The Future of Feedback on Learning Hall Middle School October 2019 - - PowerPoint PPT Presentation

The Future of Feedback on Learning

Hall Middle School October 2019

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Our “Golden Circle”

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Our WHY

• Be Effective Communicators
• Be Critical Thinkers and

Problem Solvers

• Use Curiosity and Imagination
• Use Creativity to Express and

Explore Learning

• Collaborate with Others in

Learning and Leading

• Be Flexible and Resilient
• Demonstrate Initiative and

Entrepreneurialism

• Innovate

LCM Student Outcomes

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Our HOW

• Professional development
• Collaboration w/schools and

community agencies

• Partnership with SPARK & PTA
• Investment in teacher

leadership

• Focus on pedagogy,

relationships and environment

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Our WHAT

• SEL Program
• WEB, Sports, Clubs
• Common Core Academics
• Gold Ribbon Electives Program
• Standards-Based Grading
• Habits of Learning

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CA Dept of Education

From 2001

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Standards Based Grading

The work to align our feedback practices with Common Core and NGSS standards is a years-long endeavor at Hall Middle School.

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Guaranteed and Viable Curriculum Means...

• Aligned curricular objectives with common standards
• Moving towards common assessments
• Shared practices for reporting on learning

○ Separating behavior from academic knowledge ○ Emphasis on growth over time ○ Developing rubrics aligned with discrete standards

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Our current work is simply aligning how we REPORT student learning to the community.

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A Change in Language and Mindset

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Grade Score

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Report... Evidence... Assessment of...

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A process that involves students as active participants in the evaluation of their learning

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Assessment in 6th Grade SS

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Math examples

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P .E. Binder Reminder

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Shift in language

Student to teacher… From: “How do I raise my grade?” To: “What do I need to show/do now?”

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Trimester Student Reflection

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Moving Beyond A-F Grading

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DESCRIPTIONS FOR THE LEARNING LEVELS

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From learning as a process of “getting graded…”

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...to one of “showing EVIDENCE that demonstrates growth.”

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“What do you need more support with?” Teacher Comments

TIME

“Just continuing to get my hands on it and matching assignments with standards and HoLs.” “I think I just want to fiddle with it and specifically have the students be involved so they understand the characteristics of "P , AP and EM." If they are involved in the process I assume expectations will be more clear.”

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“What supports have been most effective?” Teacher Survey

COLLABORATION

“Time to make rubrics for assignments with colleagues.”

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Common Questions

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What are other schools doing?

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How will this affect students going into high school?

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How is this impacting student motivation?

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How are the teachers handling this change?

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John Dewey on Grading

“Were all instructors to realize that the quality of mental process, not the production of correct answers, is the measure of educative growth something hardly less than a revolution in teaching would be worked.”

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Parent Feedback

“I do like that the new grading system does allow for the deeper feedback on student initiative and learning habits as this is certainly an area in which ______ has room to grow.”

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The Future of Feedback on Learning

Hall Middle School October 2019

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ATTENDANCE T1 T2 T3 TOTAL

ABSENT (EXCUSED)

• ABSENT (UNEXCUSED)
• LATE (EXCUSED)
• LATE (UNEXCUSED)
• PR: PROFICIENT

• standards. With assistance, the student is beginning to grasp and

GRADING KEY T1 T2 T3

• Lang. Arts

HALL MIDDLE SCHOOL STANDARDS - ELA - WRITING - INFORMATIONAL Structure AP Development PR HALL MIDDLE SCHOOL STANDARDS - HABITS OF LEARNING Initiative/Ownership of Learning PR Pre-Algebra HALL MIDDLE SCHOOL STANDARDS - HABITS OF LEARNING Initiative/Ownership of Learning PR HALL MIDDLE SCHOOL STANDARDS - MATH Number System A: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. AP Geometry B: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. PR Statistics and Probability C: Investigate chance processes and develop, use, and evaluate probability models. PR

