SBG - Reflections on SY 2010/11

Last summer was a changing point for me as an educator. Fed up with my then method of grading, irritated at the "points-game" that my students played, and a lack of consistency in grading amongst teachers led me to reach out to the twitter/blog-o-sphere to build a better mouse trap. As a result, I became drunk on the Standards Based Grading (SBG) Kool-aid and I'm so glad I did.

If you go back and read the posts from last summer, you will see a lot of uncertainity in my posts as I tried to figure out how to best implement SBG in my classroom. Now that a full year has gone by, I want to provide some information on implementation, what worked for me and what didn't, and how I plan to modify it for next year.

Disclaimer #1: I only did SBG in my Algebra 2 classes and I'm still working out the details on how to implement in my AP classes for this upcoming year

Disclaimer #2: I am writing this post with the assumption you are already familiar with the basics of SBG. If not, I would definitely recommend Robert Marzano's Classroom Assessment and Grading that Works. A lot of my ideas are borrowed from his research.

How SBG works in my classroom...
At the beginning of a chapter, students are provided with an assignment sheet (Click HERE) which has a list of Learning Targets (LTs) and practice problems for each LT. In general, the LTs were from the lesson objectives of my textbook, but I did sometimes combine or even eliminate smaller objectives. For each LT, I broke down the traditional assignment from the textbook to 5 or so problems per LT, trying as hard as I could to provide a range of difficulty for each LT. I also tried to select odd problems so the students would have access to the answers in their textbook.

After 2-3 lessons (roughly 4-5 LTs), we would have a quiz over the material. Each LT had 3 problems, the first one was fairly straightforward and basic, the second problem was of average difficulty, and the third problem was of more advanced difficulty, often asking them to apply their knowledge in a new way or combining multiple skills. (Click HERE to see a sample quiz). Each LT was graded as a C (for Correct), P (for Partial), or I (for Incorrect). The C/P/I's were then combined for a rubric scale grade for each LT, with the more advanced problem's score weighing a bit heavier than the basic problem's score. I used a 4 point rubric, which I then converted to a 10 point "gradebook" grade due to limiations with my district gradebook.

In general:
CCC = 4 = 10/10 - You totally have this concept mastered!
CCP = 3.5 = 9/10 - You are almost there, just a minor error (usually a sign issue!)
CCI = 3 = 8.5/10 - You've got a pretty good grasp on the material
CPP = 2.5 = 8/10
CII = 2 = 7/10 - You have a basic understanding of the material
PPP = 1.5 = 6.5/10
PPI = 1 = 6/10 - There is a glimmer of knowledge of the concept
III = 0.5 = 5/10 - You have no clue, but you gave a valid effort
--- = 0 = 0/10 - You left it blank or no valid effort
**Note, not all combinations of C/P/I are listed... this is just a general guideline of what I did. Sometimes a CPP was a 3 depending on the strength of the Partial.

The night of a quiz, I went home and graded them, then recorded them in my gradebook on the 0-4 scale. I kept a paper gradebook (Blank copy HERE) because I wanted to keep track of student scores and reassessments, plus we don't have online access to our gradebooks at home :) Each square in the gradebook is large enough to write several scores, so it worked well for me. (See Sample GB HERE)Probably the most difficult thing for me was that I've always been a slow grader so I really didn't know how well I would do at getting quizzes back the next day. However, after a few quizzes, I was amazed at how speedy it was to grade, and so it wasn't the dreaded chore that it had been in the past.

The next day I handed the students back their quizzes. On the first few quizzes, I took the time to re-explain the system and what the rubric score meant. I really think that the time I took to model and explain the SBG system paid off in more ways than I could have expected. In the past, students had looked at their overall grade and then thrown their quiz away (or in their backpack, never to see the light of day again). However, with SBG, students really took the time to read the feedback, do an error analysis, check with a buddy to compare methods of solving, and rarely did I find a quiz in my trash can or recycle bin. In fact, most students kept their quizzes in their binders, in numerical order and even in May, they were able to produce quizzes from the fall semester when they were asked to. I had *never* had that happen in the past!

