NCMSA10: Formative Assessments in the Classroom

Denise Vargas and Jeri Jefferies

Lufkin Road Middle, Raleigh, NC

MY NOTES IN ALL CAPS

Using eInstructions Clickers as part of the presentation

Know from classroom results that they are going in the right direction…still a work in progress…noticed significant decrease in Ds and Fs in their classes WONDER HOW THIS FITS IN WITH SCHOOLS THAT HAVE REWORK POLICIES, NO ZERO POLICIES, ETC…SHOULD ALREADY SEE A DECREASE IN # OF Ds AND Fs

NOW DISCUSSING GRADING PRACTICES…

There was so much arguing in county that they didn’t feel they were getting anywhere. Wormeli and O’Conner books stirred the pot within the county, presenters had an A-HA moment about including formative assessment as part of the assessment process.

Process

  • Main Goal: Students to achieve mastery of SCOS
  • Secondary Goals: students develop responsibility, progress, fairness, and research based strategies
  • Curriculum Guide:
  • Formative Assessment Toolkit
  • Planned Units

Formative Assessment IQ with clickers INCLUDING A PITCH FOR EINSTRUCTION CPS…*SIGH*…NOTE TO SELF: IT’S ABOUT ASSESSMENT…NOT THE TOOL…ADDITIONALLY, SHE CAN’T GET THE SOFTWARE TO WORK FOR US TO TAKE THE QUIZ…NOW DOING A SHOW OF HANDS

  • What is your current understanding of Formative Assessment…

GIVEN A HANDOUT THAT LOOKS REALLY GOOD…WONDERING IF IT’S AVAILABLE DIGITALLY TO PASS ON TO YOU ALL…

RESOURCES:

  • Power Standards: Ainsworth and Reeves
  • 25 Quick Formative Assessments for a Differentiated Classroom: Dodge
  • Formative Assessment and Standards-Based Grading: Marzano
  • Classroom Assessment and Grading that Work: Marzano
  • Making Standards Useful in the Classroom: Marzano
  • Classroom Instruction that Works: Marzano
  • Understanding By Design: McTighe and Wiggins
  • A Repair Kit for Grading: O’Connor
  • The Differentiated Classroom: Tomlinson
  • Curriculum Matters: Wake Co. Quarterly Progress Audit
  • Fair Isn’t Always Equal: Wormeli
  • Summarization in Every Subject: Wormeli

ONCE THINGS FINALLY GOT ROLLING THE INFORMATION WASN’T TERRIBLE…BUT THE RESTARTS AND HANGUPS REALLY DISRUPTED THE FLOW OF THE SESSION.  THE LIST OF RESOURCES ABOVE ARE DEFINITELY WORTHWHILE.

NCMSA10: Middle School Management Magic

Middle School Management Magic
3/16/10
8:00am – 9:00am

Time to teach is classroom management strategies from the Center for Teacher Effectiveness

Presenter is going to try to condense an 8 hour course into this one hour sessions.  She will try to give us the ‘toolbox’.

Program beliefs:

  1. Caring is key -”Kids don’t care how much you know until they know how much you care”
  2. Nurturer path – Authoritarian – my way or the highway; Authoritative – you are authority, but children have a voice; Permissive – Chaos, kids run class
  3. Good behavior must be systematically taught
  4. Behavior can be changed – must be practiced
  5. Good discipline is a matter of good timing
  6. Conflict is inevitable, but…
  7. Combat is optional – never climb the power struggle stairs

Self-Control – The SMARTR response – Student Mood Assessment, Rapid Teacher Response

  • remaining calm and responding right
  • calm is contagious and silence is powerful
  • push asides and walk-aways(must be minor)
  • personal space
  • avoid power struggles

4 Conversation Diffusers

1) I understand
2) probably so
3) nevertheless
4) im sorry

Classroom Management (Proactive)

  • physical component – classroom design, seating arrangement, lighting, fragrance, music, voice(volume & tone)
  • social component – unconditional positive regard (unconditional love), contingent and non-contingent, verbal & non verbal communication
  • mental component – engaging appropriate lessons, all students appropriately challenged
  • behavioral component – Teaching classroom expectations

