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-Discussion of what are realistic expectations at various grade levels
-Discussion of realistic assessment of skills for students in rotation classes vs. ensemble/general music

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Noone  showed up-- if anyone is willing to offer a quick 1-2 min. audio recording about their experiences with Feedback & SBR to be included in the Everyday Blakers episode, just let me know!

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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--Discussion of calibration of learning skills and content standards in EEI unit.
--Use of precision errors with a 3
--Use of alternate assessment tools
--Looked at EEI Unit Test and started making changes to align with SBR initiative and full inclusion of EE domain

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Conferencing - Students? Parents? What can we do with that?

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Conferencing - Students? Parents? What can we do with that?

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Parent Conferences

- The Guidance Dept. is averaging 60 to 70 Parent Conferences for the past two years.  How can we utilize these conferences to affect the culture of the class?

- What information could be relayed to further connect the larger community to the school?

- How could these conferences facilitate getting information from parents/guardians to teachers?  Relaying "need-to-know" or even just "good-to-know" information.  Beefs up are ability to connect with students.

- Better enable us to support students as they transition within middle school.

- Help to facilitate the transition to high school or create a relationship prior to it, rather than the relationship being instigated by the transition.

- Helps give us a better idea as to where the parent's/guardian's understanding of adolescence is.

Student Conferences

- Is it possible to block off a day for just student conferences?  What are the other students doing at that time?  Like a "Conference Day".  For a Conference Week, each day of the week are conferences for each of the 5 academic subjects, e.g. Monday is English Conference Day - no ELA classes that day and each academic is extended 10 minutes.  5 minutes per student.

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1.) Used a personal narrative and all individually graded it.
2.) Compared scores and discussed - How do you measure revision and editing?  How many types of figurative language?  What to do with good use of dialogue that is not punctuated correctly?
3.) Looked at the term 2 report card.
4.) Some of the power standards have multiple skills in them.  How did you measure the feedback when there is a variety of skills in one standard.
5.) Updated the report card for term 2.
6.) Discussed how to give feedback that allows students to see the revisions and edits they need to make (digital versus hand written edits).  How to get them to slow down and proofread?

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-- how to communicate and document specific feedback about behavior

-- need for SEL standards that are more specific? Not everything is captured under the learning skills

-- going beyond content feedback

-- kids who we are not sure whether they are able to show what they know in content b/c other behaviors are getting in the way but no way to specifically document that.

-- optional narratives? some staff are using them.

-- need for classroom conduct section on SBR reports? Or Social Emotional Skills on SBR report?

-- question of way to express independence or with assistance from teacher?

-- Behavior rubric (Westwood) - students knew what category behaviors fell into and what consequence would result, requires flexibility

-- Always kids who regardless of what is in place, still don’t buy in.

-- What is behavior trying to communicate to adults? Non communication by adults sends an unintended message too at times.

-- time for individual conversations with kids? Those can be quite valuable but privacy and time are challenges.

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Feedback during writing or a project as opposed to feedback at the end (deadfeedback).
More "actionable" feedback
Timely Feedback
Specific Feedback (Not every aspect)

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Learning skills - making them relevant for kids

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Learning skills - making them relevant for kids

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-Slideshow of resources
-How to keep the skills present for kids
-Are we calibrated to what C means and what an O means
-is frequency the "best" way to report?
-narrative under a topic of a skill could be better - not feasible for all subjects
-could we have a bank of sentence descriptors under categories?
-the message can get lost in the bulk (from parent perspective) - is the parent takeaway what we want it to be?
-struggles with communicating what we want it to say:
-can we make it literally better with formatting (aspen)
-can we interpret/explain with narratives
-Missing the narrative/opportunity to conference
-what is more motivating? Grades/SBR - extrinsic vs intrinsic
-Other skills:
-independence
-Application
-Other level - 4 - danger of access to a higher standard

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Universal iPad project rubric connected to learning skills

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Universal iPad project rubric connected to learning skills

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Portfolio Development for Grade 7 and Grade 8 World Language Proficiencey

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Portfolio Development for Grade 7 and Grade 8 World Language Proficiencey

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504 Language

- Student name use in accommodations, e.g. "Allow Sam 50% extra time to complete tests and quizzes." vs. "Allow 50% extra time to complete tests and quizzes."

