#EdcampBlake2017-SBR Archive of Sessions by Nat Vaughn https://padlet.com/medfieldpublicschools/edcampblakeSBR2017Archive As a group, please archive your discussion - share resources, notes, questions, links, etc. This will help us to identify next steps and allow others 'in on your conversation/dialogue'. en-us 2017-11-06 17:39:44 UTC 2025-07-24 11:37:07 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Templeball.png Room 124 recorded by Gow https://padlet.com/medfieldpublicschools/edcampblakeSBR2017Archive/wish/204075636 Marjorie led off the discussion about SBR sharing her experience. Sarah and Kara wanted to know more about it since they do not give grades. Marjorie mentioned that a team effort is very important. Science started as a pilot for a unit then decided to do it for a term. This led to piloting it for an entire unit.

After three years, Marjorie feels like she has reached the core essence of SBR. Does the student understand this particular standard/content? This is the driving factor for why SBR is needed. Students focused more on the grade/# rather than the standard. Marjorie is able to zero in on the weakness of the student rather than the entire process.

Sam Cowell: biggest draw was moving away from grades and working towards mastery of a skill. Personal experi nice has been positive rather than negative where kids can focus on the skill rather than the grade. Assessments are now being looked at to zero in on the standards rather than a grade. WL focused on two learning skills which has been a challenge to get all the content into both.
What is the evidence that you collect? Sam collects the evidence through assessments and figures out the overall number for when kids reach a standard.
Marjorie mentioned that she wished parents pushed back more about showing evidence. Marjorie would like to revamp the SBR to look less intimidating. Create the SBR to reflect the core essentials of learning.

Marjorie: what does the evidence look like? She’s mentioned that there is a combination of assessments and projects. To help accommodate students, verbal check ins are also used to check if the student meet students the standard. Teacher feedback is very important to the process?

Monique: mentioned that she is here to learn more about what’s the middle school is doing so she has a better idea of what the 9th grade students are coming to high school with.

Fears: a lot of work, record keeping,
Benefits: forces collaboration amongst colleagues
Exceeding expectations: Kristin asked about why science doesn’t use the four on the scale. The response was that the standard is the standard and you can’t go above it but there can be a place to report those exceeding expectations.
Travis: mentioned that all teachers could have benefitted from having a template to work with that is focused on skills. Introducing the staff to SBR by all of using one report to report skill set rather than content.
Kara: wondering about intrinsic motivation over extrinsic motivation. Would intrinsic motivation be reduced b/c of SBR or increased? Is seeing grade chasing worth it just because of motivation.
Monique: high school is just starting to re-examine their grading practices to reduce stress and anxiety.
Kristin: wondering if all of the benefits coming from SBR, retakes, project based learning, etc... be done yet keep the grades in place.
Marjorie: the one part SBR to keep no matter what is the learning skills.
Sam: becoming more on board with 4 on the SBR. Inclusion of the 4 would help bridge the gap between those who want SBR and those who do not. Sam mentioned specific examples where 4s could apply to WL. Sam sees the 3s as a very wide range of students who meet standard Andy those who excel at it.
Travis: asked Marjorie about students drive towards success? Has student drive declined because there’s is a lack of 4 on the scale. Marjorie mentioned that the cover sheet is the place where the exceeding of the skill isn’t reported. Is age a factor in motivation for 3 vs. 4?]]> 2017-11-06 19:21:02 UTC https://padlet.com/medfieldpublicschools/edcampblakeSBR2017Archive/wish/204075636 Room 105 https://padlet.com/medfieldpublicschools/edcampblakeSBR2017Archive/wish/204076525  
How to accommodate “standards checks” ….questions surrounding 7th grade math!! 
-Should be scaffolding, not changing the standards 
-Coming up with differentiated material that you can use to access standard
-the validity of the standard 
-multiple ways for students to show ability 
-placement test (acc. vs. all the same)  
-retakes? (all kids / IEP)
-Taking baseline data at start of year to make sure accommodations are needed / appropriate
-SBG -- better reporting for IEP kids -- more accurate reporting...we are missing these opportunities!
-By having SBG skills -- can report with more detail
-Skills should be the focus rather than the content standards → building skills to use in life 
-content vs. learning issues 
-Using standards to help parse out eligibility -- how are they accessing the curriculum? 
--BCAP? 
-High school leveling?  Does that decrease some of that debate?
-supports by the time the get to post high school?
-Should get multiple opportunities to reach standard 
-2 different stories -- meeting the standard vs. meeting the Medfield standard 
-UDL is the goal -- SBR should support this