- identifying classroom expectations(student voice)
- show examples of classroom expectations
- Look for performance
- Consequences

Program’s Actions – for low-level behaviors only

  • Teach-to’s – direct teaching model – i do , we do, you do
  • plan a lesson for each expectation – positive behavoir – negative behavior – almost behavior – students only practice positive
  • Reactive Strategies – what happens when they dont do correct behavior
  • address emergent low-level behaviors
  • ask classroom integrity questions: -if can answer yes to all three, keep going

Integrity Questions

Can I still teach?
Can the student still learn?
Can other students still learn?

  • if no…..

1) Prompt for desired behavior (only once)
- walk away (back to lesson)
- give some wait time
- Eliminate multiple warnings
2) Refocus – for low-level behaviors only
- graceful exit from room – doesnt always have to be out of room, can be in back of room
- graceful entrance to buddy room
- refocus form – What was my behavior? What did i want? How did this teacher feel? How did it make my classmates feel?
What problem(s) did your behavior cause for you, your classmates, and/or your teacher?
How do you plan to change your behavoir in the future?
I am ready to return to class, yes, no
- welcome back
dont do Time outs – learning stops, often reinforcing, lack of supervision
program recommends Time in – behavior momentum broken, learning continues, no pay off for child
- critical behavor not tolerated.

THE PRESENTER DID NOT GET TO FINISH HER PRESENTATION AND HER PHOTOCOPIES WERE MISSING THE BACK PAGES,SO WE DID NOT GET TO HEAR THE ENTIRE PROGRAM.
THE NOTES END WITH THE PRESENTATION.

NCMSA10: A School’s Journey Towards Globalization

Casey Stringham (@techtipsPRMS) and Shannen Brettz

Porter Ridge Middle School – Indian Trail, NC

MY  NOTES IN ALL CAPS…MOSTLY TEACHERS IN THIS SESSION, 2 ADMINS…REALLY WOULD LOVE TO SEE MORE LEADERSHIP PUSH IN THIS DIRECTION

Porter Ridge is a huge middle school…1300+ kids MORE THAN TWICE THE SIZE OF MY SCHOOL

Used an All About Me strategy to get teachers to know more about each other…this year transferred it to a Global Me to discuss globalization strategies

Expectation is that teacher’s use technology and limit paper…5 year process for getting things into classrooms…6 laptop carts, SmartBoards/Mimios in Sci/SS…Doc Cams in LA…Airliners in Math

WOULD LOVE TO PICK HIS BRAIN ON SELECTION OF TECH HARDWARE…

Discussing how our kids view Globalization and how our schools have begun trying to tackle it…Environment, Technology, Jobs, Communication…all issues we can tackle as we discuss Globalization

Shannen can hand his iPhone to his 5 year old and she can operate it on her own…what are we doing to prepare for when she gets to middle school?

Are students and staff culturally sensitive?

Developed a Globalization Plan…Superintendent GIG – Globalization, Innovation, Graduation

Partner w/ Community

  • Night of Latin Voices
  • Cultural Performances
  • Sister Schools…25 different schools in 5 countries and 2 states

Global Panel at staff meeting

Book Studies for Staff Development…completed in Moodle

  • Three Cups of Tea…parent book study coming up this summer
  • Involving Latino Families in Schools

Report Card comments in English, Russian, and Spanish

Globalization = Going Global…how can this better our students?

  • Interact, inform, examine viewpoints, experience, expose, and empathize

Grade Level Charities…students vote to promote buy-in…rather than 1 big one for the school, or 37 tiny little ones throughout the building

Heifer International http://heifer.org

  • Helps purchase cows/water buffalo/goats for families that are in need…this helps them become self sustaining and provides milk, plowing, fertilizer, etc
  • Free curriculum that can be aligned to NC SCOS
  • Thought the curriculum was a little less than stellar…

