Standards-based Grading: Facilitating Understanding & Implementation

Bainbridge Island School DistrictAugust 20, 2012Dr. Jeanine ButlerFacilitating the Use of Data to Drive InstructionPurpose & OutcomesUnderstand and apply the why, what, and how of using data to drive instruction to yourself & your own context

Facilitate others understanding & application of using data to drive instruction in their contexts

Develop a common Bainbridge Island SD message & communication tool (ppt, etc.) for use throughout the district to insure effective implementationAgenda & Four SectionsEstablishing the why by providing foundational dialog opportunities; coaching considerations

Insuring all staff and students know the standards and can articulate them; coaching considerations

The role of formative assessment in using data to drive instruction; coaching considerations

Going deeper into the standards through Unit Planning; coaching considerations

Students as Assessment Partners & Using the District Tools & Resources

Foundational Concepts on Results & How People Learn

Dialog for establishing Clear & Shared Focus and insuring full implementation

Each & every student knowing the Standards & why they are important

I. Establishing the WhyWhy use data to drive instruction? Bell Curve vs. J Curve

Students have Standards; do Schools & Districts have Standards, too?Nine Characteristics of Effective Schools

Characteristics of Improved DistrictsNine Characteristics of Effective SchoolsResearch background: Edmonds & Lezottes 30+ yrs. response to Coleman report

WA State version

What in the Nine Characteristics aligns with Standards-Based Grading?

Characteristics of Improved DistrictsResearch background Themes from Research see OSPI: prepared by G. Sue Shannon & Pete Bylsma

Where do the Characteristics of Improved Districts align with Standards-Based Grading?

Coordinated and Aligned Curriculum and AssessmentAligns standards, instructional resources, assessments and policies

What role does using data to drive instruction have with Tiered Model of Instruction & RTI?Focus on effectiveness of Tier 1

What does the Tiered Model tell us about how our students should be achieving?

What does our assessment data along with our grading practices & grades tell us about the effectiveness of our Tier I instruction?80 - 90% of your students should be here if using SRB instruction with highly skilled staff.5 - 10% of your students should be here1 - 5% of your students should be hereThree-Tier Model of SupportAcademic and BehavioralTier ICore InterventionsTier IIStrategic InterventionsTier IIIIntensive Interventions10What does your data tell you about your Systems Tier 1 Instruction?

Would you want to go from this..

..to this?

From this

..to this?

From thisto this

From this.to this.

to go from low growth.

.to great growth

Connections to a systems Instructional FrameworkSTAR Protocol & Powerful Teaching & Learning; STAR Walks; BERC data collection; #4, #9, #15

Marzanos Teachscape & Classroom Walk Through data: evident learning objective, scoring rubrics & student work displayed

5 Dimensions of Teaching & Learning (UW): Student Engagement & Assessment for Student LearningConnections to YOUR systems Instructional FrameworkCharlotte Danielson:

Setting instructional outcomesDesigning student assessmentsEngaging students in learningUsing assessment in instructionReflecting on teachingParticipate as a Professional Community Other? Connections to new Eval criteriaCentering instruction on high expectations for student achievement Recognizing individual student learning needs and developing strategies to address those needsUsing multiple student data elements to modify instruction and improve student learningExhibiting collaborative & collegial practice focusing on improving instructional practice & improving student learningReflect..Any new thoughts on the initial foundations for WHY to do this work?

Thoughts on effective coaching strategies for your contexts?A quick reminder about what brain research tells us about adult learners

LimbicSystemNeo CortexBrain StemAdult learners & Neural Pathways

Carol Dweck, Mindset, 2006Fixed mindset vs. growth mindset;

What does the research tell us?

Carol Dweck, Mindset, 2006Mindset determines self-imageMindset determine intellectual risk-takingMindset determines initiativeMindset can be changed with effective guidance & environment

Carol Dweck, Mindset, 2006When we (temporarily) put peoplein a fixed mind set, with its focus on permanent traits, they quickly fear challenge and devalue effort.

