After School Professional Development Program Syllabus · course design: Professional ... based on...

After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

After School Professional Development Program Syllabus Spring 2016: February 15, 2016 – June 24, 2016

Title of Course: Grading and Reporting for All Students ________________________________

Number of Sessions: 16________Total Hours: 36_________Total Number of Credits: 3_____________

Course Start Date: 2/15/16__________________Course End Date: 6/24/16 ______________________

Registration Close Date:__________________________________________________

Course Location: Online course, accessible at www.kdsi.org/NYC ____________ ___________________

Instructor’s Name: Sophia Thwaites __________ Instructor’s Telephone #: 1800 728 0032___________

Instructor’s Email: [email protected] Education Partner: Knowledge Delivery Systems___

Education Partner Fee: $174.00_____________ Materials Fee (if applicable): N/A_________________

Instructions for completing registration

through education partner (if applicable):

This is a self-paced online course. There is a two-step registration/enrollment process to get started. Step

1: Register: Register and pay a non-refundable payment of $125 course payment at the time of

registration on the ASPDP website. Once payment has been made with the ASPDP, the participants will

receive an e-mail confirmation transaction reference number from ASPDP. Step 2: Enroll: Enroll and pay

a $174 Educational Partner fee paid by credit card at www.kdsi.org/NYC, Special Instructions: To access

coursework, please visit www.kdsi.org/NYC. If you have any questions or need support, please call 1-

800-728-0032 or email [email protected].

This course will meet on the following dates/times: 7 days a week; 24/7

Target Grade Band: K-5 _______________________

Specific Danielson components: Identify one to two specific components of Danielson’s Framework

for Teaching on which your course will focus on developing teachers’ practice. □ 1a □ 1b □ 1c □ 1d □

1e □ 1f □ 2a □ 2b □ 2c □ 2d □ 2e □ 3a □ 3b □ 3c X 3d □ 3e □ 4a □ 4b □ 4c □ 4d □ 4e □ 4f

In one sentence, what is the focus of this course? This course prepares educators to provide accurate,

meaningful, and fair grades that promote learning and achievement for all students.

mailto:[email protected]



What specific knowledge and skills will participants gain as a result of taking this course? Please

note any deliverables that participants will be asked to create (e.g. lesson plan, student intervention plan).

Educators will articulate clear purposes for grades, use a standards-based grading system, make

modifications and accommodations for students as necessary, and improve communications with parents

and other audiences.

The maximum number of students this class can permit: 999_________________________________

Course Information

Course Description

1. In two paragraphs describe your course including the key course outcomes/deliverables, key activities

or texts, and research-based and best pedagogical practices addressed.

While educational objectives and strategies have changed dramatically over the last century, grading

practices have not kept up. Many experts in the field and practitioners find that current systems result in

grades that are inaccurate, unfair, and often meaningless in what they communicate to their audiences. This

course will help educators assess their grading practices and make modifications based on standards-based

grading that provide students, their parents, and their teachers with precise information about where the

student is succeeding and where he or she is struggling and what the teacher and student need to do

differently to facilitate that student’s continued achievement. Expert presenters Thomas Guskey and Lee

Ann Jung look closely at traditional systems like percentages and letter grades, averaging, and assigning

zeros that they argue fail students. They detail an Inclusive Grading Model that will enable educators to

assess all their students—including such exceptional students as students with learning disabilities, English

language learners, and gifted students—in a manner that serves those whom they should serve most: the

students themselves.

This course’s key activities include videos, readings, reflection questions, discussion prompts,

and resources that bridge course learning to classroom practice. The course also utilizes multiple

assessments including a Check for Understanding to assess learning in each unit, pre and post surveys, a

Mid-course project, and a Final Capstone Project. The KDS Theory of Action is that by learning through

the combination of Instruction (40%), Coaching (20%), and Practice (40%), educators will have the

research-based learning experiences necessary to change their practice. Three principles support our

course design: Professional development should be intensive, ongoing, and connected to practice;

Modeling is highly effective in helping teachers understand a new practice; and Teachers’ initial exposure

to a concept should not be passive, but should engage teachers through varied approaches so they can

actively participate in making sense of a new practice.

