1. Grainger County Schools
June 22-24, 2015

2. Ron Wence, M.Ed rwence@rvrhs.com
Ron currently works as an assistant principal for curriculum, instruction, and professional development in Mt. Holly, New Jersey. After teaching math and coaching soccer and tennis for 15 years, Ron moved to administration and served as math supervisor before transitioning to assistant principal.
Ron contributed to Feedback: The Hinge-Factor that Joins Teaching and Learning (2012).
Ron earned his mathematics degree from Elizabethtown College and his administrative degree from the University of Phoenix.

3. Gary S. Nunnally, Ed.D. nunnallygary@gmail.com
Gary works as an adjunct professor of education at Nebraska Wesleyan University, and as a secondary social sciences instructor in Waverly, Nebraska. Gary has consulted and trained educators over the last ten years in the area of teaching and learning. His engagements include short informational sessions, mentoring of individual faculty and day-long applied sessions. His main interest is in improving pedagogy and helping educators close the student knowing-doing gap.
Gary contributed a chapter to Improving Student Learning One Teacher at a Time (2007) and wrote Improving Student Learning: Examining the Teacher Knowing-Doing Gap (2012).
From Lincoln, NE, Gary earned degrees at Nebraska Wesleyan University, Doane College, and The University of Nebraska, Lincoln.

4. Ian Mulligan, M.Ed mulligian@gmail.com
Ian works with teachers to improve student learning and teaching. A native of St. Louis, MO, he earned his Bachelor Degree at the University of Dayton and Master of Education degree at Regis University along with his administrative license.
Ian, a former science teacher, is an assistant principal in Aurora, Colorado. Ian contributed to Feedback: The Hinge-Factor that Joins Teaching and Learning (2012).

5. Susan M. Hensley, M.Ed smariehensley@gmail.com
Susan M. Hensley, M.Ed., wrote a chapter in the book, Minding the Achievement Gap One Classroom at a Time (Pollock, 2012), explaining the ways that she helps hundreds of teachers motivate students to learn better as a result of using research-based strategies.
Susan taught at the elementary level, worked as a literacy facilitator, and now coordinates the implementation of the Common Core State Standards in the Rogers School District in Rogers, Arkansas.
Susan earned degrees at the University of Arkansas in Fayetteville and John Brown University. She has an ESL endorsement
and is a Northwest Arkansas National
Writing Project Teacher Consultant.

6. Gary
Ron
Ian
Susan
Grainger County

7. Big Four

8. Traditional Framework Focus= Teacher and the Teaching
CIA
Curriculum
Instruction
Assessment
OCAAT- pg. 39
Focus= Teacher and the Teaching

9. Focus= Student and the Learning
Well Articulated Curriculum
Plan for Instruction
Varied Assessment Tasks
Standards-based Grading,
Record Keeping and Reporting
The Big Four Framework
Focus= Student and the Learning
Master TEACHER
Master LEARNER

10. Teaching Closet Checklists Report Card Rubrics Running Records
Assessment Wall
Co-teaching
ELLA/ELF/Lit. Lab
Student Conferences
Progress Report
Grade book/ Assessment Notebook
SIOP
DRA
GANAG
I realized it is time to apply THE BIG FOUR to my teaching.
This is my teaching closet. When I learn a new strategy or approach I throw it in my closet. As you can see my closet is not only full…it is a mess!
When I want to teach a lesson, I have to scrounge around in my closet trying to find the tools I need. My searching method is not very efficient and I don’t always end up grabbing the most appropriate tool.
STAR test
MAP
Lesson Plan Book
Performance Assessments
Kagan Cooperative Learning
Smartboard
C.G.I.
CRT/NRT reports
CRT/NRT Tests
Common Core Standards
Arkansas State Standards
T.I.A.
Curriculum Documents