(Dweck, 2006, pg. 10)

Considering Stages of ChangeWhat are some primary barriers to an initiative?

What are the categories or themes that emerge?

What stage of change do these themes suggest?Awareness? Informational? Personal? Management? Consequences? Collaboration? Refinement?

How does this information impact considerations for next steps?More on the brain..linking Systems to People..EventsPatternsSystemic StructuresMental ModelsVisionMental Model example..Who deserves the higher grade?Time/AssessmentsLevel of AchievementBobGwenRogerPamWhat are the Bainbridge Island SD Mental ModelsAbout Standards?

About Formative Assessment Data to Drive Instruction?

About Unit/Lesson Planning?

About Grading Practices?Reflect: a New Role for EducatorsShift from teachingto..

insuring that all students are actually learning.

Do our assessment, instructional, & grading practices reflect this new role?How do we influence adult learners in this new role?PLC question #1: What do we want all students to know & be able to do?

Danielson Framework: setting instructional outcomes, designing student assessments, engaging students in learning

Do we REALLY know what students need to know & be able to do? Do we REALLY know the WA State Standards/ Common Core/ District Power Standards?

ll. Clear Standards at the school & grade/dept. team level..Targets/Essential Outcomes/Power Standards: Whatever you call it, it means Getting FocusedResearch shows that the U.S. has as many as 3500 benchmarks across 14 subject areas. We would need to go from K-12 to K-22!

Research in 11 states found that instruction is not aligned with state standards and assessments.

Other research found that teachers and principals believe instruction is aligned to standards until they see videos of their instruction that shows clearly that it isnt.

Targets/Essential Outcomes/ Power Standards: Whatever you call it, it means Getting FocusedResearchers have found that teaching often devolves into a self-selected jumble of standards or isolated teacher preferences with no connection to standards.

Take a minute.What might be the benefits of focused, clear targets for: Administrators? Teachers? Paraprofessionals? Students? Families?

Standards are a necessary foundation if you want to:

Build a clear and shared focus.

Establish common language for teachers, administrators, AND students.

Effectively design and use assessment for continually improving learning results.

Engage students as assessment partners.What are the characteristics of an effective Target /Essential Outcome /Power Standard?It is enduring! It is something you need for the rest of your life.

It has leverage. It can be generalized and used into other content & context.

It is absolutely necessary for the next level of learning.

Learning Goals, not Learning ActivitiesLearning Goals or Learning Activities? (ala Marzano..)Goal or Activity?Understand the relationship between fractions and decimals.Add and subtract fractions.

Goal or Activity?Make a travel brochure for a region.Understand the various components of culture.

Goal or Activity?Explain the impact of Dickens works on how we see the world today. Write a report about Charles Dickens.

Goal or Activity?Design a menu that includes a balance of foods from the food pyramid. Create a nutritional plan that will contribute to your personal health goals and explain why this is a good plan for YOU!Learning Goals or Learning Activities?With your job alike team mates, make your own list..

What might be some activities that could be re-modeled to take students into deeper understandings? In classrooms? In programs?

In faculty meetings? In principal meetings?Using often overlooked resources to determine Power Standards.WIIN Center math power standardsNational Common Core StandardsGLEs such as Fluency StandardsWA State Reading Standards DIBELs standardsNWEA strands, Descartes, For Idaho Teachers Curriculum LaddersWA State Reading Question stem-GlossaryNWESD Marzano vocabulary listsOSPI WIIN Center example1st grade ESSENTIAL STANDARDSCount by ones forward and backward from 1 to 120, starting at any number, and count by twos, fives, and tens to 100.Write, compare, and order numbers to 120.Group numbers into tens and ones in more than one way.Apply and explain strategies to compute addition facts and related subtraction facts for sums to 18.Quickly recall addition facts and related subtraction facts for sums equal to 10.Solve and create word problems that match addition or subtraction equations.Recognize, extend, and create number patterns.Compare and sort a variety of two- and three-dimensional figures according to their geometric attributes.Use a variety of non-standard units to measure length.Use non-standard units to compare objects according to their capacities or weights.Ask and answer comparison questions about data.Describe how a problem was solved.