Integration of Danielson Framework

2. Identify and explain how your course will strengthen teacher practice in one to two components in

Danielson’s Framework for Teaching, using the same components as noted above. (Include Domain #

and Component letter e.g. 1E).

Domain 3: Instruction: Competency d: Using Assessment in Instruction: Participants learn strategies

for developing standards-based grading procedures that not only assist teachers in assigning fair and



meaningful grades, but assist students in understanding precisely what they know and are able to do and

where they need to progress.

Integration of Standards

3. In bullet form, list the applicable NYC, NYS, and/or Common Core Standards in course content area

(Literacy, Math, Science, Social Studies, Applied Learning, the Blueprint for Teaching and Learning in

the Arts, the Blueprint for English Language Learners Success, National Educational Technology

Standards). Please focus on quality rather than quantity in considering the alignment of these standards to

your course content.

Common Core State Standards: While the focus of this course is more procedural than content-focused

in nature, grading and reporting are still critical to being able to measure and provide feedback to parents

and students with regards to achievement against the Common Core State Standards. Participants who

complete the Grading and Reporting for ALL Students course will be able to identify Common Core

Standards for students, modify instruction to meet the needs of struggling students, and develop practices

to report the students grade that are fair both to the student and to non-struggling peers.

Pedagogical Approach

4. Describe the pedagogical approach that will be used in the course and how you will address the needs

of diverse adult learners. What specific method(s) of instruction will you use? Note that each session will

ask you to be clear about the specific methods of instruction for each identified session.

The learning experience we offer to adult learners includes:

Instruction (42%)

- 15 hours

Coaching (13%)

- 5 hours

Practice (45%)

- 16 hours

Video Instruction

Video modeling and

classroom

demonstrations

Video Coaching

Expert feedback on

Learner Reflections

Discussion and

collaboration with peers

Feedback on application

projects facilitated by

online coaches

Application scenarios

(checks for understanding)

Mid-course project (3 grad)

Final capstone project (3

grad)

Application Toolkit

(resources for classroom

use)

KDS courses are based on rigorous academic work and composed of content-rich, high quality

components that engage learners. Interactive components include videos, interviews, readings, interactive

activities, downloadable resources, and assessments that meet accreditation standards for 3-graduate

credit. At KDS, courses of study are based on the systemic needs identified within a system of schools to

meet teachers where they are and move them through strategic learning progression over time. We

provide courses that build foundational knowledge, enrich content expertise and practice, and include a

range of theoretical approaches led by educational authors and experts in the field.



KDS differentiates instruction for diverse adult learners in multiple ways, including learning

design and supports, coaching services, and the KDS Professional Learning Platform. KDS addresses

multiple learning styles by providing multi-modal learning experiences. To support course engagement,

courses are taken asynchronously, allowing educators to learn when it is conducive with their teaching

schedule and at an optimal learning time for the individual. KDS courses also provide a collection of

activities and materials to support different learning styles. In each course, units offer learning

opportunities through video, readings, interactive activities, checks for understanding, reflection prompts,

discussion forums, application materials and resources for bridging learning to practice. In addition,

searchable transcripts of the videos are provided for the learner to review and annotate to support their

learning of the content. Finally, KDS Online Coaches also support learners to meet differentiated

needs. Course participants engage with an online coach who provides individualized feedback to every

learner. The coach responds to key reflections and discussion prompts in each unit, evaluates mid-course

and final capstone projects, and provides qualitative feedback to support each learner.

Application to Classroom Practice

5. All courses must show how participants will apply their learning to their own classrooms. Describe

how your course will do this. Be specific about how participants will use information from this class to

plan lessons, differentiate instruction, analyze student work, etc.

Begin to incorporate standards into report cards

Evaluate current methods of determining grades

Change their approach to grading to make them more accurate, informative, and fair

Communicate to students what constitutes exemplary work

Distinguish between product, process, and progress

Report on each learning criteria separately

Use different methods for grading exceptional students

Improve the accuracy and fairness of grades for exceptional students

Use the Inclusive Grading Model to assist struggling students

Distinguish accommodations from modifications

Use the Intervention and Progress Record

Develop appropriate interventions for struggling students based on data

Communicate more effectively with various audiences about student learning

Assessment and Feedback

6. Explain what assignments and assessments participants will be responsible for, and how their work

will be evaluated throughout the course; include rubrics for all assignments. How, when, and where will

formative and summative feedback be provided, including for online classes?

