yes:•kleenex•higher level thinking problems on exams for extra practice on a specific topic•extra writing pinots for those going above and beyond required work•as incentives for late work and such that doesn’t raise their grade•RSVP slip for conferences•planner filled out during random planner check•attendance at parent night•copy paper•hand sanitizer•Christmas bonus points

1) Do you allow extra credit in your class or give points for non-academic items such as parent signature, book cover,etc?

DRHS 2007 DRHS 2015 Other yes 67% 35% 20%

no 33% 65% 80%

Analysis:This shows that the staff at DRHS has changed their views on extra credit significantly! In fact, it was finally declared at the end of SY 2014-2015 that beginning September 2016, extra credit will no longer be allowed at Deer River High School! I feel this is a DIRECT reflection of my dedication to making this happen. We are now more in line with the teachers in my other networks, who are all either proven effective teachers (as identified by their NBCT distinction or at least one education award, or they are actively involved in grading practices cohorts and groups on Twitter). In a true standards based/growth mindset grading philosophy, there would be NO extra credit for non-academic things. There would be nothing that would artificially raise a grade.

2) Do you allow students to retake quizzes and/or tests?

DRHS 2007 DRHS 2015 Other

yes 55% 85% 78%

no 45% 15% 22%

yes:

•full replacement/full credit for 2nd attempt/full credit for higher attempt

•average

•1/2 point back for each correction

•2nd attempt, even if lower

•max of 80%

•max of 85%

•max of 70%

•max of 90%

•depends on situation

•half of the original points

•1/3 original + 2/3 retake

•2nd attempt 60% + 1st attempt 40%

Analysis:This shows a slight shift in uses of retakes at DRHS. It is not where I would like to see it, and the comments are still concerning to me. In a true standards based/growth mindset grading philosophy, students were would earn full credit for all retake answers.

3) Do you grade everything you assign?

DRHS 2007 DRHS 2015 Other yes 100% 30% 50% no 0% 70% 50%

No:•group work•standardized test prep/practice•journals/notebooks/portfolios•homework/assignments•classwork•warm-ups/bell work•peer reviews•self evaluations (scales)•formative assessments (exit slips, discussions, in class practice)•pre-tests•activities/labs

Analysis: This shows significant changes in uses of formative assessments and/or things used for practice as opposed to everything being graded! In this realm, DRHS is (in my opinion) ahead of the other networks! In a true standards based/growth mindset grading philosophy, formative assessments would not only be used on a regular basis, but they would also drive instruction.

4) Do you have a late-work policy?

DRHS 2007 DRHS 2015 Other yes 80% 60% 76% no 20% 40% 24%

Yes:•11% off the top grade•1 day(- 25%), 2+ days(-50%), 0 aftr test•up to 1 week late with no penalty•one late pass per quarter - turn in within 2 days of due date without penalty•25% off each day•one week to redo with 70% max score•5% off each day•15% off day 1, 25% off day 2•10% off per day up to 3 days, then 0•1 late assign/per qrtr; 5 points off each day late; some assigns not allowed late•10 points off for every day late•100% on time, 70% up to week, then 0•half credit if a day late•accepted until end of term•15% off day 1, 10% off each add’l day•accepted for full credit with parent signed student reflection sheet•after 2 weeks, lose 1 point per week•alternative assign •by end of quarter•not accepted after midqtr & end of term•2 days for every 1 day absent•90% until end of quarter•1/2 credit for up to a month•within 2 weeks of deadline•none accepted unless absent•yes, but I don’t really enforce it•2 weeks with 10% off•“ZAP” and no penalty for late•up to week after unit test w/reduced pts•letter grade off for each day late on large projects; half credit next day for smaller assignments•20% reduction in grade

Analysis:This is still a somewhat troubling statistic. What is more troublesome is the list of varied policies for late work. A school should have a somewhat consistent late work policy so students know what to expect. It should not be so dramatically different from one teacher to the next. In a true standards based/growth mindset grading philosophy, students would not be penalized for late work.

5) Do you ever go back and reteach concepts from a unit after you have assessed on the unit?