Common Core www.corestandards.org

Fluency Standards/ Wa GLEsGrade Words Correct Per Minutes150-65290-1003110-1204115-1255125-1356145-1557145-1558145-155 (177 = 75th National percentile )WA State Reading StandardsIdentify Main IdeaSummaryInferVocabularyText FeaturesCompare & ContrastAuthors PurposeAnalyze usefulness of resourcesMake connectionsEvaluate reasoningExtending informationWA State Science Inquiry Value Pts.PredictionPrediction reasonMaterialsControlled variableResponding variableManipulated variableRecord measurementsTrials are repeatedLogical StepsAccurate Data TableAnswers Investigative QuestionSupporting data lowest conditionsSupporting data highest conditionExplains how the data supports the conclusion

For Idaho Teachers - Ladders

For Idaho Teachers - Ladders

A specific strand ladder by RIT

A specific strand ladder by RIT

Lexiles in the Common Core

Lexile Levels in the workplace

Key role of VOCABULARY..Vocabulary is a place holder for a concept.

Vocabulary is impacted by background knowledge & generational poverty, regardless of language.

Has the learner personalized the word?What does the word make you see?How does the word make you feel?Key Vocabulary sources

Key Vocabulary Sources

Key Vocabulary Sources

Key Vocabulary Sources

Power Standards & Vocabulary: Template example

More examples.Family Guides

Flip Charts

Web page

Other???

Reflect: Standards as the foundation of effective assessment & using data to drive instructionWith your team, talk about what might be some next steps to get clarity on what our students need to know and be able to do:

In your grade level or courseVERTICAL TeamsBy the time they leave your schoolTo graduate from high school Be prepared for work or higher education

How will all staff communicate Standards to students, families, and community?

More on Adult Learners..Changing Beliefs to Change Results

Understanding the relationship between beliefs and results

Understanding the role experiences play in getting different resultsResultsActionsBeliefsExperiencesResults Pyramid (from Connie Hoffman)

Take-away66ResultsActionsExperiencesBeliefsA common mistake: Working with only the top of the pyramid by attempting to change what people do without changing the way they think. You get compliance, but not commitment; involvement but not investment; progress but not lasting performance.Common mistake working only on results and actions67ResultsCulture changes one person at a time, and the process begins with getting each and every person in the culture aligned with the new results you want. Nothing creates accountability and alignment more surely than a clear statement of the results you want to achieve.Define the new results you want throughout the organization.Introduce the new results you want throughout the organization.Create accountability to achieve the new results.

Key ideas - Results68Actions

Ernest Hemingway wrote, Never mistake motion for action. Clearly, you need to do more than just get people acting differently; you need to get them doing the right thing at the right time in a way that produces the new results.Classic mistakes:Prescribing the new actionsNot supporting early action adoptersFocusing only on the Actions Level of the PyramidNothing, absolutely nothing, gets people to change the way they act faster than getting them to change the way they think.Key Ideas Actions69Beliefs

The beliefs people hold significantly influence what they do on a daily basis. Leaders must identify, honestly and completely, two kinds of beliefs: Current beliefs that hinder achievement of new results and new beliefs that help the organization move forward.The question is not are beliefs right or wrong. The question is are they effective. Will the existing beliefs produce the new actions needed to achieve the result?You cannot bring about a change in beliefs simply by asking people to do it, although that represents a good start. Leaders must create experiences that will convince people to think differently.Key ideas Beliefs70Experiences

Experiences create beliefs that drive actions that, in turn, produce results.To provide experiences that will help create beliefs needed to achieve the desired results, leaders should: Plan It Provide It Ask About It Interpret ItWe must be the change we want to see happen.Key ideas Experiences71ResultsActionsBeliefsExperiencesInfluence up & Plan down

