1. 2011 Leadership Institute Survey Results Based on presentations by Rick Wormeli to Georgia’s Master Teachers on “Fair Isn’t Always Equal”

3. Number of Respondents: 85 77 Classroom Teachers 7Instructional Coaches 1Technology Specialist 1Other

4. Number of respondents who have implemented strategies following their attendance: 55

5. Rick Wormeli

6. Most frequently mentioned responses from the survey are summarized here for you. We want to continue this “conversation” about grading and assessment. Look for opportunities to network and share ideas with other Master Teachers!

7. What strategies did you find were…. most useful? Providing students opportunities for revisions/retakes/redos Allowing students to redo work for full credit Not giving a zero unless it is “recoverable” Not giving extra credit work Tying assessments to standards Re-teaching and retesting specific standards

8. …most useful Using a specified grading scale for consistency Using data and standards to drive instruction Planning for multistep anchor activities Providing differentiated or alternative assignments Creating tiered assignments/assessments

10. What strategies did you find were…. easiest to apply? Allowing revisions/retakes/redos, i.e. requiring all work to be done Implementing suggested grade book format and charts for tracking grades Grading work habits and work ethic separately

11. …easiest to apply? Retesting and item analysis – students should analyze why they missed particular items Replacing zeros with another minimum value, e.g. 50 or 60 Using a four-point scale

12. What strategies were most difficult to implement…and why? STRATEGY… Changing grading system across or within grade levels Changing grading practices Moving away from traditional grading scale Using rubrics and portfolios Assigning little or no weight to homework WHY? Grading scales are mandated by the system Some things are “non- negotiable” in systems Need full cooperation from parents and system leaders Takes time to develop rubrics and compile portfolios Students won’t do the work if it doesn’t “count”; some teachers give up on homework

13. …most difficult to implement…and why? STRATEGY.. Allowing revisions, retakes, redos Holding students accountable for unacceptable or incomplete work Why? Allowing students to redo assessments is harder than letting them redo class assignments – need effective ways to do retakes; follow- up is time consuming; Need new system/school protocols; deciding when a student has had enough chances; student apathy or not willing to do the work

14. …most difficult to implement…and why? STRATEGY… Individualizing and differentiating activities and assessments Helping teachers to create alternative assessments Why? Difficult to find time to create assessments for so many students Hard to get teachers to think outside of traditional assessments

15. … most difficult to implement…and why? STRATEGY… Creating and using grade book format for the differentiated classroom Standards-based grade book Why? Time constraints System expectations Need understanding and support from parents; need to start at the beginning of the school year or term

16. If you learned some strategies but have not been able to implement or share them, tell us why… Timing – not enough time to begin this year – will start at the beginning of next school year Will conduct workshop next year and embed strategies into professional learning Need more time to study and gain understanding about differentiated strategies

17. If you learned some strategies but have not been able to implement or share them, tell us why… Standards-based grade book should be started at the beginning of the school year and implemented gradually, i.e. one period at a time We are beginning staff discussions on grading policies and what changes we should make We are awaiting permission to use standards-based assessments

18. If you learned some strategies but have not been able to implement or share them, tell us why… I want to practice and be successful at a few strategies at a time System/school/department mandates prevent implementation Parents and teachers need to understand the link between instruction, learning, and grades

19. If you learned some strategies but have not been able to implement or share them, tell us why… Lack of opportunity to share with staff when returning to school after session Classroom management and safety issues

21. What next? Link to Rick Wormeli’s Study Guide for: Facilitators http://www.stenhouse.com/assets/pdfs/fiae%20facilitators%20study%20guide.pdf http://www.stenhouse.com/assets/pdfs/fiae%20facilitators%20study%20guide.pdf Teachers http://www.stenhouse.com/assets/pdfs/fiae%20teacher%20study%20guide.pdf http://www.stenhouse.com/assets/pdfs/fiae%20teacher%20study%20guide.pdf If you attended the Leadership Institute and would like to have a copy of Rick’s PowerPoint presentation, please contact us (see next slide).

22. Contact Information Ginny Elliott, Program Director for Master Teacher ginny.elliott@gapsc.com 404-232-2601ginny.elliott@gapsc.com Winifred Nweke, Program Evaluation and Development Specialist winifred.nweke@gapsc.com 404-232-2602winifred.nweke@gapsc.com

24. To Respondents… Thank You for Your Responses!