Student Performance: What is your student Response System telling you?

1. Student Performance: What is your student Response System telling you?

2. Freshman Grades Matter *Consortium for Chicago School Research (CCSR)

3. Freshman Grades matter Virtually all students with a “B” avg. or higher graduate in 4 years Prediction is less certain among students with D+, C- , C Virtually all students with less than a “D” avg. fail to graduate *Consortium for Chicago School Research (CCSR)

4. Grades Matter Consortium on Chicago Schools Research • The factor that is most important for graduation is under the influence of schools • Schools vary considerably in how well they help similar students achieve good attendance and grades • Schools with specific features are most successful – personalization, connection of school to success in life, and instructional coherence.

5. Success in courses matters Consortium on Chicago School Research 2006 • A study in Chicago has shown that GPA is the strongest predictor of college graduation. • Over 60% of students who graduated with a 3.6 or higher completed a four year degree within six years compared to slightly more than a quarter with GPAs between 2.6 and 3.0

6. Indicators for students who have fallen off-track

7. Student performance • […] the most effective grading practices provide accurate, specific, timely feedback designed to improve student performance (Marzano 2000, 2007; O'Connor, 2007).

8. Report card Conferences • Goal is to have a positive conversation with the student about their performance and how they can improve. • Blue paper – You are the adult, possibly a business leader, teacher, CIS or CY staff member, community partner, etc. • Salmon paper – You are the student.

9. Report Card Conferences

10. How did I end up with this grade? Report Card Grade Tests, quizzes, homework, classwork, projects, attendance, etc.

11. Intervention is the most important part • Effective grading practices • Our collective and individual roles: Feedback for students • “The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.” – John Hattie • Coordination of feedback and performance measures • Team meetings and EWI meetings

12. What Influences Student Achievement? - Analysis of 8,000 Studies Strongest Influence was Student Expectations-This was three times as powerful as teacher expectations Second was Teacher Credibility in Eyes of Student- This was five times as powerful as matching teaching with student learning styles Fifth was Teacher-Student relationships-This was three times as powerful as reducing class size

13. Chalk Talk on effective grading practices • Orange Copies: Grading on the Curve • Blue Copies: Selecting Valedictorians • Purple Copies: Grades as a Form of Punishment • Green Copies: Using Zeroes in Grading Take a marker that is the same color as your article. On the chart paper, write something that resonates with you from the article. Engage in a silent conversation on the chart paper and read about others topics while there.

14. Which of these work best? • Presented by Doug Reeves, Brian McNulty, and Nicole Law at the Leadership and Learning Center

15. Providing Informative Feedback

16. Levels of FeedbackTask and Product Your goal was to structure your account in such a way that the first thing you wrote was the first thing you did. Then you were to write about the other things in the same order that happened. You’ve written the first thing first, but after that it becomes muddled. You need to go through what you’ve written, number the order in which things happened and rewrite them in order.

17. Levels of FeedbackProcess You are asked to compare these ideas. You could try to see how they are similar, how they are different….How they relate to each other?

18. Levels of FeedbackSelf-Regulation Levels of Feedback I’m impressed by how you went back to the beginning of the sentence when you became stuck on this word – but in this case, it didn’t help. What else could you do? When you decide what it means, I want you to tell me how confident you are and why?

19. Do dogs or cats make better pets? Write a paragraph with a clear topic sentence, a concluding sentence and Three details.

20. Types of Feedback Feedback Impact These comments describe achievement in terms of the criteria for the assignment. They show the student the connection to the criteria for good work.

21. Types of Feedback Feedback Impact This comment would be especially useful for a student who had not previously been successful with the writing process. The comment identifies the strategy the student has used for writing and affirms that it was a good one. Note that "the writing often sounds genuine" might be better English, but "real" is probably clearer for this student. Your paragraph makes me wonder if you have a dog who is playful, strong, cute, and cuddly. Did you think about your own dog to write your paragraph? When you write about things you know, the writing often sounds real like this

22. Types of Feedback Feedback Impact This constructive feedback criticizes a specific feature of the work, explains the reason for the criticism, and suggests what to do about it Your reasons are all about dogs. Readers would already have to know what cats are like. They wouldn't know from your paragraph whether cats are playful, for instance. When you compare two things, write about both of the things you are comparing.

23. Types of Feedback Feedback Impact These comments about style and mechanics do not directly reflect the learning target, which was about paragraphing. However, they concern important writing skills. Their appropriateness would depend on how strongly spelling, style/usage, and word choice figure into the longer-term learning targets. Did you check your spelling? See if you can find two misspelled words.

24. Ted’s Cafe What is the probability that a customer will order a combo that includes a chocolate chip cookie? Ted’s Café Lunch Menu Sandwiches Vegetables Cookies Grilled Cheese Carrots Chocolate Chip Hamburger Corn Oatmeal Turkey

25. How did I end up with this grade? Report Card Grade Tests, quizzes, homework, classwork, projects, attendance, etc.

26. Job-a-Like • What opportunities are coming to your mind about using assessment/feedback in your role? • How does this connect to the structures in a DN school (team meetings for EWI and other, coaching, professional development, student supports, events)?

27. What is my role in Grading/ course Performance? • City Year • How to provide informative feedback • Communities In Schools • Connecting effort to success • Mentoring initiatives-RCC • Talent Development & School • Building grading consistency • Implementation of research based grading practices • Coordinating feedback among staff, partners, and students

28. Report Card Conferences…revisited • What would you change about the original conversation that you had? • How are you thinking about approaching the idea of success in course performance in your role?

29. Please sort your M&M’s by any criteria other than color.

30. Agenda • Focus on Course performance (Johann) – 5 min • Report card conference (Johann) – 15 min • How did we end up with this grade/How do I intervene? (Johann) – 1 min • What does performance mean? (Linda) • Grading policy – 15 min • Series of tasks of increasing levels (M&Ms) – 15 min • Formative assessment – 20 min • DN – Where do we provide feedback? – 12 min • RCC V.2 – How do I see this differently? (Johann) – 5 min

31. Sample Student Task Ted’s Café A lunch combo at Ted’s café consists of one sandwich, one vegetable and one cookie. Ted’s Café Lunch Menu Sandwiches Vegetables Cookies Grilled Cheese Carrots Chocolate Chip Hamburger Corn Oatmeal Turkey What is the probability that a customer will order a combo that includes a chocolate chip cookie? Answer: ___________________________ Use what you know about probability to justify your answer. Taken from Milwaukee Mathematics Project

32. Student H Student C Student A Informative Feedback Samples Match the descriptive feedback to the student work. Indicate to the student, “The anticipated answer is 6/12, 6 out of 12, 6:12, ½, 1 out of 2, 1:2 or 50%” Adapted from Milwaukee Mathematics Project