Question+3


 * On the topic of**

//Better/High-Quality Grading System//

1. What did we hear and in what ways is this current practice at GBS? · If kids flag quarter one and we are simply averaging grades, what’s the chance we will lose them second quarter. · Weekly short answer quizzes are a better way to do assessment. · Kids should be able to see their progress – Online grades! · Grades for effort should be an option based upon what they need. · Rem: High performing kids are likely to do extra-credit and low performing students are not. · Randall Sprik’s 2nd chapter is in our folder. He advocates everyone studying this school wide – this is the one book he would give every secondary teacher. Chapter 2: o Develop Clear Goals for each class you teach o Design instruction and evaluation procedures that create the clear relationship between student effort and success o Establish a system to provide students feedback on behavior and effort, incorporate this into your grading system o Design procedures for students to receive feedback on each aspect of their behavioral and academic performance and know their current grades o ** Provide staff development for what is appropriate homework: read and practice…but not too much. Homework to please parents is not appropriate. He would rather a student read Twilight. ** · Share areas: o Final drafts of essays o Earlier graded drafts and outlines of essays o Projects o Quizzes o<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> In-class and homework assignments o<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Classroom Participation ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Understand and know learning trajectories. Students’ abilities to see their progress is one of the most important factors in achievement. Has to inform growth. Our data needs to demonstrate how student is growing. CBM supports this. <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">This is a good idea to use learning trajectories. Behavioral issues are included in grade. Should this be done? Would online grades help? ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Must have a strategy for recoupment – If a kid is behind, how can I meaningfully give them an increased chance to succeed. How does this look at GBS:
 * Failure doesn't mean student is failure -- can be learning experience
 * How to we go over assessments? Use as learning experience
 * ** Most students know what goes into their grade - this is not earth shattering stuff, but we have room for improvement. (Group 2 is not sure if this first statement is true.) Different kinds of assessments to learn all learners, recoupment, grade trajectories, including direct assessments of College Readiness Strategies are all areas we can improve. Recoupment is based on individual/subjective situations and relationships with students and parents affect that factor.

2) If this became an instructional tool as part of the RtI process, a. How could that look at GBS? Tie grades to syllabus. Review the assessment and allow for metacognition. Different kinds of assessments to learn all learners, recoupment, grade trajectories, including direct assessments of College Readiness Strategies are all areas we can improve. On-line grades should have a positive effect, but we need to have education for the parents so that they understand the flucuations in grades. b. How would this engage more students in class? It would clarify expectations, give hope, provide strengths and weaknesses for the kid. They would know their trajectory. c. What kind of potential obstacles do you anticipate? Teachers typically don't want to be told how to set up their grading policies, but would be open to discussions about different ways to set up grades. Need philosophical discussion about what grades do: reflect learning or effort or both? How do we address parent over-involvement in homework completion?