Include examples of evidence you will collect that demonstrate how participant learnings will directly

impact their students’ learning (e.g., projects, collections of student work, presentations, etc.).

Participants’ work will be evaluated through a variety of assignments and assessments. Participants will

respond in writing to reflection prompts based on the video content and/ or selected readings in each unit.

Online coaches will provide feedback on responses to reflection prompts, based on the rubric. Participants

also engage in a discussion forum with their peers throughout each unit, and continuously provide and

receive peer feedback. At the end of each unit in the course, there will also be a Check for Understanding,



to determine whether participants understand and can apply the key concepts within that unit to their

classrooms, in order to impact student achievement. Checks for Understanding will be computer

evaluated for instant feedback. Please see Appendix for the Checks for Understanding rubric.

Midterm and Final

7. Include a brief explanation of the midterm and final assessment for the class, and how they are aligned

with course goals. Note that the assessment may take the form of a paper, project, lesson/unit plan, exam,

or other method for assessing participants’ understanding. Cite the page number where rubrics for these

assignments may be found in the syllabus.

As a result of completing the Mid-course Project participants will improve instructional outcomes for

students through the development of clear rationale for parents and students about the grading system and

practices in their classrooms. For a complete description of the Mid-course Project, see session #8. Please

see the Appendix for the Mid-Course Project rubric.

Through completing the Final Capstone Project, participants will be able to improve student outcomes by

identifying key standards and developing modified, measurable and attainable modifications based on

student needs that maintain standards of fairness in grading practice. For a complete description of the

Final Capstone Project, see session #16. Please see the Appendix for the Final Capstone Project rubric.

Grades

8. Explain how the final grade will be calculated, including how much each graded assignment will be

weighted (e.g., Midterm=20%, Final=30%, Weekly responses=30%, Participation=20%). You must

include rubrics for all assignments in this syllabus.

Grading Policy (using rubric 1-4 scale

system) Percentage of Course Credit

Total grade for the course is a culmination of

performance grades.

Course grade is determined by the following:

A: 3.4 – 4.0 Reflections 15%

B: 2.7 – 3.3 Checks for Understanding 25%

C: 2.0 – 2.6 Mid-course Project 25%

F: <2.0 Final Capstone project 35%

Calendar Session # 1: Introduction

Date: self-paced Time: self-paced

Number of hours for this session: 1.5 Assignments due today: See “Assessment & Feedback”

Objectives: Specify instructional goals and standards for this session, including alignment to NYS

Standards, Common Core State Standards, and Danielson’s Framework for Teaching. Note that goals and

standards should be specific to this session and should not be repeated across sessions.

After completing this unit, educators will know:



Different purposes for grades

What to incorporate into grades

Topics and Agenda: List the session topic(s) and agenda, including how much time will be spent on each

activity and how each activity is linked to the objectives. Include a description of any materials that will be

used in this session, as well as links to videos or readings as applicable. In this unit, presenters Tom Guskey and Liane Jung challenge participants to consider the purpose of

grading, what aspects of student performance teachers do and should consider in determining the grades they

assign, and why the lack of consensus among teachers with regard to these issues leads to confusion among

students and parents about the meaning of grades.

To link to all videos for this course, please see the appendix.

Application to Classroom Practice: Indicate specific skills and strategies the participant will bring back to

his/her classroom as a result of this session, and/or how they will apply this session’s content to analyzing

student work, designing lesson plans, planning differentiation activities, etc. Please indicate the specific

strategies teachers will apply in their classroom and a result of the specific learning from this lesson. After completing this unit, educators will apply the following skills:

Determine why they grade

Clarify what they include in grades

Please see appendix for additional information

Assessment and Feedback: Explain how participants’ learning from this session will be assessed, including

rubrics, and the methods that will be used for providing feedback. If you plan to ask participants to respond

to a discussion prompt, include the specific prompt or question below. Please cite the page number where the

rubric for any assignments may be found. Participants’ learning from this session will be assessed by the following three methods:

1. Reflection questions provide an opportunity for participants to connect what they have just learned to their

own practice. Online coaches will review responses to reflection questions and provide feedback.