11. The Big Four GANAG Well Articulated Curriculum Plan for Instruction
State Academic Standards
Curriculum Documents
GANAG
Lesson Plan Book
Technology Integration
Instructional Strategies
Daily scores & grade book
CRT/NRT Tests
Report Card
Progress Report
Student Conferences
Scoring Guides
Formative/Summative Assessment
Performance Assessments
ELP Standards
Well Articulated Curriculum
Unit Plans
Plan for Instruction
Varied Assessment
THE BIG FOUR has provided organizing shelves for my closet.
Everything has a place, based on its purpose.
Standards-based Feedback
Parent/Teacher Conferences

12. The Big Four GANAG Well Articulated Curriculum Plan for Instruction
State Academic Standards
Curriculum Documents
GANAG
Lesson Plan Book
Technology Integration
Instructional Strategies
Daily scores & grade book
CRT/NRT Tests
Report Card
Progress Report
Student Conferences
Scoring Guides
Formative/Summative Assessment
Performance Assessments
ELP Standards
Well Articulated Curriculum
Unit Plans
Plan for Instruction
Varied Assessment
THE BIG FOUR has provided organizing shelves for my closet.
Everything has a place, based on its purpose.
Standards-based Feedback
Parent/Teacher Conferences

13. Well Articulated Curriculum
This is the WHAT
Start with the state standards documents

14. Distribute the Standards into Units
Pacing
Distribute the Standards into Units
Tell WHEN
Create Unit Documents

15. Plan for Lesson Delivery
Create a Weekly Plan

16. GANAG Goal- Set a learning goal based on the standards.
Plan Daily Lessons
GANAG
Goal- Set a learning goal based on the standards.
Access Student Prior Knowledge
New information (declarative/procedural)
Application
Goal- Revisit the goal. Score to the standards.
GANAG is a planning structure that helps us ensure that we are getting all the important stuff in our lessons.

17. Varied Assessment Tasks
Formative Assessment
Summative Assessment

18. Varied Assessment Tasks

19. The Big Four Framework Well Articulated Curriculum
Plan for Instruction
Varied Assessment Tasks
Standards-based Grading,
Record Keeping and Reporting
The Big Four Framework

20. Standards-based Grading, Record Keeping and Reporting
Grades
Who are grades for?
What do grades mean?
Keep your ultimate goal in mind…

21. Do your grades…
provide accurate and understandable descriptions of student learning?
facilitate communication to help students learn?
help drive instructional planning?

22. What do you grade? Class participation Tests Work habits and neatness
Effort
Attendance
Punctuality of assignments
Behavior and attitude
Bringing in tissues
Tests
Quizzes
Reports or projects
Portfolios
Notebooks or journals
Oral presentations
Homework completion
Homework quality

23. Often, thoughtful and informed professional judgment is better and more accurate than mathematical algorithms.

24. Grading vs. Checking/Scoring
Total Points WS HW CW
Test
Grade
Points 10 3 8 25
100
Abbie 5 4 23 74
Ethan 9 84
Tyler 2 53
Percents 50 92 77 90 56 20 30 38

25. Grading vs. Checking/Scoring
Scoring/Checking/Grading Combination WS HW CW
Test
Grade
Abbie 50
done 92
Ethan 90
missing
100
Tyler 20 30
inc. 25
Scoring/Checking/Grading Combination WS
obs. HW CW
Test
Grade
Abbie 50
done √ 92
Ethan 90 √+
missing
100
Tyler 20 - 30
inc. 25

26. Grade by referring to your standards
Follow up on areas where expectations are not met

27. The Big Four Framework Well Articulated Curriculum
Plan for Instruction
Varied Assessment Tasks
Standards-based Grading,
Record Keeping and Reporting
The Big Four Framework

28. Standards-Based
½ Marathon

29. Standards-based planning

30. Tracking performance by standards as feedback to improve

31. Goals for the next two days
Develop a set of meaningful documents.
Organize curriculum standards into units and weeks
Well Articulated Curriculum
Plan for Instruction
Varied Assessment Tasks
Standards-based Grading,
Record Keeping and Reporting
The Big Four Framework