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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, [email protected]
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, [email protected]
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, [email protected]
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, [email protected]
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