2. Discussion prompts are questions that participants will respond to via a discussion board. These questions

are intended to allow learners to share reflections on their practice and what they have learned from the

course. Participants are encouraged to read and respond to other posts as part of this course’s online

community. Online Coaches provide weekly feedback to course participants.

3. Checks for Understanding, which assess a participant’s learning at the end of each unit.

Please see appendix for a complete list of all reflection questions & discussion prompts.

Calendar Session # 2: Grading Methods


Number of hours for this session: 1.75 Assignments due today: See “Assessment & Feedback” Objectives: Specify instructional goals and standards for this session, including alignment to NYS



After completing this unit, educators will know: Methods for incorporating standards into report cards; The

strengths and weaknesses of different ways of determining grades

Common Core State Standards: Participants will be able to identify Common Core Standards for students,

modify instruction to meet the needs of struggling students, and develop practices to report the students

grade that are fair both to the student and to non-struggling peers.





used in this session, as well as links to videos or readings as applicable. In this unit, the presenters and participants explore such issues as the strengths and weaknesses of letter and

percentage grades and how to incorporate standards into a standards-based report card. Participants will

review the structure of their own report cards and explore methods of making them more informative,

accurate, and fair.





Begin to incorporate standards into report cards

Evaluate current methods of determining grades













Calendar Session # 3: Text-based unit: “Computerized Gradebooks and the Myth of Objectivity”


Number of hours for this session: 1.75 Assignments due today: See “Assessment & Feedback” Topics and Agenda: List the session topic(s) and agenda, including how much time will be spent on each


used in this session, as well as links to videos or readings as applicable. Participants read “Computerized Gradebooks and the Myth of Objectivity,” about what role computerized

grading programs can play and what teachers must still do to offer accurate and fair grades, and then respond

to relevant reflection questions.

Readings: Computerized Gradebooks and the Myth of Objectivity”















Calendar Session # 4: Challenging Traditions





After completing this unit, educators will know: Alternatives to averaging, assigning zeros, and grading on a

curve; The problems with D’s and F’s; How to communicate what constitutes exemplary work

CCSS: Participants will be able to develop practices to report the students grade that are fair both to the

student and to non-struggling peers.



used in this session, as well as links to videos or readings as applicable. This unit explores the questionable practices of averaging, assigning zeros, and grading on a curve. The

presenters and participants consider why these practices prevail and what the alternatives are. They also

scrutinize the impact of D’s and F’s on students and question the appropriateness of selection of a

valedictorian. Finally, participants engage in a discussion of how to clarify for students (and parents) what

exemplary work looks like.





Change their approach to grading to make them more accurate, informative, and fair

Communicate to students what constitutes exemplary work















Calendar Session # 5: Distinguishing Learning Criteria





After completing this unit, educators will know: Different learning criteria appropriate to report on;

Distinctions among product, process, and progress

CCSS: Participants will be able to identify CCSS for students, modify instruction to meet the needs of

struggling students, and develop practices to report the students grade that are fair both to the student and to

non-struggling peers.



used in this session, as well as links to videos or readings as applicable. In this unit, the presenters and workshop participants discuss different learning criteria used to determine

grades and how to effectively report on each. Participants grapple with the distinctions among product,

process, and progress, and explore methods for responding to all three.





Distinguish between product, process, and progress

Report on each learning criteria separately













Calendar Session # 6: Text-based unit: “Helping Standards Make the Grade”






used in this session, as well as links to videos or readings as applicable. Participants read “Helping Standards Make the Grade,” an article about what grading systems educators

need to adopt in order to show how students are measuring up to standards, and then respond to relevant

reflection questions.

Readings: “Helping Standards Make the Grade,” available in the eClassroom




strategies teachers will apply in their classroom and a result of the specific learning from this lesson. Each unit provides resources and/ or an application toolkit that bridge learning to practice in the classroom,

e.g., designing lesson plans, analyzing content and skills measured by student assessments. In addition, the

use of templates and protocols support applying course concepts to classroom practice and implementing

course strategies.













Calendar Session # 7: Midterm




used in this session, as well as links to videos or readings as applicable. Please provide thoughtful answers to the questions below. You may organize your midterm as a single essay

or as Step 1 and Step 2.