VERY INTERESTING PROGRAM…WILL HAVE TO LOOK INTO THIS MORE FOR OUR SERVICE PROJECTS FOR NEXT YEAR…

Related curriculum to Bananas, Coffee, and cut Flowers

Created Organic Banana Commercials using Flip Video

Child Labor conversation in Moodle Forums…EXCELLENT THINKING SKILL DEVELOPMENT

Created Public Service Announcements in Audacity

Timerime.com – Interactive timeline builder to compare Guatemalan coffee trade through history

Bubbl.us – to make a flow chart

Old School Blog – Four boxes on paper…Question, Response, Comment by adult in their life, Student Response to comment AWESOME AWESOME AWESOME ACTIVITY!!! GREAT WAY TO INTRODUCE BLOGGING AND COMMENTING…STEALING THIS ONE FOR MY NOTEBOOK NEXT YEAR :)

Used Photo Story to create a Digital Story of the reading they were doing in class…students viewed the reading rather than reading it…

Used Google Earth to follow the path of cut flowers from Bogota Columbia to US and North Carolina

Resources: http://stringhampiratesglobalization.pbworks.com

FANTASTIC SESSION…REALLY DOING THINGS THAT ARE POWERFUL FOR KIDS LEARNING!! LOOKING FORWARD TO COLLABORATING WITH FOLKS FROM THIS SCHOOL IN THE FUTURE.

NCMSA10: Rigorous Schools and Classrooms

Ron Williamson – Eastern Michigan University

http://www.rigorineducation.com

Handout

MY THOUGHTS IN ALL CAPS…BY THE WAY RON AND I ARE NOT RELATED :)

Ron works with folks who are in School Leadership

People hold very different perspectives on what the word Rigor means…talking about rigor makes people feel like you are really challenging what they are currently doing IS THIS A BAD THING? I KNOW I ALWAYS WANT TO CHALLENGE AND PUSH MY THINKING

Midwest struggling with change from manufacturing economy to “something else” and schools aren’t sure how to make the shift

Agricultural industry in Oregon is having the same shift: no longer graduate high school and go work on a farm, farms are looking for folks with college degrees in business, agriculture, and chemistry.

“Rigor is creating an environment in which each student is expected to learn at high levels; each student is supported so he or she can learn t high levels, and each student demonstrates learning at high levels” –Barbara Blackburn, Rigor is NOT a Four Letter Word

COMPASS Model for Leading Change

  • Culture
  • Ownership and Shared Vision
  • Managing Data
  • Professional Development
  • Advocacy
  • Shared Accountability
  • Structures

Culture

  • Shapes norms and behaviors…unspoken rules about “the way we do things around here”
  • Visible through daily activities
  • Power of culture…new teachers develop “traditional practice” in less than 5 years in the classroom
  • Rituals/Ceremonies…one school had students walk across stage for grad. in order of GPA…many graduates refused to walk
  • Cultural Audit – List 5 adjectives that describe school’s culture, organize into common themes and discuss meaning
  • Walk the halls, what do you see? What is visible about student success? About the value of rigorous work?
  • Principal’s Lunch – Principal got cross section of students monthly during lunch asked them to “Tell me about your school.”

Ownership and Shared Vision

  • Involve stakeholders
  • Reduce isolation through collaborative work
  • Vision Letter – Ask teachers to write a letter describing how they will improve rigor in their classroom by end of school year…check back frequently
  • Hot Air Balloon – What would you see, hear, feel floating above school about rigor…what would it look like 5 years from now?
  • Challenge is getting people to agree on school’s vision
  • Fist to Five – tool for measuring consensus…fist=0, no support, 5=full support…many groups continue until everyone can hold up 3 fingers = broad level of support

Managing Data

  • Use multiple data collection tools
  • Don’t drown in data
  • 4 steps: Determine what you know, decide how to collect data, analyze data/results, set priorities and goals based on analysis
  • Student Shadow Study for data collection
  • Clear Expectations
  • Data Analysis

Professional Development

  • Job embedded
  • All day staff development is least effective
  • Develop shared language
  • Practical, hands-on activities
  • PRESS Forward Model: Purpose, Relationships/Connections, Expected Outcomes, Steps to Take, Support Needed, Forward
  • Follow-up on how to use the professional development in classroom…teacher to teacher works best

