Chapter 1 by Mike Moriarty https://padlet.com/mmoriarty4/zi4kwt4kq2jr Respond to the following Prompts and comment on each other's notes. en-us 2018-12-06 15:57:34 UTC 2025-10-24 21:35:01 UTC hello@padlet.com https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/312010494 The examples on page 64 of the baseball player and the doctor are really clear and powerful.  It feels like something that should be shared with all stakeholders: educators, boards, students, parents, etc.

]]> 2018-12-06 19:45:52 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/312010494 https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/312010720 It is interesting that parent communication (pg 63 “As the number of students in schools grew, it became difficult for teachers to do home visits…”) was a major driver originally in going toward percentage grades.  How can technology, accessibility, and culture make percentage grades obsolete?  What are current communication obstacles?

]]> 2018-12-06 19:46:16 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/312010720 https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/312010794 Are percentage grades only for parent communication, or do professionals lean too heavily on them?  If so, how do we combat that?

]]> 2018-12-06 19:46:25 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/312010794 https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/312011033 page 67 - “When students see the zero in the gradebook, it motivates them to get their work done.”  Is a 1 for a habits of work grade any more motivating?

]]> 2018-12-06 19:46:56 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/312011033 https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/312011109 Would it be helpful for a parent “pamphlet” showing how inequitable traditional grades are? Maybe start with a statement of why they were originally used and are not longer important, give examples like on page 69-70 with Anna’s test scores, etc.?  I heard recently the school board did an activity where they figured out how many’s 100’s were needed to get an A after one zero, and that seemed to spark some awareness.

]]> 2018-12-06 19:47:04 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/312011109 https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/312011150 Page 79  -“When proficiency is the heart of the grading system, conversations become more growth centered and positive in nature. In traditional points-based grading, teachers concentrate on what the student did wrong.”

]]> 2018-12-06 19:47:10 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/312011150 https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/312011210 I think the concept of the “sliding scale” on page 78 is a difficult for many people used to traditional grading to comprehend.]]> 2018-12-06 19:47:16 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/312011210 https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/312011289 page 81 - are report cards the major factor holding teachers back from using feedback as “the grade”?  If so, what other reporting methods could be used so parents are informed but we are not shackled to the tool?]]> 2018-12-06 19:47:25 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/312011289 https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/312011348 For proficiency-based learning to work, teaching students how to receive and give meaningful feedback need to be one of the main foundational skills they receive.  That will place them to successfully produce evidence, cultivated over time, that shows their true proficiency. “The fact remains that a student’s body of work over time is the most reliable metric in determining overall student achievement.” (pg 85)

]]> 2018-12-06 19:47:31 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/312011348 https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/312011411 The change to proficiency-based learning takes time and a clear roadmap.  The three points on page 46 really highlight what is needed to move the system ahead.]]> 2018-12-06 19:47:39 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/312011411 https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/312011483 Pg 60 - “They (team members) must first resolve central issues and achieve coherence and clarity in order to build a solid foundation from which to learn.” How do we gauge what extent this has occurred on a department, building, and SU-level?  How do we move this ahead?

]]> 2018-12-06 19:47:47 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/312011483 https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/313836111 I agree that the baseball player vs. doctor is a very powerful example that should be shared with all stakeholders.  

In response to "What are current communication obstacles?" Maybe we should ask, how we can leverage technology to overcome some of these challenges. For example, can electronic student portfolios help parents see their child's progress with standards over time? How can we effectively implement the use of portfolios in the classroom? At what grade levels do we keep portfolios? Are there other technological resources that will help us show student growth over time? In my experience, most parents just want 
to know that their student is doing well and making progress.  So if we worry about parent interpretation of a new grading system, how do we better communicate with our stakeholders?]]> 2018-12-12 14:08:58 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/313836111 https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/313841465 To me, when we focus on proficiency in our grading system we also need to educate all stake holders on concepts like having a growth mindset.  

When we share real world examples of times that we can continue trying until we succeed, people seem to be less frightened by a daunting change like this.(For example- applying for a driver's license, passing standardized assessments for professional jobs in fields like teaching, lawyers, pilots, etc.)]]> 2018-12-12 14:18:53 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/313841465 https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/313843767 We need regular grade level and content specific PLC time at the district level to really have the most impact with using student-produced evidence. 