Step 1: Answer the following reflection questions:

a) What is your primary purpose in grading students’ work?

b) What elements are critical for you to incorporate into grading of student work?

c) How does grading benefit your students? How does grading benefit you as a teacher? Step 2:



Choose a grading system—letter grades, percentages, or narratives—and write a letter to parents

explaining why you have chosen this system as the most appropriate for your classroom. Offer at

least three points in support of your argument. See appendix for rubric

Calendar Session # 8: Text-based unit: “Grading Exceptional Learners”




used in this session, as well as links to videos or readings as applicable. Participants read “Grading Exceptional Leaders,” an article about what constitutes a high-quality grading

and reporting system for exceptional learners, and then respond to relevant reflection questions.

Readings: “Grading Exceptional Learners,” available in the eClassroom













Calendar Session # 9: Challenges of Grading Struggling Learners





After completing this unit, educators will know: Methods for grading exceptional students

Domain 3: Instruction: Competency d: Using Assessment in Instruction: Participants learn strategies for

developing standards-based grading procedures that not only assist teachers in assigning fair and meaningful

grades, but assist students in understanding precisely what they know and are able to do and where they need

to progress. CCSS: Participants will be able to identify CCSS for students, modify instruction to meet the

needs of struggling students, and develop practices to report the students grade that are fair both to the






used in this session, as well as links to videos or readings as applicable. Grading exceptional students (e.g., students with disabilities, English language learners, and those receiving

interventions in an RTI model) poses particular challenges for educators. In this unit, the presenters and

participants explore what they have done in the past and how to change their practice to better assist and

communicate with these struggling students in the future.





Use different methods for grading exceptional students

Improve the accuracy and fairness of grades for exceptional students













Calendar Session # 10: The Inclusive Grading Model






The Inclusive Grading Model

Accommodations vs. modifications

The Intervention and Progress Record











used in this session, as well as links to videos or readings as applicable. Presenters Guskey and Jung introduce their Inclusive Grading Model in this unit, working with participants

to select and modify standards for struggling students. They explore the differences between

accommodations and modifications and how they affect grading practices. They also review the

Intervention and Progress Record document, designed to facilitate teachers’ articulation of goals for

struggling students and development of appropriate interventions.





Use the Inclusive Grading Model to assist struggling students

Distinguish accommodations from modifications

Use the Intervention and Progress Record

Develop appropriate interventions for struggling students based on data













Calendar Session # 11: Text-based unit: “Making the Most of Progress Monitoring”




used in this session, as well as links to videos or readings as applicable. Participants read “Making the Most of Progress Monitoring,” an article outlining the authors’ sample

intervention plan and respond to relevant reflection questions.

Readings: “Making the Most of Progress Monitoring,” available through the eClassroom.






strategies teachers will apply in their classroom and a result of the specific learning from this lesson. Each unit provides resources and/ or an application toolkit that bridge learning to practice in the classroom,

e.g., designing lesson plans, analyzing content and skills measured by student assessments. In addition, the

use of templates and protocols support applying course concepts to classroom practice and implementing

course strategies.













Calendar Session # 12: Other Forms of Communicating




used in this session, as well as links to videos or readings as applicable. In this unit, the presenters and participants scrutinize how they currently communicate information about

student learning to students, parents, and other audiences, and how they can improve and extend those

communications.





Communicate more effectively with various audiences about student learning















Calendar Session # 13: Text-based unit: Office of Civil Rights Letter and “The Communication Challenge of

Standards-Based Reporting”




used in this session, as well as links to videos or readings as applicable. Participants read a letter from the Office of Civil Rights about grading and reporting on the achievements of

exceptional students as well as “The Communication Challenge of Standards-Based Reporting” about

overcoming communications challenges with parents as letter grades are replaced by standards-based

reporting systems, and then respond to relevant reflection questions.

Readings:

Office of Civil Rights Letter

“The Communication Challenge of Standards-Based Reporting”













Calendar Session # 14: Leading Change






Teachers’ and administrators’ roles in facilitating standards-based grading



The effects of standards-based grading on teachers and students









used in this session, as well as links to videos or readings as applicable. In this unit, the presenters and participants consider recommendations for how teachers and school leaders

can lead efforts to reform grading policies and practices. They explore the effects that standards-based

grading has had on both teachers and their students.




strategies teachers will apply in their classroom and a result of the specific learning from this lesson. After this unit, educators will facilitate a shift to standards-based grading for their students and peers













Calendar Session # 15: Text-based unit: “Five Obstacles to Grading Reform”




used in this session, as well as links to videos or readings as applicable. Participants read “Five Obstacles to Grading Reform” in which Guskey argues that “education leaders must

recognize obstacles to grading reform that are rooted in tradition—and then meet them head on.” They then

respond to relevant reflection questions.