Script the Moves (Switch Heath & Heath 2010Take-away72So, how do we coach?Share the resultsInsure collaboration by scripting the moves (ala Switch)Provide supportListen to all voicesUse lots and lots of dialog and feedback strategies throughout the initiative.including Concerns Based Adoption Model

Use Formative Assessment and Collaboration to script the moves..Pre-Assessment

Critical role of Formative Assessment & its Elements

Danielson Framework: using assessment to drive instruction, reflecting on teaching, participating as a Professional Community

III. The Role of Formative Assessment Bell Curve vs. J Curve Assessment at the classroom level: formative & for learning

Professional Learning Communities question #2: How will we know when students have learned the standard(s) and can apply it? Will students know?

You can walk into any school system, large or small, and ask to see samples of work thats proficient from five different classrooms of the same grade or course and get five radically different qualities of work. (Reeves)

You cant guarantee student learning of standards without monitoring it.Formative Assessment at the classroom levelFormative assessment is a planned process in which assessment-elicited evidence of students status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.

-James Popham, 2008Key Definition...formative assessment is a process, not a test.. assessments, both formal & informal, supply the evidence about where students currently are so that teachers and students can figure out how to reduce the gap between where students currently are and where those students should be when instruction wraps up.-James Popham, 2011Further defined.To immediately adjust instruction

To adjust instruction in the near future

For a last chance instructional adjustment

To help a student make a learning tactic adjustment

To promote a classroom climate shift

Uses of formative assessment:Teachers regular use of formative assessment improves their students learning, especially if teachers have additional guidance on using the assessment to design and to individualize instruction.

Foundation for Success: The National Mathematics Advisory Panel Final Report, 2008Formative classroom-based assessments: the researchShort-term formative assessment has an immense impact on learning results (Black & Wiliam, 1998; Stiggins, 1999)

An emphasis on quick, frequent small wins can create the magic of momentum toward success (Schmoker, 2004)Formative classroom-based assessments: the researchStiggins reports that formative assessment with effective feedback results in effect sizes of .5 to a 1.0 standard deviation with the most significant impact for lower achieving students.

1.0 Standard Deviation equals:30+ percentile points on ITBS4 Grade Equivalents100 SAT Score Points6 ACT Score Points35-40 Scale Score Points on the 400 point MSP/HSPE scale

Formative classroom-based assessments: the researchRight or Wrong-3 %tile pts

Tell the correct answer 8 %tile pts

Student understands the16 %tile pts criteria/standard

Teacher gives full 20 %tile pts explanation /Student reassessed until mastered

(Marzano 2007)Formative assessments and Feedback: the researchA synthesis of 134 meta-analyses made it clear that feedback was among the most powerful influences on student achievement.

More importantly, feedback was most powerful when it was from student to the teacher. This makes their learning visible.

Feedback from student to teacher can include answers to questions such as what do I know & understand? where do I have errors? what are my misconceptions? or why am I not more engaged? (Hattie, 2009)

Formative assessments and Feedback: the research84The primary researchers (Black and Wiliam, 1998) state:

We know of no other school improvement intervention that can claim effects of this nature or this size.

Common formative classroom-based assessments: the researchWA State Research in Highly Effective InstructionAre certain classroom approaches to teaching and learning related to student success on the new learning outcomes?

86Fouts and Baker Research Findings:

This research led to.. What defines Powerful Teaching and Learning

Teachers who saw the research then wanted to know how to get those same results

Teachers work together toward effective instruction and assessment

Formative Assessment LiteratureClassroom Assessment For Student Learning, Stiggins, 2005Mindset, Carol Dweck, 2006Common Formative Assessment, Ainsworth & Viegut, 2006Classroom Assessment & Grading that Work, Marzano, 2006Ahead of the curve: The power of assessment to transform teaching and learning, Reeves, 2007Never Work Harder Than Your Students, Jackson, 2008Visible learning: A synthesis of over 800 meta-analyses relating to achievement, Hattie, 2009Advancing Formative Assessment in Every Classroom, Moss & Brookhart, 2009Formative Assessment & Standards-Based Grading, Marzano, 2010Formative assessment: Making it happen in the classroom, Heritage, 2010Transformative assessment in action, Popham, 2011Student success: how to make it happen, Skoglund & Ness, 2011.

