Grainger County

SchoolsJune 22-24, 2015

Ron currently works as an assistant principal for curriculum, instruction, and professional development in Mt. Holly, New Jersey. After teaching math and coaching soccer and

tennis for 15 years, Ron moved to administration and served as math supervisor before transitioning to assistant principal.

Ron contributed to Feedback: The Hinge-Factor that Joins Teaching and Learning (2012).

Ron earned his mathematics degree from Elizabethtown College and his administrative degree from the University of Phoenix.

Ron Wence, M.Edrwence@rvrhs.com

Gary works as an adjunct professor of education at Nebraska Wesleyan University, and as a secondary social sciences instructor in Waverly, Nebraska. Gary has consulted and trained educators over the last ten years in the area of teaching and learning. His engagements include short informational sessions, mentoring of individual faculty and day-long applied sessions. His main interest is in improving pedagogy and helping educators close the student knowing-doing gap.

Gary contributed a chapter to Improving Student Learning One Teacher at a Time (2007) and wrote Improving Student Learning: Examining the Teacher Knowing-Doing Gap (2012).

From Lincoln, NE, Gary earned degrees at Nebraska Wesleyan University, Doane College, and The University of Nebraska, Lincoln.

Gary S. Nunnally, Ed.D.nunnallygary@gmail.com

Ian works with teachers to improve student learning and teaching. A native of St. Louis, MO, he earned his Bachelor Degree at the

University of Dayton and Master of Education degree at Regis University along with his

administrative license.

Ian, a former science teacher, is an assistant principal in Aurora, Colorado. Ian contributed

to Feedback: The Hinge-Factor that Joins Teaching and Learning (2012).

Ian Mulligan, M.Edmulligian@gmail.com

Susan M. Hensley, M.Ed., wrote a chapter in the book, Minding the Achievement Gap One

Classroom at a Time (Pollock, 2012), explaining the ways that she helps hundreds of teachers

motivate students to learn better as a result of using research-based strategies.

Susan taught at the elementary level, worked as a literacy facilitator, and now coordinates the implementation of the Common Core State

Standards in the Rogers School District in Rogers, Arkansas.

Susan earned degrees at the University of Arkansas in Fayetteville and John Brown University. She has an ESL endorsement

and is a Northwest Arkansas National Writing Project Teacher Consultant.

Susan M. Hensley, M.Edsmariehensley@gmail.com

Susan

Ian

RonGary

Grainger County

Big Four

Curriculum

Instruction

Assessment

Traditional FrameworkCIA

Focus= Teacher and the Teaching

Well Articulated Curriculum

Plan for Instruction

Varied Assessment Tasks

Standards-based Grading, Record Keeping and Reporting

The Big Four Framework

Focus= Student and the Learning

Master TEACHER Master LEARNER

Teaching Closet

T.I.A.

MAP

Arkansas State StandardsCommon Core Standards

Curriculum Documents

GANAGLesson Plan Book

SIOP

Kagan Cooperative Learning

Smartboard

C.G.I.

Co-teaching

DRA

Gra

de b

ook/

Ass

essm

ent N

oteb

ook

ELLA

/ELF

/Lit. Lab

STAR test

CR

T/NR

T Tests

Repor

t Car

d

Progress ReportAssessment Wall

Student Conferences

Checklists

CRT/NRT reports

RubricsRunning Records

Performance Assessments

State Academic Standards

Curriculum Documents

GANAGLesson Plan Book

Technology Integration

Instructional Strategies

Daily scores & grade book

CRT/NRT Tests

Report Card

Progress Report

Student Conferences

Scoring GuidesFormative/Summative Assessment

Performance Assessments

Well Articulated Curriculum

Plan for Instruction

Varied Assessment

Standards-based Feedback

The Big Four

Parent/Teacher Conferences

ELP Standards

Unit Plans

State Academic Standards

Curriculum Documents

GANAGLesson Plan Book

Technology Integration

Instructional Strategies

Daily scores & grade book

CRT/NRT Tests

Report Card

Progress Report

Student Conferences

Scoring GuidesFormative/Summative Assessment

Performance Assessments

Well Articulated Curriculum

Plan for Instruction

Varied Assessment

Standards-based Feedback

The Big Four

Parent/Teacher Conferences

ELP Standards

Unit Plans

Well Articulated Curriculum

Pacing

Distribute the Standards into Units

Create Unit Documents

Plan for Lesson Delivery

Create a Weekly Plan

GANAGGoal- Set a learning goal based on the standards.

Access Student Prior Knowledge

New information (declarative/procedural)

Application

Goal- Revisit the goal. Score to the standards.

Plan Daily Lessons

Varied Assessment Tasks

Summative AssessmentFormative Assessment

Varied Assessment Tasks

Well Articulated Curriculum

Plan for Instruction

Varied Assessment Tasks

Standards-based Grading, Record Keeping and Reporting

The Big Four Framework

• Who are grades for?• What do grades mean?• Keep your ultimate goal

in mind…

Grades

Standards-based Grading, Record Keeping and Reporting

• provide accurate and understandable descriptions of student learning?

• facilitate communication to help

students learn?

• help drive instructional planning?

Do your grades…

22

What do you grade?• Tests• Quizzes• Reports or projects• Portfolios• Notebooks or journals• Oral presentations• Homework completion• Homework quality

• Class participation• Work habits and

neatness• Effort• Attendance• Punctuality of

assignments• Behavior and attitude• Bringing in tissues

Often, thoughtful and informed professional judgment is better

and more accurate than mathematical algorithms.

Grading vs. Checking/Scoring

Total Points

WS HW WS HW CW HW Test Grade

Points 10 3 10 3 8 3 25 100

Abbie 5 3 5 3 4 3 23 74

Ethan 9 0 10 0 8 0 25 84

Tyler 2 0 3 0 2 3 23 53

Percents

WS HW WS HW CW HW Test Grade

Abbie 50 100 50 100 50 100 92 77

Ethan 90 0 100 0 100 0 100 56

Tyler 20 0 30 0 25 100 92 38

Grading vs. Checking/Scoring

Scoring/Checking/Grading Combination WS HW WS HW CW HW Test Grade

Abbie 50 done 50 done 50 done 92

Ethan90 missing 100 missing 100 missing 100

Tyler20 missing 30 inc. 25 done 92

Scoring/Checking/Grading Combination

WS obs. HW WS obs. HW CW obs. HW Test Grade

Abbie 50 done 50 done 50 √ done 92

Ethan 90 √+ missing 100 √+ missing 100 √+ missing 100

Tyler 20 - missing 30 - inc. 25 √ inc. 92

Follow up on areas where expectations are not met

Grade by referring to your standards

Well Articulated Curriculum

Plan for Instruction

Varied Assessment Tasks

Standards-based Grading, Record Keeping and Reporting

The Big Four Framework

½ Marathon

Standards-Based

Standards-based planning

Tracking performance by standards as feedback to improve

• Develop a set of meaningful documents.• Organize curriculum standards into units and weeks

Goals for the next two days

Well Articulated Curriculum

Plan for Instruction

Varied Assessment Tasks

Standards-based Grading, Record Keeping and Reporting

The Big Four Framework