Advocacy

  • Build shared accountability
  • Planned public relations
  • Identify “movers and shakers” in building and in school community…How do you tap into them to support your schools?
  • Elevator talk…what would you say if you had 30 seconds to try and advocate for your school? READ THIS ONE IN PRESENTATION ZEN THE OTHER DAY
  • 1 Page Fact Sheet – single page advocacy document

Shared Accountability

  • Support teachers with change
  • Focus on results, not compliance with directives
  • Accountability through…everyday routines, supervisory practices, professional development, work with families and communities, students

Structures

  • Identify or create collaborative time
  • Schedules promote collaboration
  • Policy issues…grading, seat time, etc
  • Why do we put our bests kids with our best teachers and our kids who need more support with the newest teachers?
  • Schedule can be a very powerful tool…common planning time, shared classes, etc
  • Build in practices that promote ALL students to demonstrate their learning

GOOD INFORMATION FROM RON WILLIAMSON ABOUT HOW TO GET A SCHOOL CULTURE FOCUSED ON STUDENT SUCCESS AND RIGOROUS TASKS.  EXCELLENT INFORMATION IN THE HANDOUT. CHECK IT OUT AND LET ME KNOW WHAT YOU THINK!

NCMSA10: Videoconferencing Easy and Cheap to Use

Videoconferencing

Most familiar with Skype…fewer at conferences…fewer still have it in schools…

Tandberg systems are very expensive…

Regular video camera can be used for a webcam if already available

OrangeWare software…$20

Document Cameras

Logitech Pro 9000 roughly $100…webcam…fantastic picture for the price

$129 for H.323 software license…tack it in w/ a laptop and you’re set to go…Polycom PVX software running on laptop
16 ft. USB extenstion cable

Using 4 year old laptops…1G memory…1Ghz processor…

LOSING SOME OF THIS DUE TO TECHNICAL DISCUSSIONS ABOUT IP ADDRESSES AND FIREWALLS AND VLAN…WOAH…

EVERY ONE OF THEIR CLASSROOMS HAS 52” FLAT SCREEN HDTV…WHAAAA?…HOLY COW…PTSA FUNDED…

Showing a video of a VC session done between two classes…
Students using # cards to identify themselves…Student teacher on other end calls on #22, #12, etc

Bandwidth intensive…NC has a state network…real cost is how much bandwidth can be separated off for a VLAN…386mb minimum…State network may begin charging due to decreased budget…

Videoconferences available from NC Museum of Natural Science…NC Museum of History…and NC School of Science and Math…

NC Museum of Nat. Science only cost is to send artifacts back to Museum

Finding Other Partners
NCSSM has a catalog of programs…
Some have set schedule…some have custom schedules…
http://projects.twice.cc
http://cilc.org
Global Nomads http://gng.org

Jeff Nichols – jnichols AT wsfcs.k12.nc.us
Don Fought – dfought AT wsfcs.k12.nc.us
Carole Stern – stern AT ncssm.edu

Jerry.Taylor AT ncdcr.gov (Museum of History)
Mary.Tyler.fore AT ncdemr.gov (Museum of Natural Science)

GREAT SESSION…GOOD CONTACTS TO HAVE…THIS JUST MIGHT BE WHAT I NEED TO KICK START MY TAIL INTO DOING MORE OF THIS…

NCMSA10: This We Believe – Foundation for Success in the Middle

Linda Hopping
Georgia Lighthouse Schools to Watch

“To change the world, teach a young adolescent.”