 
]]> 2017-11-06 19:22:37 UTC https://padlet.com/medfieldpublicschools/edcampblakeSBR2017Archive/wish/204076525 Room 207 - 1,2,3's oberry3 https://padlet.com/medfieldpublicschools/edcampblakeSBR2017Archive/wish/204076946 How do we determine what the number means?
Is there a firm understanding of what each one means - after several assessments and various types it can be hard to determine how to classify a student as a 1/2/3
Is it supposed to be from the last or most recent moment in time? 
How does the process of learning impact the reporting of mastery of the standard
What about students that want to come back to review work because they saw another student doing the same?
Can an expectation evolve over time so a child can meet it at one point but not later?
Teacher can make determination as to mastery
Instead of exceeds expectations - student can apply skill in a new/novel way
What do I do when a student has a 2 and wants to know what they need to do to get a 3/show their teacher that they really understand concept?
When do I finish assessing a student - need to be mindful of burnout?
Our narrative is that we are delivering feedback - this is part of being a good learner
Can any of our "old" methodologies come to play in this new system in terms of feedback to kids and how to promote growth in learning?  7th Science feels that that they look at and use students growth when  providing feedback while 7th math feels that they only looked at one point in time.
Should the term "progress" report change to report only - but how is this different from before?
Nat will sit with 7th grade math re interim/final report card.


]]> 2017-11-06 19:23:18 UTC https://padlet.com/medfieldpublicschools/edcampblakeSBR2017Archive/wish/204076946 Relateds and Rotations https://padlet.com/medfieldpublicschools/edcampblakeSBR2017Archive/wish/204078424 Art - As a department, met a lot about SBR. Went through each course they teach and the National Standards to make sure they were reaching each standard. They looked at adjusting their curriculum if needed to match the standard. Have SBR report for each lesson. Nancy will have 450 SBR a year. Worked with Diane to create Art SBR Template with class lists. Sending SBR report home just for 6th grade this year.

Music - has met once about SBR.

Guidance - Has worked on determining the intended skills and outcomes of each Guidance Rotation. How do we quantify the work we are doing with the students in the guidance classes? Our classes are fillers, and we have classes because there are vacant periods in the schedule. How do we assess what the student has learned in guidance classes and applied it? What can we do beyond exposing the student to the skill? Rather than saying they obtained the skill and applied it.

LMC - Is able to quantify the work the students are doing in the rotations pretty easily. 

Survey to parents about the value of SBR from the relateds?


]]> 2017-11-06 19:25:26 UTC https://padlet.com/medfieldpublicschools/edcampblakeSBR2017Archive/wish/204078424 Room 302 https://padlet.com/medfieldpublicschools/edcampblakeSBR2017Archive/wish/204080127 Gradebooks, how do we report on standards that carry throughout the year. Math copies cover sheets and has a notebook. Science has a gradebook with each standard and substandard recorded. Expectations can change by term on standards that carry throughout the year... there is a need to align them within subjects so that they are clearly defined. How do we justify learning skills without intense amount of data, we talked about how we know intuitively we know some but what we do record data for especially when there is something notable. When do you transfer information into electronic reporting. Science does the final understanding electronically. Showed gradebooks and how to report. How do parents differentiate whether they have a good student if most kids meet standards, - through the learning skills. Clearly explaining thinking and attending to detail shows a lot of information about the type of student you are. Skills reporting on tests - use the skills that make sense for that test. Does creativity really fit for us as a skill - we teach many things that we don't assess...Would can do statements make more sense for english --- standards are too dense ]]> 2017-11-06 19:27:58 UTC https://padlet.com/medfieldpublicschools/edcampblakeSBR2017Archive/wish/204080127 Room 127 https://padlet.com/medfieldpublicschools/edcampblakeSBR2017Archive/wish/204090444 Susie was super helpful as Heather is in SBR kindergarten! We talked about when (and if) to give feedback on grammar, and how do it in a meaningful but not punitive way..  Susie explained how she writes more feedback on each assessment and doesn't miss the narratives so much because of more timely and frequent comments, to kids and their parents.  We talked about different kinds of feedback--verbal in the moment, written on practice activities, and then assessments.  All valuable for student learning, but some kids don't take the feedback in if there's no grade attached.  


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