Readings: “Five Obstacles to Grading Reform,” available in the eClassroom















Calendar Session # 16: Final




used in this session, as well as links to videos or readings as applicable. Create a brief profile of an existing or imagined struggling learner whose work you need to determine a

report card grade. Explain how you would grade this student using the presenters’ Inclusive Grading Model.

Please do the following.

1. Write a brief profile of an existing or imagined struggling student. (Do not include any identifying

information if you are profiling one of your students.)

2. Choose an identified standard (e.g., from the Common Core State Standards or elsewhere) against which

you want to measure that student’s work.

3. Decide how to modify that standard to meet your struggling student’s needs. Be sure to clarify what

specific skills you are targeting. The modified standard must be attainable in a single year and measurable.

4. Explain how you would report the student’s grade on that standard in a manner that is simultaneously fair

to the student and his or her non-struggling peers and informative enough to direct the child as he or she

moves forward. Please see appendix for rubric

APPENDIX:

Checks for Understanding and Reflection Rubric:

Assessment Underdeveloped (1) Basic (2) Proficient (3) Distinguished (4)

Checks for

understanding

65% or below 66-79%

80-89% 90-100%



Reflection

Question

Participant has

included little to no

content indicating

consideration and

comprehension of

course content.

Participant has not

addressed the

questions posed.

Participant has

copied from the

course transcript

without synthesis or

analysis.

Participant has

included little that

indicates

consideration and

comprehension of

course content.

Participant has

answered most

questions directly

but some too

briefly.

Participant has

included

appropriate content

from the course

content.

Participant has

made thoughtful

comments in direct

response to the

prompts.

Participant has

provided rich detail

and supporting

examples from the

course content.

Participant has made

responses to prompts

personally

meaningful and

relevant to his or her

teaching practice.

Mid-course Project Evaluation Rubric:

Project

component

Underdeveloped (1) Basic (2) Proficient (3) Distinguished (4) Score

Quality of

lesson plan

(25%)

Develops a standards-

based lesson plan that

lacks several critical

components.

Develops a

standards-based

lesson plan that

lacks one critical

component.

Develops a

standards-based

lesson plan that

includes all critical

components.

Develops a standards-

based lesson plan that

includes clear and

concise components

and demonstrates

planning mastery.

Text selection

(25%)

Selects a text for the

lesson, but is not

clear about how it

relates to building

standards mastery.

Selects a text for

the lesson but

loosely aligns it

to demands of the

standards.

Selects a text for

the lesson and

includes a rationale

and clear

connection to the

standards.

Selects a text for the

lesson and includes a

rationale and clear

connection to the

standards. Includes

additional texts that

can scaffold the

learning for all

students.

Assessment

(25%)

Identifies a less

rigorous assessment

for the lesson and is

not clear about how it

measures mastery.

Identifies a broad

assessment for

the lesson that is

too narrow to

inform next steps.

Identifies a

rigorous

assessment that

clearly measures

student learning

and informs next

steps.

Identifies a rigorous

assessment that clearly

measures student

learning and collects

relevant data points

for instruction.

Reflection on

practice

(25%)

Provides a narrow

reflection on

strengths and changes

Provides a brief

reflection on

strengths and

Provides a

thorough reflection

on strengths and

Provides a

comprehensive

reflection on strengths



from lesson

implementation.

changes from

lesson

implementation.

changes lesson

implementation.

and changes from

lesson implementation

and provides action

steps.

Mid-course Project Performance Summary

Total Score _______/100%

Qualitative feedback:

Final Capstone Project Evaluation Rubric:

Project

component

Underdeveloped (1) Basic (2) Proficient (3) Distinguished (4) Score

Quality of

anchor papers

(25%)

Develops anchor

papers that lack

several critical

components.

Develops anchor

papers that lack

one critical

component.

Develops anchor

papers that include all

critical components.

