1. Sara Hagen August 31, 2009

2.  Summer Institute Observation - August  Interview teachers – September & November  Survey to sample of teachers - December

3.  teachers and student teachers  median 15 years of experience  ¼ teach multiple grade levels  ½ teach multiple subjects

4.  25% teach multiple grade levels  71% teach multiple subjects  36% teach 3 or more subjects  21% teach multiple subjects and multiple grade levels

5. if you work with 2 or more grade levels

6. if you work with all 3 grade levels

7. if you teach or co-teach 2 or more subject areas

8. if you teach or co-teach 3 or more subject areas

9. if you teach or co-teach 4 or more subject areas

10. if you teach or co-teach 5 or more subject areas

11. if you teach or co-teach students with a wide range of interests, needs, academic levels, and experiences

14. Introductions or Summer Activity

15. 1 minute Introductions or Summer Activity

18. Learning Standards-Based Grading is like learning a new language.

19. understanding power standards trend scores criteria vocabulary culture

20. Products Practices Perspectives what how why vocabulary culture

23.  know the benefits of standards-based grading  ideas for this school year

24. Benefits of Standards-Based Grading

25. 45 seconds Benefits of Standards-Based Grading

28.  Focusing on our goals  Building agency in students  Better accountability system

29. standards assessment

30.  Examine and prioritize standards  Identify gaps in curriculum  Improve and redesign assessments

32.  outcomes  learning goals  learning targets  essential understandings  big ideas  learning destinations

33. Learning Target or Destination?

34. One learning destination for this year: Why important? How will you get there?

35. 4 minutes One learning destination for this year: Why important? How will you get there?

38.  Academic goals are great,  but... what about goals for students’ development?

39. agency = a sense of control over your own learning

40.  Communicate goals (standards, learning destinations) to students.  Developing criteria for a 1, 2, 3, 4 with students!

41.  Reeves’ (1998) checklist for a standards-based classroom  page 2 of your handout yes/noComments and Ideas Standards are highly visible in the classroom. Standards are expressed in language that students understand. Examples of “exemplary” student work are displayed throughout the classroom. Students can spontaneously explain what a 3 means for each assignment. For every assignment, project, or test, the teacher publishes in advance the explicit expectations for a 3.

42.  Reeves’ (1998) checklist for a standards-based classroom  page 2 of your handout 2 minutes yes/noComments and Ideas Standards are highly visible in the classroom. Standards are expressed in language that students understand. Examples of “exemplary” student work are displayed throughout the classroom. Students can spontaneously explain what a 3 means for each assignment. For every assignment, project, or test, the teacher publishes in advance the explicit expectations for a 3.

43. Share one thing from Reeves’ list that you can work on improving this year.

44. 3 minutes

47. Vague You got it! Good knowledge base Wow!

48. Evaluative Summer School needed Meets expectations

49. Feedback-oriented 3 vs. 4 understands one viewpoint detailed lab report understands multiple viewpoints detailed enough to repeat the experiment Social Studies Science Types of criteria:

50.  Vague – not specific  Evaluative - related to class goals  Feedback-Oriented - specific to student’s work This is very polished work!

51.  Vague – not specific  Evaluative - related to class goals  Feedback-Oriented - specific to student’s work You’re ready for the next unit!

52.  Vague – not specific  Evaluative - related to class goals  Feedback-Oriented - specific to student’s work Amazing!

53.  Vague – not specific  Evaluative - related to class goals  Feedback-Oriented - specific to student’s work You compared these but didn’t contrast them.

54.  Vague – not specific  Evaluative - related to class goals  Feedback-Oriented - specific to student’s work Three different sources used!

55.  Vague – not specific  Evaluative - related to class goals  Feedback-Oriented - specific to student’s work You used trial and error.

56. You used 3 sources! You used trial and error! Strategic Feedback Task-specific Feedback

57. effective instruction effective feedback better learning better teaching + 40% better!

58. effort learning homework assessment

59. Ways to: Involve students in assessment Improve feedback Connect homework to learning

60. 2 minutes Ways to: Involve students in assessment Improve feedback Connect homework to learning

63. to count and to tell

64. Our personal judgment using classroom-based assessment is more reliable and valid than external test results! Better Accountability (Davies, 2007)

65. Do other colleagues in your content area(s) assign a score of 1, 2, 3, & 4 on the standards the same way you do?

66.  developing assessments  scoring work together  discussing differences

67. Collaboration Consistency

68. Today’s session presenters

69. Learning & Leadership Committee

70. Standards & Grading Guides Committees

71. Learning Standards-Based Grading is like learning a new language. vocabulary culture

77.  set priorities  identify gaps in curriculum  improve assessments  align standards, instruction, and assessment

78.  communicate our expectations  involve students in the assessment process  improve self-assessment & feedback  close achievement gaps  connect students’ work to their achievement

79.  identify specific strengths and weaknesses  examine student work  identify areas for improvement  promote consistency in grading  increase confidence in our professional judgment

80. ▶ Focus on Standards ▶ Build Student Agency ▶ Improve Accountability

81. How will you realize one benefit of standards-based grading in your classroom this year? What did you learn today?

82. 3 minutes How will you realize one benefit of standards-based grading in your classroom this year? What did you learn today?

85. Sara Hagen Summary and full thesis under Middle School Grading at dww.madison.k12.wi.us Feedback or questions appreciated at: shagen@madison.k12.wi.us