ReflectHow might formative assessment assist instruction in your classroom?

Your school?

Your district?

Other thoughts about the why of formative assessment?Reminder!! The What of Formative Assessment is keyInternalizing the Standards

Going deeper than activities

Where are you in the unit? New learning vs. practice vs. going beyond

Students as assessment partners

With your team or table partners, talk about what might be some next steps for both you & your students to get clarity on what our students need to know and be able to do:In your grade level or courseVERTICAL TeamsBy the time they leave your schoolTo graduate from high school Be prepared for work or higher education

How will you communicate Power Standards to students, families, and community?

Reflect: Standards & Formative Assessment data to drive instructionUnit Planning & Setting up the GradebookDetermining formative & summative assessments that predict MSP/HSPE scores

Danielson Framework: using multiple data points to determine student growth

Planning for re-takes & ongoing learning; that is, the learning store is open 24/7III. Planning for using data to drive instructionIt means having a clear and shared focus with STUDENTS around standards aligned to the State & Common Core

Can each & every student articulate the Standard, why it is important, & what it will look like when they get there?

Collaboratively discussing and debating essential learnings can help with establishing common language for teachers, administrators, AND studentsReview PLC question #1: Learning Targets/Essential Outcomes/ Power StandardsUnit PlanningUnit Name/Concept/SkillStudent Practice & EvidenceStandardStandardStandardStandardUnit PlanningUnit Name/Concept/SkillStudent Practice & EvidenceStandardStandardStandardStandardSUMMATIVEEVIDENCE OFMEETING STANDARDS:Unit PlanningUnit Name/Concept/SkillStudent Practice & EvidenceStandardStandardStandardStandardPREASSESSMENTAssignment #1Assignment #2

Quiz #1Assignment #3

Assignment #4

Quiz #2Project/Paper/PresentationsSUMMATIVEEVIDENCE OFMEETING STANDARDSLearningProgressionWhat do we REALLY want students to understand and be able to do? What student evidence will tell us that they understand and have met the standards?

Do our students know what we are looking for and what the purpose is?

What formative assessment do you, your grade level or dept. team, and your students need for measuring progress? Summative?PLC #2: How will we & our students know if it has been learned?Pre-AssessmentOnce you have clarified the standards you will be teaching for a unit, what might be the role of pre-assessment?

What might be some assessments you already have in place that could be used?

What might be some quick and easy ways to pre-assess?Unit PlanningUnit Name/Concept/SkillStudent Practice & EvidenceStandardStandardStandardStandardPREASSESSMENTXXXXSUMMATIVEEVIDENCE OFMEETING STANDARDSAgain, it is crucial to know what the Standards, Big Idea or Essential Question is first

What does the assessment or student evidence tell you about student needs?

How does your lesson or unit plan provide multiple ways for students to practice a new concept or skill?

How does your lesson or unit plan provide small group instruction based on needs?

How do students become assessment partners?

Differentiating instruction for students below or above standardsPlanning for DifferentiationUnit Name/Concept/SkillStudent Practice & EvidenceStandardStandardStandardStandardPREASSESSMENTXXXXAssignment #1XAssignment #2

XQuiz #1-ALTERNATE a-ALTERNATE bXXAssignment #3

XAssignment #4

XQuiz #2-ALTERNATE a-ALTERNATE bXXProject/Paper/PresentationsXXXXSUMMATIVE EVIDENCE OF MEETING STANDARDSget more clear about what the standard means.

get more clear about what students need to KNOW and be able to DO.

assist us in understanding the Learning Progression.Lets Unpack a standard to.4th Grade Math Standard4.3.C Determine the perimeter and area of a rectangle using formulas, and explain why the formulas work.