Develops anchor

papers that include

clear and concise

components and

demonstrates planning

mastery and could be

an exemplar.

Learning

tracker

(25%)

Provides a short and

broad list of skills

and steps needed to

complete assignment.

Provides a broad

list of skills and

steps needed to

complete

assignment.

Provides specific skills

and list of content

knowledge needed to


Provides specific skills

and list of content

knowledge needed to


Provides process steps

that could translate

into a lesson plan.

Reflection on

practice

(25%)

Provides a narrow

reflection on

knowledge demands

from designing

anchor papers.

Provides a brief

reflection on

strengths and

changes from

designing anchor

papers.

Provides a thorough


and changes made

from designing anchor

papers.

Provides a

comprehensive


and changes from

lesson implementation

and provides action

steps.

Quality of

capstone

application

(25%)

Demonstrates little

understanding of

standards-based

writing assignment.

Demonstrates some

understanding of

standards-based

writing

assignment.

Demonstrates

understanding of

standards-based

writing assignment.

Demonstrates

understanding of

standards-based

writing assignment

and show clear steps

for translating the

CCSS writing

expectations.

Final Capstone Project Performance Summary



Total Score _______/100%

*Additional information on “Application to Classroom Practice” section, for all units: Each unit provides

resources and/ or an application toolkit that bridge learning to practice in the classroom, e.g., designing

lesson plans, analyzing content and skills measured by student assessments. In addition, the use of templates

and protocols support applying course concepts to classroom practice and implementing course strategies.

*Video: To look at all video links for this course, please go to:

http://eclassroom.kdsi.org/Login.aspx

Your login credentials are:

Username: ASPDPFall2015

Temporary Password: welcome1

Reflection Questions & Discussion Prompts

Unit 1 Reflection Questions:

Write out your initial thoughts about Dr. Guskey’s three guiding questions: what are the major

reasons for report cards and grades? What purposes should they serve? What evidence should be

incorporated?

How many of the grading elements from the PowerPoint slides [see slides #9 and 10] would you

include in a final grade? Why? Why do these elements count to you more than others?

What ultimate purpose would you identify at the top of your report cards? If you teach different

grades or subjects, would that purpose change?

Unit 1 Discussion Prompts:

Construct as complete a list as possible of what you include in your final grades for students.

Invite input about what others think of your list, including what you might stop using and do

instead.

Share with your colleagues what primary purpose you want your report cards to serve. As you

read your colleagues’ responses, share how you might change yours based on their ideas.


Do you use letter grades? How do they serve you and/or your students? What are the strengths

and weaknesses of this method, according to Dr. Guskey and your own assessment?

What 4-6 standards would you ideally incorporate into a standards-based report card for your

particular students? Express them below in parent-friendly language.

What are the key strands for your subject matter or grade? Consult such sites as the Common

Core, the National Council of Teachers of Mathematics, the National Science Teachers


http://eclassroom.kdsi.org/Login.aspx


Association, the National Council for the Social Studies, the Consortium of National Arts

Education Associations, the National Association for Music Education, or the National

Association for Sport and Physical Education as helpful, and list the strands below.

How do you (or how does your school) currently structure your report card? How might that

structure be revised to improve communication with parents? Consider your students’ grade

levels and subject area in your response.


What is your current method for providing grades—percentages, letter grades, standards-based

grades, or narratives? How has that method served you and your students?

Describe for your peers what you think the ideal report card would look like. For this exercise,

pay no attention to issues of your time and effort; concentrate only on what would serve students

best.


State the author’s thesis in your own words.

Offer three points from the rest of the article that support the author’s thesis.


If you currently use averages, assign zeros, or grade on a curve, why do you do so? Do you think

they are effective methods? Why or why not?

Has Dr. Guskey made you rethink your use of averages or means, zeros, or grading on a curve?

Why or why not?

Review the alternatives as Dr. Guskey presents them to the use of averages, medians, zeros, or

grading on a curve.

Why do you think schools choose a valedictorian? What kind of competition are schools

facilitating by doing so?

What do you think is the difference between a D and an F? Be as precise in your answer as you

can by citing when you would assign one rather than the other.

How do you communicate to students what exemplary work looks like? How might you augment

that aspect of your practice?


If you currently give students either D’s or F’s, why do you do so? How do you think that assists

students in their learning? Or do you think it assists them in other ways?