The characteristics that we KNOW are too be good in successful middle schools are not evident in the majority of middle schools in this country. Half measures lead only to partial implementation and result in limited success.” –Ken McEwin, tom Dickinson, Doris Jenkins

What do YOU think are essential elements in order to have successful middle schools?
Deserve unique educational program
Teaming
Advisory…or a culture of advocacy
STUDENT FOCUS
Exploratory Programs
Focus on academics

Embrace Learning…not teaching…as the fundamental purpose of your school. –Rick DuFour

Culture of learning…not teaching to, learning with…

This We Believe began in 1982…was updated in 1995…2003 added Research and Resources…2010 is the 4th edition of this we believe and represents a near total rewrite…everything included is important

https://webportal.nmsa.org/Purchase/ProductDetail.aspx?Product_code=b8e51055-988b-4910-a3ac-97f70bde4973

TWB should be a roadmap for where we are going with middle schools

4 Essential Attributes of all Middle Schools
Developmentally Responsive
Challenging
Empowering
Equitable

3 Broad Areas
Curriculum, Instruction, Assessment (CIA)
Leadership and Organization        (L&O)
Culture and Community        (C&C)

16 Characteristics that are RIGHT for kids at this age…these are interdependent…can’t pick and choose
http://www.nmsa.org/portals/0/pdf/about/twb/TWB_Color_Chart.pdf
Value Young Adolescents and are prepared to teach them
Engaged in Active Learning
Challenging Curriculum
Multiple Learning Approaches
Varied Assessments
Shared Vision
Committed Leaders
Courageous and Collaborative Leaders
Professional Development
Organizational Structures
School Environment
Adult Advocate
Guidance Services
Health and Wellness
Family Involvement
Community and Business

THIS SESSION IS PRETTY MUCH A RUN THROUGH OF THE PRINCIPLES OF THIS WE BELIEVE…LOTS OF FOLKS IN HERE…WORRIES ME IF THEY’RE HEARING THIS FOR THE FIRST TIME…HOPING IT’S A REFRESHER FOR THEM AS WELL AND JUST SEEKING INFORMATION ON THE 2010 UPDATE.

Jigsaw reading of This We Believe among all staff members…”Walk the Talk” about educating young adolescents

Assess the current implementation of TWB within our school…NMSA Perception Survey to analyze staff feelings on implementation of TWB

DISCUSSING HOW SCHOOLS TO WATCH CRITERIA ALIGN WITH THIS WE BELIEVE

NMSA Assessment causes $479 plus cost of copies of TWB for NMSA members

family and student edition are being piloted currently

ALL MIDDLE SCHOOLS SHOULD HAVE A FOCUS ON TWB…IF YOUR SCHOOL ISN’T ALIGNED TO IT’S RECOMMENDATIONS, THERE ARE DEFINITELY THINGS YOU CAN DO…CHECK IT OUT!

NCMSA10: 2009 Essential Standards for Middle Grades Mathematics

2009 Essential Math Standards
NCMAC 3/12/10
1:00pm – 2:00pm

by Mary Russel and Robin Barbour

ncdpi site on essential standards http://www.ncpublicschools.org/acre/standards/

all information for math standards and info current and future can be find at http://math.ncwiseowl.org/ GREAT SITE!

essential standards are the standards NC is moving towards. They are:

        aligned with common core – federal standards for mathematics – NC has adopted common core – www.coursestandards.org and www.commoncore.org

        RBT verbs(Revised Bloom’s Taxonomy) are used throughout standards – there are few main verbs that have several sub-verbs under each one
sub-verbs are divided into teacher verbs and student verbs
                                                                
        concentrating on standards as a progression from 6th to 7th to 8th.

        listing of progressions are on the website. GOOD VISUAL OF PROGRESSION ON THE FOLLOWING POWERPOINT

        http://math.ncwiseowl.org/resources/presentations_by_the_mathematics_section/ncctm_2009_presentations/

*This year the state says we should be basing our instruction on 2003 NC standard course of study. Essentials standards still need to be voted on.
Keep an eye out for the vote. If voted on today, essential standards would not be implemented until 2011-2012 school year, but it hasn’t been voted on
so it will probably be longer. NEXT YEAR is definitely 2003 standards.*

3 options for students who will take high school courses in middle school:

OPTION 1 (must start in 6th)
6th -100% 6th grade, 50% 7th grade

7th -50% 7th grade, 100% 8th grade

8th -Math A(high school) standards

OPTION 2
6th -100% 6th grade

7th -100% of both 7th and 8th

8th -Math A(high school) standards

OPTION 3
6th -100% 6th grade

7th -100% 7th grade

8th -8th grade content and Math A(high school) standards 100%

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