- Check ins more explicit in detail regarding frequency and nature of the concern.

- "Is/Are the limitation(s) substantial?" box is "yes" without any more explanation?

- Should the Additional Information section always be utilized?

504 Process

​- Process to ensure accommodations are being implemented.​

- Documentation every 3 years?

- MCAS accommodation for both written and computer-based?

- ​​Teacher Evaluation Forms regularly be used for reviews?

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Aligning Benchmarks with Evaluation Tools 

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Aligning Benchmarks with Evaluation Tools 

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Looked at our next unit and created detailed guidelines to help students and teachers remain consistent

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Creating Feedback Tools/Assessments to Align with Benchmarks

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Creating Feedback Tools/Assessments to Align with Benchmarks

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Looked at performance indicators and inventoried current assessments. Modified language of benchmarks.

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Daily 'quick quizzes' for World Language:  Ideas, types, assessing, feedback, etc.

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Daily 'quick quizzes' for World Language:  Ideas, types, assessing, feedback, etc.

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-we started by reflecting on the Will Richardson video- discussed the implications and connections to teaching world languages- passion, autonomy and agency, personal investment

discussed quick quiz ideas...
-take quizzes in class notebooks
-trying to fit in quick quizzes based on class stories
-types of quizzes: Listening & Reading;
True/False,
fill in the blank,
translate sentences,
fill-ins,
write all you can about,
listen and draw
dictation
what does _____ mean?
open ended... add the next sentence, what's your opinion? why is...?
favorite thing about____
after watching/reading, do you like...?
what would you ask (character/  presenter) about...?
Compare ___ to ____

-used as formative assessment, whereas summative assessment is  excellent for portfolios (gets a snapshot of where students are in their learning)
-feedback directly related to proficiency levels- helping students know at which level they are on and what they can do to "level up".

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Our team is made up of all science and math teachers

-science and math do not report on creativity first term and science in 6th garde sends a note home to inform parents

-Buck institute is a great resource for a creativity rubric

-in a project they will give examples of what creativity looks like

-we need to be clear with students that they are using creativity to demonstrate learning, not are they ‘creative’?

-one teacher uses Class Dojo to document creativity and assign points.

-we should talk about it in the classroom and point out examples of when we see it

-we should also provide feedback on how to become better at it

-is resourcefulness similar to creativity
-students can't possibly be creative in demonstrating their learning if they don't understand the concept.
-creative is above and beyond
-when we gray out the box on our report card we are sending a message that it's not valued
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Ways to Streamline SBR in Related Arts and Shared Classes

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Ways to Streamline SBR in Related Arts and Shared Classes

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-Experimented with Google Form template to digitally file grades
-Shared how we assess in PE vs Art, number of learning skills, content skills
-Discussed our schedule and how it impacts time with students (how we assess)
-Process vs Product
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Agreement that choice reading is important.  Looking to some perspectives on importance:
https://www.cultofpedagogy.com/stop-killing-reading/

https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-creating-passionate-readers-through-independent-reading.pdf

Making Choice Reading relevant, look to Kelly Gallagher's Reading Reasons

How to inspire students, give the feedback that will help them progress as choice readers?

Help them figure themselves out as readers, give feedback on aspects of someone's reading identity, without judgement.

Finding success with books that are at their reading level and maturity level.

Feedback on:
Identifying and finding what you enjoy?
Opportunities for kids to book talk, reading is social, reading is sharing.  Feedback/encourage around supporting a book talk might motivate.
Praise/reinforce recommendations.
What works for us as adult readers that keeps us reading for choice,  can same sorts of motivators transfer to students?
Meeting them where they are, giving the control back to them.