What are some of the traditions that guide your current grading process? Propose one


How will students (and parents) benefit from distinguishing product from process from progress

on report cards? Be sure to define the three terms in your response.



How do you personally feel about distinguishing product from process from progress on report

cards? What problems do you see? What changes would it require in your record-keeping? Would

you need assistance from peers or administrators?

What strikes you most about the transaction between the teacher and student and what they have

to say about the distinct reports on product, process, and progress? Comment on at least two

aspects of what you viewed.


In one of your reflection questions, you addressed potential problems with distinguishing product

from process from progress on report cards. Describe for your colleagues these potential

problems and offer at least one solution.

Offer some examples of what you would characterize as product, process, and progress.


Define norm-referenced and criterion-referenced standards in your own words.

Review the distinctions between product criteria, process criteria, and progress criteria. Then

explain why you would or would not include each in a students’ final grade.

Unit 7: Mid-Course Project


What do you think constitutes a “fair and accurate” (p. 1) grade—for any student?

Review the characteristics of a high-quality grading and reporting system, according to the

authors.

Review the five steps for grading exceptional learners outlined by the authors.

Summarize in your own words the 4 myths associated with grading exceptional learners.


Review the first steps of the Inclusive Grading Model and write them out below.

Practice modifying standards by choosing two standards and modifying them with particular

students in mind.

Review the next step of the Inclusive Grading Model. Write its essential details below.

Do you think modifications should be noted on grade transcripts? At all grade levels? Why or

why not?

Review the Intervention and Progress Record document available through the Resources button in

the eClassroom. Choose a student and write out below what your annual goal and short-term

objectives for that student would be.

Identify up to 5 opportunities for data you would collect for the particular Intervention and

Progress Record you are assembling.

Using the same Intervention and Progress Record you’ve been working with, now write what you

would put in the intervention block on the document.



Now that you’ve seen a model of the Intervention and Progress Record, try completing a second

one. Choose a struggling student and write out below a new annual goal, short-term objective,

and intervention(s).


Share the five sources of data you listed in a reflection question for this unit that you would

collect for the Intervention and Progress Record you’ve been developing. Cull from your

colleagues’ suggested sources to supplement your own.

Share two or three modifications you have made to standards—or intend to make to standards—

that you think have or will serve particular students well.


Review and define in your own terms the 5 crucial features of the authors’ sample intervention

plan.


List all the tools you use to communicate with parents.

How could you improve your communication with parents? What strategies for communicating

would you like to add to your repertoire?

Review Dr. Guskey’s key suggestions for how to communicate to parents why a change from a

percentage-based to a standards-based grading system benefits students.


Which of the many practices for communicating with parents proposed in this unit would you like

to adapt? Why that particular one (or ones)?

What have been some of your more effective methods for communicating with parents? Why do

you think they have succeeded?


Summarize in your own words the stipulations of two applicable federal laws: Section 504 of the

Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act of

1990 (Title II).

What is the difference between a local education agency’s (LEA’s) report cards and a student’s

school transcript? When can an LEA report card contain information about a student’s disability?

Dr. Guskey’s 4 key suggestions in "The Communication Challenge of Standards-Based

Reporting" for how to meet the challenge of effectively communicating with parents on

standards-based report cards include: avoiding comparative language, providing examples based

on student work, distinguishing between “levels of understanding” and “frequency of display”

and being consistent. In your own words, state the rationale for each.




What can you do as a teacher to facilitate the change to a standards-based grading system?

Review the participants’ advice for how to move to standards-based grading.

Review how moving to a standards-based system has changed the workshop participants’

teaching.

What do you need from administrators to help you segue to standards-based grading?

All told, what are your final thoughts about shifting to standards-based grading? Which students

will such a shift benefit? How so?


Develop one very specific suggestion for how you think the administration can support a school-

wide move to standards-based grading. If you have a book to propose, for example, how exactly

can the administration support a discussion of the book’s content? If you think the administration

should be parents’ advocate, how do you see that taking shape?

What do you think your responsibility is—to your students, their parents, your colleagues, and

school—in relation to standards-based grading? What first steps will you take to effect or support

such a change?


Explain in your own words why each of the 5 traditions are “formidable obstacles to change”

(p.1).


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