What background knowledge, vocabulary and skills do students need in order enter into this standard?What pre-assessment questions could determine whether your students have the background needed?How could you use this information to determine your instructional plan for this standard or unit?

Examples of Unpacking Standards that contribute to more effective instructionBe careful in using textbooks

For example, a high school teacher decided to create units & assessments by standards. But she had used the textbook and upon closer examination, realized she actually had 6th grade standards.

Examples of Unpacking Standards that contribute to more effective instructionQUESTION elements:

Marzanos categories of necessary assessment elements Level 2 items Simpler details and processes that have been explicitly taughtLevel 3 items Complex ideas and processes that have been explicity taughtLevel 4 items Inferences and applications that go beyond what was taught

Utilize GLEs, Standards, and Question Stems

What are the essential elements of effective formative assessments?So, where are you in your unit?Is it new information that requires level 1 & 2 type questions?

Are students practicing and should be doing more level 3 type questions?

Or are you engaged in gradual release of responsibility & are asking students to apply to other contexts and content?Unit PlanningUnit Name/Concept/SkillStudent Practice & EvidenceStandardStandardStandardStandardPREASSESSMENTXXXXAssignment #1XAssignment #2

XQuiz #1XXAssignment #3

XAssignment #4

XQuiz #2XXProject/Paper/PresentationsXXXXSUMMATIVEEVIDENCE OFMEETING STANDARDSUnit PlanningUnit Name/Concept/SkillStudent Practice & EvidenceStandardStandardStandardStandardPREASSESSMENTAssignment #1Assignment #2

Quiz #1Assignment #3

Assignment #4

Quiz #2Project/Paper/PresentationsSUMMATIVEEVIDENCE OFMEETING STANDARDSLearningProgressionExamples of Standards-based FocusSTANDARDMap SkillsWhy do people live where they live?Impact of Lewis & Clark Exped. On U.S.Would you have wanted to be on the Expedition?Assignment #1xAssignment #2xxAssignment #3xFormative #1xxxAssignment #4xAssignment #5xFormative #2xxxxSummativexxxxA Social Studies Example:Examples of Standards-based FocusSTANDARDMap SkillsWhy do people live where they live?Impact of Lewis & Clark Exped. On U.S.Would you have wanted to be on the Expedition?Assignment #11Assignment #212Assignment #33Formative #1233Assignment #42Assignment #54Formative #23444Summative3434A Social Studies Example:Standards-Based Grading LiteratureTransforming Classroom Grading, Marzano, 2000Classroom Assessment For Student Learning, Stiggins, 2005Mindset, Carol Dweck, 2006Common Formative Assessment, Ainsworth & Viegut, 2006Classroom Assessment & Grading that Work, Marzano, 2006A Repair Kit for Grading, Ken OConnor, 2007Never Work Harder Than Your Students, Jackson, 2008Practical Solutions for Serious Problems in Standards-Based Grading, Thomas Guskey, 2009Advancing Formative Assessment in Every Classroom, Moss & Brookhart, 2009Formative Assessment & Standards-Based Grading, Marzano, 2010

ReflectWhat are peoples mental models about unit planning that provides data than can drive their instruction?

What might be needed next in creating a Bainbridge Island district-wide mental model for this type of unit planning?

What system is in place for collaboration around common formative assessment for use as data to drive instruction?

What might be some scripted moves that can assist?Students as self-directed learners

Student-Led Conferences with data folders

Using the Report Card Tool to Communicate Student Learning

IV. Students as Assessment/Data Partners A quick reminder about what brain research tells us about learners

LimbicSystemNeo CortexBrain Stem Neural Pathway Development

Carol Dweck, Mindset, 2006Fixed mindset vs. growth mindset;

What does the research tell us?

Carol Dweck, Mindset, 2006Mindset determines self-imageMindset determine intellectual risk-takingMindset determines initiativeMindset can be changed with effective guidance & environment

Carol Dweck, Mindset, 2006When we (temporarily) put peoplein a fixed mind set, with its focus on permanent traits, they quickly fear challenge and devalue effort.

