1. Inclusion and Grading Theresa Kleinschnitz, ESE Specialist Tara Hatch, Staffing Specialist Glendia Cloutier, Staffing Specialist

2. Common Board Configuration Date: 8/19/15 Benchmark: Planning/Preparing for Special Student Needs Bell Ringer : Complete Pre-test Essential Question: How can I relay the students’ progress to administrators and parents effectively and accurately? Common Language: inclusion, fairness, differentiated classroom Objective: To understand how a disability can affect a student in the classroom; To gather a variety of methods for grading students; Agenda: Gradual Release I DO Share best practices for grading students with disabilities WE DO Think-Pair-Share; role play YOU DO Pre and Post Test Agenda: Gradual Release I DO Share best practices for grading students with disabilities WE DO Think-Pair-Share; role play YOU DO Pre and Post Test Summarizing Activity: Post Test Next Steps: Use the Repair Kit and other materials to assist you in identifying, defending, and implementing effective grading strategies in your inclusion setting. Learning Goals: Participants will understand the importance of individualized assessment/grading for students with disabilities

3. Lake County Schools Vision StatementVision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission StatementMission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

4. Staff Development Day 2015

5. Staff Development Day 2015 Marzano/TEAM FrameworkMarzano/TEAM Framework Communicating Learning Goals and Feedback Establishing Rules and Procedures Helping Students Interact with New Knowledge Helping Students Practice/Deepen Knowledge Helping Students Generate/Test Hypotheses Engaging Students Planning/Preparing for Lessons and Units Planning/Preparing for Resources & Technology Planning/Preparing for Special Student Needs Developing/Monitoring a Professional Growth Plan

6. 21 st Century Skills Tony Wagner, The Global Achievement Gap Staff Development Day 2015 1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination

7. Housekeeping  Please turn the sound off on your cell phones  Use the restrooms as needed  Sticky notes have been provided for you to write down your questions or concerns during the presentation  Respect each others options

8. PRE-TEST

9. Pre-test  What does grading look like in an inclusion setting?  When is grading misleading? How?  Is grading equal to uniformity? How?  Can effective grading strategies improve student success and academic progress? Be specific.

10. WAIT!

11. It’s not fair! To level the playing field.... If you have glasses on... remove them for this pre-test activity. AND….. You must write your answers in cursive... You must use your left hand only! No exceptions!

12. Think – Pair - Share How did you feel during the activity?

13. FAIRNESS According to Ken O’ Conner, in his book A Repair Kit for Grading he states, “In education we have tended to think of fairness as uniformity. All students have been required to do the same assessments in the same amount of time and their grades have been calculated in the same way from the same number of assessments. But students are different in many different ways, and so treating them the same can actually be UNFAIR.” (2011, p. 7)

14. So… how do we make grading fair?

15.  Grading practice daily homework. Instead use a small percentage (10% or less of total grade) if grading is used to motivate students into doing homework. Practice work should be corrected and feedback provided. Specific, quality feedback is the most important response.  Withholding assistance (not scaffolding or differentiating) Instead compare the student’s achievement to established learning criteria. Re- teach the skill(s) by differentiating instruction and retest giving students the higher grade.  Group grades and grading on a curve are very distorting as a reference of mastery. Overall, giving group grades undermines the legitimate use of grades. Instead strive to grade students individually on a cooperative learning product. Avoid the following in a Differentiated Classroom [They Dilute a Grade’s Validity and Effectiveness]

16. Avoid the following in a Differentiated Classroom[They Dilute a Grade’s validity and Effectiveness] Continued  Incorporating non-academic factors (behavior, attendance, and effort)  Assessing students in ways that do not accurately indicate students’ mastery (student responses are hindered by the assessment format). Instead consider testing using alternative formats.  Recording zeroes on the 100.0 scale for work not done  Penalizing students’ multiple attempts at mastery (Redos & Retakes) Wormeli, 2007-2008

17. 0 or 50 (0r 60)? = F or an F? 100-pt. Scale example: Temperature Readings for Norfolk, VA: 85, 87, 88, 84, 0 (Forgot to take the reading on final day) Average: 68.8 degrees This is inaccurate for what really happened, and therefore, unusable. True or False? When working with students, do we choose the most hurtful, unrecoverable end of the “F” range, or the most constructive, recoverable end of the “F” range?Wormeli, 2007-2008

18. Imagine the Reverse… A = 100 –40 B = 39 –30 C = 29 –20 D = 19 –10 F = 9 –0 Just as we wouldn’t want an “A” to have an inaccurate effect, we don’t want an “F” grade to have such an undue, deflationary, and inaccurate effect. Keeping zeroes on a 100-pt. scale is just as absurd as the scale seen here. Wormeli, 2007-2008

19. Summary Students are not getting points for having done nothing. The student may still earn a letter grade “F”. We’re simply equalizing the influence of each grade in the overall and responding in a way that leads to measured learning. Wormeli, 2007-2008

20. Oh no it’s a POP QUIZ! Please remove all items from your table.

21. MATH QUIZ Participants will demonstrate equal thirds

22. Table Discussion Was this a fair way to test each of you? Were you graded on your knowledge of the content objective? Did you get frustrated? How would individual conditions like a disability, economic status, ELL, 504, Mental Illness, Families in Transition, Foster Care, or Juvenile Justice hinder students’ ability to demonstrate their knowledge or skill level?

23. Accommodations/Adaptations Identify various accommodations/adaptations that could be used to “test” for mastery of fractions so that the playing field is leveled. Don’t be afraid to think outside the box! Ask your strategies EXPERTS to assist (ESE teacher, Literacy Coach, CRT, Potential Specialist, Tech Con, ESE School Specialist)

24. Post - Test  What does grading look like in an inclusion setting?  When is grading misleading? How?  Is grading equal to uniformity? How?  Can effective grading strategies improve student success and academic progress? Be specific.

25. 1.A Repair Kit for Grading by Ken O’Conner. Available through The Florida Inclusion Network: www.FloridaInclusionNetwork.com 2.Fair Isn’t Always Equal by Rick Wormeli. Available through Stenhouse Publishers: www.stenhouse.com 3. Manual for Admissions and Placements (MAP) found in the ESE office and on the Lake County Intranet.

26. Participant Scale and Reflection (Please complete and turn in) 0-Not Using No understanding or implementatio n steps taken away 1-Beginning Little understanding and inconsistent implementation steps taken away 2-Developing Moderate understanding and implementation steps taken away 3-Applying Consistent understanding and implementation steps taken away along with monitoring componets for effective execution 4-Innovating In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways Staff Development Day 2015