challenge students to develop ideas and to think  Allowing students to share what they have learned  Drill sheets  Copying notes from the board  Assignments with no variety and no choice  Activity for activity’s sake Student engagement is: Student engagement is not:

80. Southern Regional Education Board HSTW MMGW Student Engagement Actions to Increase Student Engagement Help students learn to retrieve and organize information Require students to respond orally and in writing to various prompts Apply knowledge and skills to solving problems Plan balanced instructional strategies -- both teacher-centered and student- centered Plan and share with colleagues

81. Southern Regional Education Board HSTW MMGW Student Engagement Actions to Increase Student Engagement  Use research-based instructional methods.  cooperative learning  project-based learning  reading and writing across the curriculum  CRISS strategies  content-specific strategies  Improve direct instruction techniques.  Observe each other teaching.

82. Southern Regional Education Board HSTW MMGW Student Engagement Actions to Increase Student Engagement  Long-term memory Emphasis  As ways to problem-solve and big- picture synthesis and analysis  Short-term memory de-emphasis  List of facts to memorize  Capture and give grades to students performing well  Not just paper and pencil assessments

83. Southern Regional Education Board HSTW MMGW Student Engagement Team Planning Time Student Engagement  Which instructional strategies are used consistently by teachers across all classrooms?  Which instructional strategy would you like to use more often during the upcoming school year?  What help will teachers need to use new strategies?  What staff development plans are focused on this goal?

84. Southern Regional Education Board HSTW MMGW Prioritizing Actions  Review actions developed for each goal throughout the workshop.  Prioritize goals. What must we work on first?  Choose indicators on which to work during year one.  Course syllabi  A and B work  redo work  rubrics  engaging activities

85. Southern Regional Education Board HSTW MMGW Prioritizing Actions  Determine specific actions to address year one goals.  Choose indicators on which to work during year two, etc.

86. Southern Regional Education Board HSTW MMGW Contact Information Toni Eubank, Director Toni.eubank@sreb.org 404-879-5610