In schools where teachers are often the only one teaching their content, carving out this collaborative time for evidence-based conversation and instructional next steps is essential. I recently looked at student data in this way at a math workshop and left energized to return to the classroom.  How do we help teachers get some of this work done and scaffold this change?    ]]> 2018-12-12 14:23:21 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/313843767 "We cannot continue to perpetuate a system that is unfair, is inaccurate, and lacks meaningful feedback to students." What stood out to me in this section was how important meaningful feedback is to student growth and development, and how percentages really do not provide this meaningful feedback for students. However, for parents who want to understand how their child is performing, our practices for reporting this out are still developing, so I know for parents there may be confusion and frustration as to why these changes are taking place when they understood the "old" system...which is why we need to be able to explain the changes with confidence to those that matter the most. https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314214807 2018-12-13 12:49:12 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314214807 In our local PLC, our K-4 team tried to identify "pausing points" to conference with students about their learning targets and plans to meet those learning targets. We decided the 1/2 days are good times to make these conversations intentional. We have to also be able to organize the information needed to guide these conversations and give feedback that will be helpful and useful for further growth and development. https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314350540 2018-12-13 16:58:57 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314350540 For me, what makes this process more difficult is that the changes being made are at every level-changes in instructional practices/methods, changes in assessment practices, changes in how we conference with students/families, changes in how we grade/report out to families... and while all these changes may be needed to make our educational system more effective-it is a lot to grapple with, and I am working very hard to be patient with myself and this process (hopefully deepening my knowledge and understanding with every conversation that I have). https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314352830 2018-12-13 17:03:11 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314352830 Learning scales will be an essential component in making sure we have consistency and accuracy in how we are grading students across our SU. https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314357098 2018-12-13 17:11:05 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314357098 https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314406732 Yes, the current system is flawed but it is going to take quite a bit of time to change this system.  It has been hundreds of years that percentages and letter grades have been used.  We need to first make sure that the teachers understand the new system before we role it out too deeply to parents.  On page 22 I agree with the phrase that behavior and academics must not coexist in one single letter grade.  Slow and steady wins the race.  We can do this as a district.  It is what will be best for students learning in the long run!]]> 2018-12-13 18:42:43 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314406732 https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314411970 A zero is not very motivating for students. Once a zero is in the book it is hard for students to rise above that. A zero averaged in ruins grades. Giving someone a one will encourage them to keep trying and shows them what they can do to improve. A letter grade is really meaningless! It is important to give students specific feedback so that they can improve!]]> 2018-12-13 18:51:18 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314411970 https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314415798 We are in the middle of this process and different educators have a different amount of understanding. Once we have more of the learning scales created I think it will begin to be clearer. Also there needs to be time built in for educator discussions. I want to have conversations with other educators about grading, power teacher, and assignments. I really like the district focus on proficiencies. I am so anxious to see how this all works out in the future of OCSU! This will make way more sense when the learning scales are developed for each grade level!]]> 2018-12-13 18:57:33 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314415798 https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314422543 Some of these conversations could be done during staff meeting times. But we need to make sure that after the learning scales are created that we carve out a lot of time as a district to have conversations and calibrate student evidence. It will take time to get to where we want to be!]]> 2018-12-13 19:08:25 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314422543 https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314425137 I totally agree with the statement above. The issue is right now that we are not baby stepping through this process. We have decided to change sooooo many different aspects of education. It is too overwhelming for many educators, students and even parents. We see that the old system was flawed but right now life feels too new. Many new things for us to try. New is good and stretching our thinking is awesome, but I don't want to go too fast!  For a clear second order change, we need to take our time and do this right! ]]> 2018-12-13 19:12:26 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314425137 “In looking back over those 120 years in education, we see and efficient, yet misguided and ineffective graded system” (28). I find it interesting to learn that the switch to a traditional model was made for greater efficiency due to a larger number of students. It is clear that percentages are flawed, and do not show growth in a student’s learning however, I fear that efficiency is still a concern for many teachers. How do we manage large student populations, while meeting the needs of each individual learner? Is the portfolio system the best way to share out evidence of student learning and growth? jbonneau https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314472488 2018-12-13 21:07:01 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314472488 I too like the idea of sending home a pamphlet for parents and stakeholders showing the flaws in traditional grades. I think this could help communicate the "why" with parents. I find the discussion over using a zero as a motivator to be interesting. In my experience I would agree with the premise that actually the opposite is true. I do worry that without proper communication and understanding students and parents will view a "1" similarly to how students viewed a zero in the old system. jbonneau https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314474181 2018-12-13 21:13:18 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314474181 "...but also determine how much evidence is enough to clearly and confidently decide a student's proficiency level in each learning target" (37). This