1. Assessing for Mastery. Grading for Learning.
What is an A?
Assessing for Mastery. Grading for Learning.

2. Severe Weather Designated Room H Bathrooms South Work Room Adequate
Dahl/Flenthrope office
Storage Closet in Atrium Hallway (custodian closet)
Basement stairway avoiding the top and bottom steps
eAcademy office

3. Implementation!

4. Philosophical Chairs
AVID Strategy to encourage students to speak in front of others while advocating for a position or belief.
The room is broken into 3 sectors:
Pro Section – Area of the room where student who AGREE with the statement gather.
Con Section – Area of the room where students who DISAGREE with the statement gather.
Fence-Straddlers – Area of the room where students gather who have yet to form an opinion.
Only one person can speak at a time; they only have seconds to make their case.
Game switches sides after each comment; no arguing.
If someone’s ideas change your mind, you may change sides or get off the fence. When you do, you must explain why you changed.
What gets assessed should be recorded.
Summative assessments are ultimately more valuable than formative assessments.
A zero is a fair grade.
Once a student has completed an assessment, there is really no rush to return it.
An “A” in an elective (or special) and one in Math cannot possibly mean the same thing.
An “A” at an at risk school is the same as one at a school not at risk
The grade I record is an accurate reflection of what my students have learned.
60% is proficient. 70?

5. Purpose of Grading (Really Evaluating)
To communicate achievement status to parents.
To provide information to students for self-evaluation.
To evaluate the effectiveness of instructional programs.
To select, identify or group students for instructional purposes.
To provide incentives for students.
To document students lack of effort or inappropriate responsibility.
Dr. Thomas Guskey, 2016

6. Philosophy of Grading
Grading is NOT essential to the instructional process. Teachers can teach and students can learn without grades!
Checking IS essential as a diagnostic tool. Teacher acts as an advocate for learning instead of judge and jury.
The appropriateness of a grading method depend on the purpose.
Grading and reporting should ALWAYS be in reference to learning criteria, never “on the curve.”
Use informed professional judgement instead of mathematical algorithms Dr. Thomas Guskey, 2016

7. What is “proficiency?” Must be determined at a local level
Must be informed by standards
Should be informed by later grade requirements
May be informed by standardized tests
Is this any more than a 4-pt scale where 3 is proficient?

8. What is in a grade?
This student has been working on a standard for a few weeks…
What would David’s grade be?
Average is 2
Median is 1
Mode is 1

9. Breakout sessions 5:00-5:15 5:20-5:35 5:40-5:55 Room A Ryne Huff
5:00-5:15
5:20-5:35
5:40-5:55
Room A
Ryne Huff
Rich Wilson
Pop Out Sessions – Is there an assessment or grading topic NOT on this schedule? Come to this session and it will be addressed!
Room B/C
Jenna Kuder
Angel Sanford
Zeros in the Gradebook
Room E
Abigail Crane
Standards Based Grading
K-12
*If you attend this session, this will be your only session
Room G
Ann Addison
Providing Feedback that Moves Learning Forward
Room H
Andy Heinicke
Kathy Easterly
Grading Students with Disabilities
Conference Atrium –Big Table
Brandi Michaelis
Kelly Tines
Grading & Grade Cards in Kindergarten
K only
Lesson Planning Follow-Up
Conference Atrium – Soft Seating East
Assessment & Grading for Art, Music & PE
Library Atrium (South)
Becca Stanley – Elem
Kristen Potter – Sec
Karen Supica - SPED
Synergy
Library Atrium (East)
Emilee Klebba
Kristin Easley
SPED Data Collection