DRHS 2007 DRHS 2015 Other

yes 91% 95% 98% no 9% 5% 2%

Analysis: I am happy to see that the teachers at DRHS have always believed in reteaching. This shows that they use the data collected on an assessment to inform whether or not the students learned it. What concerns me, however, is that although most teachers reteach concepts, many still do not allow retesting OR they still do not give full credit for re-dos (See question 2). In a true standards based/growth mindset grading philosophy, teachers would reteach, reassess, reteach, reassess as many times as needed for a students to show growth and/or mastery.

6) Do you ever put questions on an assessment from a previous unit? DRHS 2007 DRHS 2015 Other yes 60%

65% 71% no 40% 35% 29%

Analysis:There has been little change in this area over the years and DRHS compares comparably with the other networks of teachers. Although comments didn’t say this specifically, my concern is still that although the teachers reteach and put questions on assessments about what was retaught, the data suggests that these teachers are not reporting this grade for the benchmark to which it belongs. This means that the “growth” in student knowledge towards the retaught concept is not clearly recorded to show this growth. In a true standards based/growth mindset grading philosophy, these questions on current assessments from previous units would be graded and reported in a different area that the current benchmarks.

7) Do you enter “0” for missing work?

DRHS 2007 DRHS 2015 Other yes 95% 65% 71% no 5% 35% 29%

Yes:•students with 0’s must attend a mandatory session to get help and get missing work in (ZAP)•on assignments only - quizzes and tests must be made up•on any and all missing work

Analysis:It is hard to tell if entering a “0” is a good thing or a bad thing (supports growth mind set or supports fixed mind set) until you know what the teacher does with the “0”. The comments suggest that teachers are using “0’s” in an appropriate way to support a growth mind set. However, it is difficult to tell for sure what is going on here with so few comments. In a true standards based/growth mindset grading philosophy, zeroes would be entered for everything that is missing, but no assessment would be allowed to be left as a “0”.

8) Do you ever grade an assessment in multiple parts (such as by standard or benchmark)?

DRHS 2007 DRHS 2015 Other yes 0% 15% 68% no 100% 85% 32%

Analysis:Even a little bit of growth in this area is positive! It still concerns me greatly that DRHS is still so far behind the “Other” cohorts in this area. This is a MAJOR philosophy of growth mindset and standards based grading. It is, however, the most difficult to change. Teachers feel very deep-seated in their traditional grade-book set up (quizzes, tests, homework) and their “Unit test”. In addition, many subjects are very difficult to grade by benchmarks, due to the vast number of benchmarks as well as due to the entwined nature of the benchmarks. This is one of the biggest places where I have been asked to help teachers.... writing multiple benchmark assessments, setting up their grade book and recording benchmark progress according to a growth mindset philosophy.

9) If a parent looked at a grade report from you class, would they know what topics their child is learning?

DRHS 2007 DRHS 2015 Other yes 40% 80% 83% no 60% 20% 17%

Analysis:This is significant progress! Anytime a teacher can replace “Unit 1 test” with “Similar Figures and Using Proportions Assessment” or “p. 25: 1-30” with “writing similarity statements and finding missing parts of similar figures by using proportional reasoning assignment” (examples) this shows a parent what their child is actually learning. It is much more informative and “user friendly”. In a true standards based/growth mindset grading philosophy, not only would each assignment and assessment be aligned to and reported by describing a benchmark, the grade book bins would also be benchmarks.

10) Grade Book Set up:

Traditional DRHS 2007 DRHS 2015 Other (assignments 100% 65% 74% quizzestests) Standards Based 0% 35% 26% (by benchmarkor topic)

Analysis:Grade Weighting: The various weights teachers give to different categories in a traditional set up (such as group work/bell work/classwork/assignments/projects/quizzes/tests) is so varied that the list would be as long as the number of participants in the survey. This is encouraging progress for DRHS and has even surpassed those in the “Other” cohorts. In 2011, the elementary school in my district (King Elementary) officially changed their grade reports to standards based reports. This was after multiple trainings by me and one-on-one work with the teachers. I still think my high school is a long way from this, but I will continue to work on it! In a true standards based/growth mindset grading philosophy, each standard or benchmark would be weighted equally and the grade book would be set up by benchmarks.