• Soc. Studies

HALL MIDDLE SCHOOL STANDARDS - HABITS OF LEARNING Initiative/Ownership of Learning PR Teamwork (In Leading and Learning) PR HALL MIDDLE SCHOOL STANDARDS - SOCIAL STUDIES Understanding of Events/Places/People - I can evaluate how people and places interact throughout history as well as make connections between historical events and trends and the modern world. Social Structures and Culture - I can demonstrate understanding of various social structures (forms of government, culture, laws, etc.), both historical and modern. PR Science HALL MIDDLE SCHOOL STANDARDS - HABITS OF LEARNING Initiative/Ownership of Learning EM HALL MIDDLE SCHOOL STANDARDS - SCIENCE - INTEGRATED LEARNING SKILLS - CLAIM EVIDENCE REASON Evidence - Provides all of the expected pieces of evidence from the sources used in an appropriate manner. Where appropriate, units are included and sources are cited. Uses appropriate scientific vocabulary and transition words. Clearly states how the evidence supports the claim. HALL MIDDLE SCHOOL STANDARDS - SCIENCE - INTERACTIVE SCIENCE NOTEBOOK Interactivity

Hall Middle School 200 Doherty Drive Larkspur, CA 94939 (415) 927-6978

2019-2020 REPORT CARD

Corey Cougar

ID: #OOOOO Grade 37

HALL MIDDLE SCHOOL STANDARDS - SCIENCE - TALK TO TEXT Citing Evidence - Before & after reading, identify if the statement is correct or incorrect. After reading, cite the location of the corresponding information in the text. Correct any inaccurate statements. PR Spanish I HALL MIDDLE SCHOOL STANDARDS - HABITS OF LEARNING Initiative/Ownership of Learning PR HALL MIDDLE SCHOOL STANDARDS - SPANISH Students understand basic written and spoken target language on phrases and simple paragraphs. PR Band HALL MIDDLE SCHOOL STANDARDS - HABITS OF LEARNING Initiative/Ownership of Learning PR Teamwork (In Leading and Learning) PR HALL MIDDLE SCHOOL STANDARDS - MUSIC - BAND Outside practice: Prepares all music assignments outside of class, at home, and details their progress through practice records. AP Assessment/Performance: Demonstrate a knowledge of melody, rhythm, articulation and dynamics. PR P.E. HALL MIDDLE SCHOOL STANDARDS - HABITS OF LEARNING Initiative/Ownership of Learning PR Readiness PR HALL MIDDLE SCHOOL STANDARDS - PHYSICAL EDUCATION Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. PR

T1 T2 T3

Calculations of student proficiency We know that growth happens over

• time. Our model values more recent assessments as more relevant indicators of

a student's achievement than earlier scores. We use a calculation method called "Decaying Average." This means that scores that come later in the trimester receive more weight on their overall trimester rating. Student scores for one standard are averaged over the course of a trimester to calculate mastery level

• n the report card. We do not combine/average different standards together.

Trimesters are not an end point in learning; they are checkpoints. Please see the trimester report card as an opportunity to reflect on strengths and identify areas for continued growth. Let's start with 2 assignments: Assignment 1: Approaching = 2 Assignment 2: Proficient = 3 Decaying Average calculation: 2 * 25% + 3 * 75% = 2.25 + 0.5 Mastery level = 2.75 (Proficient) Now let's add another score: Assignment 3: Proficient = 3.25 3.25 * 75% + 2.75 * 25% New Mastery level = 3.125 (Proficient)

Corey Cougar

ID: #OOOOO Grade

Hall Middle School 200 Doherty Drive Larkspur, CA 94939 (415) 927-6978

2019-2020 REPORT CARD

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Hall Middle School

Habits of Learning Self-Assessment

Name: Date:

Mark the box that describes how you would respond to the statements below. Emerging (E) Approaching (AP) Proficient (P)

I still need a lot of help/direction with this task/skill. I am doing this more consistently but still need help/direction. I can do this independently.

Initiative and Ownership of Learning E AP P Evidence

Monitor I actively set goals and monitor my own progress in learning. Readiness I come to class ready to learn and use tools and resources to improve. Persistence I persist and struggle through challenges.

Innovative Thinking and Creating E AP P Evidence

Using Strategies I use the strategies and tools I learned in class to better understand the subject. Quality My work shows my own thinking & effort. It is accurately completed according to the directions. Resources I use the resources available to me (toolkits, extra help, peers, teachers) to better understand the subject. Originality I think and produce work in a creative manner.

Adaptability E AP P Evidence

Mistakes I learn from mistakes by applying new solutions. Accepting feedback I embrace a growth mindset through accepting criticism and feedback. Challenges I take on new challenges and ideas.

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Critical Analysis E AP P Evidence

Planning I develop a clear plan to solve the problem and follows the plan to conclusion. Connecting ideas I connect and build upon others’ ideas to generate new and unique insights. Information I analyze and evaluate information sources with a critical eye. Reflection I reflect with accuracy on the quality of my work.

