SPU Institute- Day 2

1. SPU Institute- Day 2 July 21, 2009

2. Session Overview • Team Project • Essential Conditions • Thinking about implementation • Structures • Norms • Formative Assessment • Team Project

3. Connecting to Prior Learning Turn to a neighbor and share one thing you recall from our last session…

4. Concerns from last time… • Reluctant staff • Finding time/resources • Role of leadership • Topics for PLC

5. Stages of concern Adapted from National Staff Development Council - “Tools For Schools” February/March 2003 Awareness - I am not concerned. Information Seeking - I’d like to know more. Personal - How will using it affect me? Management - I’m spending all my time preparing. Consequence - Is this making a difference? Collaboration - How are others doing this? Refocusing - I have ideas to make this better.

6. Norms for the Day • Review Team Norms: • Review team norms worksheet • Discuss norms within your group • Identify 3-5 norms you agree on for today

7. Team Projects • Who are you? • What is your school/school system’s “really big deal”? • How do PLCs fit in? • What actions steps are you suggesting? • How do you represent your understanding? • How did this course influence your thinking/planning?

8. Time to Explore: WWW.PLCWashington.org

9. Are you Ready for a PLC? 1,2,3, Shoot

10. 1, 2, 3, Shoot • Reflective Dialogue • Faculty/staff members talk with each other about their situations and the specific challenges they face. Discussion:

11. 1, 2, 3, Shoot • De-Privatization of Practice • Teachers share, observe, and discuss each others’ teaching methods and philosophies. Discussion:

12. Finish “Shooting” 15 - 20 MinutesPLC Survey

13. What barriers exist in your school? • Based upon your discussion or your experience… • What barriers exist for PLCs in your school? • What are your highest priority concerns? • How will you engage others in this conversation?

14. Initial Thoughts

15. Entry Points

16. Entry Points • Identify your priority areas of concern • Select guiding questions that best match your priority concerns: • Select Facilitator, timekeeper and scribe • Discuss and record responses to questions • Summarize your action plans

17. Ah…Grades…That’s what he’s talking about… Why do we do what we do?

18. A Brief History of Time… • Prior to mid 1700’s students did not get grades, they received written narrative feedback • 1780- Yale University quantified feedback on a 4 point scale (4.0 system) • 1877- Harvard created “Divisions” • Division 1: 90 to 100 • Division 2: 75 to 90 • Division 3: 60 to 74 • Division 4: 50 to 59 • Division 5: 40 to 49 • Division 6: below 40

19. Why Change the Current Grading System? • We Consider Factors Other Than Academic Achievement when Assigning Grades • We Weight Assessments Differently • We Misrepresent Single Scores on Classroom Assessments • We compare students against each other instead of what they need to learn (standards) (Source: Transforming Classroom Grading by Robert Marzano)

20. Factors Other Than Academic Achievement Student 1 Same Teacher Student 2 Same Course Same Homework Scores Same Tests Scores Same Quiz Scores Same Project Scores Same Presentation Scores Grade “A” Grade “B-”

21. Factors Other Than Academic Achievement

22. Teachers Weight Assessments Differently Team Teaching Same Class Teacher 1 Teacher 2 Same Students Same Homework Scores Same Quiz Scores Same Test Scores Grading Based on Achievement Factors (No effort, behavior, etc) Exactly the same Assessment Information to Construct Grades Agreement 57.7% of the Time

23. Misrepresentation of Single Scores Student 1 Student 2 Student 3 All 3 students do the same class assignment Assignment has two parts Part I – Multiplication Part II – Deductive Reasoning, Problem solving, Communicating Mathematically Each part is worth 10 points

24. Mathematics Assignment • Part 1 Directions: Fill in the answer for each multiplication problem. • 7 x 6 = 2. 12 x 11 = • 9 x 7 = 4. 7 x 32 = • 6 x 6 = 6. 13 x 5 = • 42 x 7 = 8. 5 x 5 = • 9. 14 x 3 = 10. 6 x 9 = Part II Directions: Write your answer and show all your work on a separate piece of paper. Treena won a seven-day scholarship worth $1,000 to the Pro Shot Basketball Camp. Round-trip travel expenses to the camp are $335 by air or $125 by train. At the camp she must choose between a week of individual instruction at $60 per day or a week of group instruction at $40 per day. Treena’s food and other expenses are fixed at $45 per day. If she does not plan to spend any money other than the scholarship, what are all the choices of travel and instruction plans that she could afford to make? Explain your reasoning.

25. Misinterpretation of Single Scores Student 1 Student 2 Student 3 All 3 students do the same class assignment All 3 students receive the same percent score All 3 students receive the same grade All 3 students have demonstrated different understandings

26. Students Computation Problem Solving Score Karen 10 4 14 Mike 4 10 14 Sue 7 7 14 Misrepresentation of Single Score – Single Score represents a wide array of Skills and Abilities

27. Think Time • What do you think about the four problems with grading? • Are there other issues related to grading practices that concern you?

28. You can’t rely on the 100-point scale.

29. A. Items 1–10 Ten items that require recall of important but simpler content that was explicitly taught Total for section = B. Items 11–14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. Total for section = C. Item 15–16 Two items that asks for application in novel situations that go beyond what was explicitly taught Total for section = Total /100

30. A. Items 1–10 Ten items that require recall of important but simpler content that was explicitly taught Total for section= /40 B. Items 11–14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. /40 Total for section= C. Item 15–16 Two items that asks for application in novel situations that go beyond what was explicitly taught Total for section= /20 Total /100

31. A. Items 1–10 Ten items that require recall of important but simpler content that was explicitly taught Total for section = /40 + All correct B. Items 11–14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. /40 Total for section = Two correct + C. Item 15–16 Two items that asks for application in novel situations that go beyond what was explicitly taught Total for section = /20 None correct Total /100

32. A. Items 1–10 Ten items that require recall of important but simpler content that was explicitly taught Total for section = 40/40 All correct + B. Items 11–14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. Total for section = 20/40 Two correct + C. Item 15–16 Two items that asks for application in novel situations that go beyond what was explicitly taught Total for section = 0/20 None correct Total

33. Another Jigsaw • Formative Assessment Article • Use the “Save the last word for me” protocol • What are the big ideas in formative assessment? • How do they apply to your school setting?

34. Preparing for Next Steps (Exit Task) Please complete the Exit Task sheet • What did you take away from today’s session? • What support do you feel you need? • What questions are still rolling around in your head?

35. Team Time • Prepare for Wednesday’s Presentation--- • Who are you? • What is your really big deal? • How do PLCs fit in? • What are your next steps? • How do you represent your understanding?