(Dweck, 2006, pg. 10)

Neurobiologists have shown that meaning emanates from the learner, not the teacher.

The regular use of self-assessment increases each learners ability to seek and identify goals that are personally meaningful.

Diamond & Hopson, 1998

More research:Self-regulated learning leads to enhanced engagement & academic performance, especially for students at risk for academic failure.

Student engagement has a far greater effect on learning than instructional time.

in Boykin and Noguera, 2011More research:Self-efficacy vs. Self-concept

Self-efficacy is confidence about tasks.

I am good at math vs I can do two digit multiplication

With effort, I can do this task! In lieu of thinking you are born with the ability. More research:Engaging in self-assessment prior to receiving feedback.shifts the primary responsibility for improving the work to the student, where it belongs.

-Stiggins, 2004Meeting our Mission StatementWe must assess accurately and use results effectively in order to make sure students react productively to the assessment results. -Rick Stiggins

Productive responses to assessment results:I understand the resultsI know what to do nextIm OKI choose to keep tryingI am not there yet, but I know where there is, & I am on my way!Assessment FOR Learning

Students who have clear pictures of the learning target and of the criteria for success are likely to also have a sense of what they can and should do to make their work measure up to those criteria and that goal.

Moss & Brookhart, 2009Students understanding the target & why its important.Turn standards into I Can Statements

Reflection as an assessment strategy

I Learned I feel I think I know It isnt yet clear exit slips

Can inform effectiveness of your lesson.Can be diagnostic for groups or individual students.

Art Ellis

Connecting to Power StandardsStudents understand targets and where they are relative to proficient performanceWatch video of students tracking their learningDevelop a system for students to track their achievement

ExamplesExample IRMS.

Example IRMS..

Student-Led ConferencesScript the moves Explicit instruction for students & aligned to reading, writing, and communicating

Make the time

Create the System

"this practice is the biggest breakthrough in communicating about student achievement in the last century. When students are well prepared over an extended period to tell the story of their own success (or lack thereof), they seem to experience a fundamental shift in their internal sense of responsibility for that success. The pride in accomplishment that students feel when they have positive story to tell and tell it well can beimmensely motivational. The sense of personal responsibility that they feel when anticipating what it will be like to face the music of having to tell their story of poor achievement can also drive them to productive work. Rick Stiggins, Phi Delta Kappan, November 1999 Traditional vs. Student-Led Teacher DrivenShort time frame - littletime for conversationsArena style or largegroup settingFocus tends to be onsocial and emotionalrather than academicFragmented

Student DrivenLonger time -conversation basedHigh AccountabilityOpportunities for goalsettingSamples of workAuthentic AssessmentGROWTH Mindset

10 Good Reasons to Implement Student-Led Conferencing in Your School

Opens up communication between school and homePractices real life-skills - communication, organization, leadership, etc.Teaches self-evaluation, self-reflection skillsFocuses on learning; shows students are accountableGoal setting process has buy-in by all involvedEasier scheduling - easily accommodates late arrivals, walk-insProvides quality time between parent and childLess stress on teacher during conference daysAccommodates parents who do not speak EnglishStudents are the center of the conferenceStudent Led Conferences

________________(Name)

Vale Elementary School

Room 202 2007 2008Mrs. Campbell137Math FactsMy Goal is to pass ________ levels each week

I am on level ____ on ____________ (Letter) (Date)

I am on level ____ on ____________ (Letter) (Date)

I met my goal ________ times.

Things Ive learned______________________________

_____________________________ .

I need more work on ______________.

I especially liked _________________.

When I pass a math facts test, I feel

_____________________________.

When I dont pass a math facts test I

feel__________________________.

I need help with _________________

______________________________.

138Reading

My score - ________WCPM (words correct per minute)2nd grade goals Fall Winter Spring 51 72 91Things Ive learned______________________________

_____________________________ .

I need more work on ______________.

I especially liked _________________.