Cross-Cultural Communication E AP P Evidence

Interpersonal skills I possess and demonstrate strong social and interpersonal skills, including verbal, non-verbal and conflict resolution skills. Perspective I carefully considers another’s perspective to better understand an issue. Empathy I listen with empathy and openness to understand and connect. Leadership I help others express their voice and perspective. Audience I show confident awareness of my audience while making frequent verbal and non-verbal interactions with it.

Teamwork (In Leading and Learning) E AP P Evidence

Focus I have strategies for staying focused and resisting most distraction. Collaboration I consistently collaborate with others and take a leadership role in group work. Engagement I am consistently engaged and on-task in ways that contribute to positive teaching/learning for all. Helping others I communicate ideas and feedback to others in ways that improve their understanding and knowledge. Inclusion I take leadership in including and involving others in learning activities. Every student has unique gifts and areas of challenge. This document helps YOU reflect on your strengths, needs and areas of growth. This is a tool that will help you build greater confidence and develop more awareness of your Habits of Learning

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David Sondheim Principal

Redwood High School

A National Blue Ribbon School A California Distinguished School

395 Doherty Drive, Larkspur, CA 94939 (415) 924-6200 Fax: (415) 945-3675 www.redwood.org

Sue Hall Assistant Principal LaSandra White Assistant Principal Saum Zargar Assistant Principal

October 7, 2019 Dear Future Redwood Families, I’m writing to let you know that we support our feeder school efforts to implement standards-based grading for grades 6-8. It is exciting to see our feeder schools working in tandem to provide your children with the best possible academic and social/emotional preparation for high school. You can read a bit more about this shift in a recent article in our student newspaper. Ross, Del Mar and Hall Middle Schools have replaced A-F grades with grading systems that provide feedback to students using descriptive language based on specific academic and behavioral standards. Standards-based (or competency-based) grading is actually something the State of California began recommending to middle schools in 2001 with the publication of Taking Center Stage. In describing the advantages of this feedback model, they note: Assessment practices and the reporting of performance levels should provide a means by which students can accurately measure their progress toward achieving desired

• proficiency. Content and performance standards provide unmistakable evidence of what is

expected to be learned and how well it should be learned. Those expectations are clear. With content and performance standards, student assessment data are credible, defensible, and, perhaps most important, understandable to students and their parents. Alongside academic standards, students are also given feedback on habits of learning like Collaboration, Communication, Agency and Initiative. All together, this provides students, parents and teachers a much clearer, detailed and accurate view of the strengths and growth areas of every student. We at Redwood believe that feedback like this is what helps develop strong learners and, just as importantly, confident and self-aware young adults. One concern that the principals of these three feeder schools have heard is that the absence of letter grades in middle school will adversely affect their children once they reach Redwood. I want to assure you that we support this research-based practice wholeheartedly. While high schools still use A-F grades and calculate GPA as a means of communicating information about students to higher education, teachers across our district are working to provide their students very similar kinds of feedback in their classrooms. Redwood High School is thrilled to see this revolution in teaching, learning and growth occur in our partner schools. Sincerely, David Sondheim

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Traditional Grading Standards-Based Grading

Final grades are an average of performance, effort, homework completion, and other criteria developed by the teacher. As a result, what final grades communicate might be unclear and will likely vary from teacher to teacher. Final grades describe a student’s progress toward specific course standards (or learning targets). The specificity enables students and families to clearly identify strengths and areas for improvement. Grades are viewed as rewards or punishment for overall school performance. Grades are viewed as a tool for communicating student progress toward specific course standards (or learning targets). Work habits, such as homework completion or on-task behavior, are averaged in with course grades. This practice can raise or lower grades without clarity as to why. Habits of work (or habits of learning) are reported and graded separately and are evidence and skill-based. They are viewed as equally important as academic grades. Grading is something done by teachers to students and is generally not well understood by students. Students play an active role in understanding learning targets, tracking their progress, identifying next steps, and communicating their progress. In high school... A certain average (e.g., 70 percent) is required to pass a class and receive credit. Students may not have mastered a large portion of the material but will still receive credit. To receive credit, students must meet criteria for each and every course standard within a class. Source: ​Adapted from the ​Family Grading Guide ​at Casco Bay High School in Portland, Maine.

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