is a question I have thought about a lot and I think it is something that needs to be discussed at the district level and at the building level. I like thinking about learning as a sliding scale, that never really stops, I think students and parents need to understand that quarterly grades are snapshots, of a students learning at a specific time. I think students and parents still have a worry that quarters are averaged and that their grades on a report card are final. jbonneau https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314475746 2018-12-13 21:19:31 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314475746 At some point in this process we need to think about and develop a system for teachers in k-8 schools to collaborate. It is important for teachers of the same content area to find time to make equitable and meaningful assessments and to compare notes about how schools are using student produced evidence. jbonneau https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314507361 2018-12-14 00:28:24 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314507361 I would like to see a pamphlet for parents once we have have the system for grading worked out. I think to do a pamphlet now when we are still inconsistent with our practices is too soon. First we need to make sure we understand the system and are able to use the system consistently. Then we can develop a pamphlet that can explain why we are no longer using traditional grades and can show how the new grading works. This pamphlet could also highlight the benefits of the new system. https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314526866 2018-12-14 02:48:54 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314526866 I do worry that some students will shift from thinking about getting F's as failure to thinking about getting 1's as failure. My students are always curious about their SBAC scores. They are disappointed when they have not scored a 3 or 4. I always talk to them about their growth. Some have had over 100 scaled points in growth. That helps; however, they still see a 2 and think that somehow they have not measured up. I wish we could just give written narratives of their progress; however, that would require us to have a lot more prep time to prepare feedback for parents. https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314527612 2018-12-14 02:54:07 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314527612 I wish I could just have my students present their binders to parents to show their progress. Their binders contain all the work they have done in class and shows the progress they have made. https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314528126 2018-12-14 02:58:14 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314528126 Right now I think many people are feeling overwhelmed. I wish we had spent a year working on our learning targets and spending more time talking about the transition to proficiency based grading and how to make it work in our classrooms. I will admit that I am struggling with it since I do not feel prepared. https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314528330 2018-12-14 03:00:10 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314528330 Using percentages has always been a concern of mine. As mentioned in the text, once a student has demonstrated a lack on knowledge or understanding (low grade), it impacts them for the remainder of the quarter - even the year. I have also struggled with entering a 0 when a student hasn't completed an assignment or refused to make necessary corrections. I find it most frustrating when the student is very capable, but for one reason or another is refusing to complete any work. https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314542201 2018-12-14 05:51:33 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314542201 Page 35 brought up two important components for grading. It identifies that grading for proficiency "allows students to focus on where they are in their learning journey with respect to the learning targets" and that the grades are supportive of their learning. I completely agree with these statements, my struggle is with teaching and gaining student buy in. I find that many students are struggling to use the information provided to them to improve their learning, and take it to the next level. https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314542527 2018-12-14 05:56:08 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314542527 On page 36, using proficiency levels will " ...thus making it easier to identify areas of strengths and address areas of concern...." This section made me think more about the learning scales that we will be developing. I'm hopeful that once we have these learning scales, the students (and myself) will gain a better understanding of the next steps and the directions we need to move in to deeper and broaden their understanding. These scales will also be helpful for identifying areas of concern. https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314542902 2018-12-14 06:02:47 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314542902 During student-led conferences, my students often ask if they can share their binders with their parents. Of course they can! This is evidence of their learning. https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314543166 2018-12-14 06:07:55 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314543166 I have to agree with the two post above - there is sooooo much new this year. I find myself (and my students) struggling to understand. I'm also concerned about our teachers - I think we are asking a lot of them right now. https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314543384 The collaboration and communication as a team are key components for making this transition a success in any building or across the district. This is definitely an area that requires improvement in my building! I also feel that the bulk of this work should be done with content area teachers, and in our grade bands. There isn't enough time to allow for these conversations.]]> 2018-12-14 06:11:28 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314543384 https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314672542 “Following are three key points to remember during the preparation phase.
1.  To develop shared commitments, the collaborative team must be willing to question and challenge its current grading practices and then agree on more effective strategies that implement an evidence-based approach.
2.  For equity, the team must be able to develop consensus and inter-rater reliability around grading practices. Inter-rater reliability simply means the team is calibrated around how it actually assesses the evidence of student proficiency—what represents proficiency to one teacher should represent proficiency to all teachers on the team.
3.  For clarity and communication, team members must fully understand why they are being asked to consider changing their traditional grading practices and be able to explain this change clearly to both students and their parents.
”

Excerpt From: Troy Gobble, Mark Onuscheck, Anthony R. Reibel & Eric Twadell. “Pathways to Proficiency.” iBooks. https://itunes.apple.com/us/book/pathways-to-proficiency/id1215127798?mt=11]]> 2018-12-14 14:55:32 UTC https://padlet.com/mmoriarty4/zi4kwt4kq2jr/wish/314672542