When I take a reading test, I feel

______________________________

______________________________

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Science What I like best about science class is _________________________.

The most interesting thing Ive learned about science is

___________________________

___________________________

__________________________.

The science projects are

___________________________

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__________________________.

139Work Habits and Classroom Behaviors

Listening and following directions __________________________

Excellence always __________________________

Attitude is everything __________________________

Responsible and respectful behavior__________________________

Never forget safety__________________________ I need help with _______________Handwriting yes or noMy letters are formed nicely ___

I write on the lines ___

I have nice letter spacing ___

I have word spacing ___

I do not reverse letters ___

I use capital letters in the right places ___

I use the correct end marks on sentences (. ! ?) ___

I need help with ______________

___________________________

___________________________.140Parent CommentsWhat I felt about the conference

led by ____________________.

What I liked ________________

_________________________.

What could be changed _______

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I was surprised by ___________

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Parents, Please take a moment to write a note to your child about their progress in school and their student-led conference.Date ______________

Dear _______________________,

________________________________

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Love, _________________

141Student CommentsWhat I felt about leading my Conference ________________.

What I liked ________________

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What could be changed _______

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I was surprised by ___________

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Date ______________

Dear _______________________,

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Love, _________________142My FutureWhen I grow up I want to be a ___________________________

I want to study__________________________.

Being a strong reader will help me__________________________.

Knowing lots of things about math will help me ___________________________________________.

Being a good writer will help me_____________________________________________________.

Good citizenship will help me__________________________.

(Families, please make a point of discussing the jobs of workers in our community and what education background they need to perform that position.)School and Community Involvement

Id like to play community sports________________________________________________________________________

Community clubs Id like to try1. ___________________________2. ___________________________3. ___________________________

I would like to volunteer in my community ___________________________ ___________________________3. ___________________________

At school I would like to 1. ___________________________2. ___________________________3. ___________________________143Organizing for the Conferences

When to hold? Match time to purpose Fall - goal setting for the year-Spring - culmination of year - future plansDecide on overall organizational plan By individual teacher By team School-wideHow will Elective/PE teachers be involved?Decide upon scheduling process Create master schedule Scheduling Siblings Who schedules How to handle absences, students unsure of timeAmazing Resources Online..quality.cr.k12.ia.us/staffdevelopment/4schools06/studentled.ppthttp://mlei.pbworks.com/f/SLCPP.pdfwww.teachingheart.net/parentteacherconference.htmlBased on our discussions today, what are your (or your teams) next steps?

How might you PLAN for students to chart their own data & monitor their own progress toward standards for each unit of study?

How might you use data to allow students to determine how to demonstrate they understand & can apply what they learned?Review: Students as Assessment PartnersHow effective am I as a teacher when I set objectives? Do I communicate in student friendly (family friendly?) terms?

To what extent do I believe that my students:Can describe what they are learning, not just describe what they are doing or when it is due?Focus more on learning goals than on completing assignments?Personalize the learning goals and monitor their own data?Can give ME important feedback on what they know, dont know, what they are still working on, & how I can help?Students as Assessment PartnersRelating Data Driven Instruction to the Bainbridge Island SD Report Card What do we know about what is working and what isnt?What misconceptions do staff still have?What skills might they still be lacking?How can collaboration support the use of the tool?How do we continue to monitor & adjust?Purpose & OutcomesUnderstand and apply the why, what, and how of using data to drive instruction to yourself & your own context

Facilitate others understanding & application of using data to drive instruction in their contexts

Develop a common Bainbridge Island SD message & communication tool (ppt, etc.) for use throughout the district to insure effective implementationOur Facilitation Journey.Did we meet todays outcomes? What were any new learnings or ahas?

What might be your next steps in facilitating and insuring each & every staff member is clear about the why of using data to drive instruction?

What might be useful slides, strategies, or other 3rd Coaching Points in facilitating others in the context of the district, school, team, or in considering individuals?

What do you need next as Facilitators?

What does the system or your school need next? THANKS!