After the students received their quizzes, we discussed as a class what it meant to remediate and reassess. We talked about their score was a reflection of the mastery they had demonstrated, and if they felt their mastery had improved, then they needed to come in to demonstrate that improvement to me. On my podium was a weekly sign-up sheet (Click HERE for a blank copy) for students to schedule reassessments. I only allowed reassessments on three days of the week so I would have some off time for tutoring, meetings, etc. We also have a built in Advisory period on Thursdays that students could come in, but since I already had 20 Advisory students, I limited reassessments to the first 10 students that signed up.

When a student showed up for reassessment, they had to provide me proof of remediation. The idea behind this was that I didn't want them wasting my time or theirs on reassessment if they had not put any effort into mastering the material. Initially, I had planned that their remediation would be the practice problems from the assignment sheet, but as the year went on, that idea was modified to include an error analysis of their quiz, notes/problems worked with a tutor, etc. Overall, I was pleased with how students handled their remediation. As the year progressed, you could definitely see the students taking more control of their learning as they decided the amount and type of remediation they needed to do in order to master the material. We did have a few big rules regarding reassessment - the students could only do the LTs from a single quiz during a single session, and they could not received tutoring and reassess during the same session. These rules helped us keep our sanity and helped with the short-term memory issue :)

The Lessons We Learned
I was really shocked and amazed at how easy parent communication became with SBG. Since their grades were totally based on quizzes, there were no discussions on extra credit, turning things in late, etc. The gradebook was laid out in a very clear manner about their student's level of mastery per objective, so most parent questions were easily addressed.

At first, I was really dreading the actual grading, but I quickly adapted and overall I ended up with less to grade, yet able to provide my students with more specific and detailed feedback about what they knew or didn't know. I was also able to grade much faster, which let me have more time for planning interesting lessons.

In our original design, we had planned to continue with traditional chapter/unit tests, but this quickly went by the wayside. Part of this was a time issue, part of it was keeping all of the terminology straight, and part of it was just that traditional tests didn't seem to fit in well. We ended up going to just quizzes, which were every 5-8 class days and it worked out just fine in the end.

Definitely have a partner to try this with! If I had gone at it alone, I would have bombed out early just from being overwhelmed. However, I had spent most of last summer reading, researching, blogging, tweeting, discussing SBG before I ever stepped into my classroom. Having Neighbor Teacher there to try it with me, to help shoulder the responsibilities of writing quizzes, coming up with LTs and Practice Problems, asking advice while scoring a quiz was simply invaluable.

Changes for Next Year
One change I would definitely like to make for next year is an easier way for students to keep track of their scores. The assignment sheet has boxes for this, but I wasn't very good at insisting that students write their original score and their reassessment scores in those boxes. I need to look at some of the other blogs to see what they do for student recording.

I would also like to look into using tiered remediation. In other words, if you scored a 3.5, you only had a single minor error, so you don't need to do as much remediation as a person that scored a 0.5. I'm not sure that I could keep up with this paperwork, but I did have a few kids that did the minimum amount for remediation and then were shocked when their reassessment still wasn't very good!

Would I do it again?
Heck yeah! This was a long process but SO worthwhile. I've grown professionally through this process and I don't regret a minute of it. I just hope that this record of my journey helps someone out there as they start sipping the Kool-aid :)

In the Good Ole Summertime...

It's official - summer is here! Today's highs were in the upper 90s and it's downright yucky outside!

Last Friday was our official last day of school, but I went back for a two day workshop this week. To say I'm conflicted would be an understatement... As I had understood it, the goal of the workshop was to work collaboratively on inquiry based lessons. However, most of my inquiry focused more around the "Huh??" realm. :) One definitely positive outcome was having conversations with the science teachers on how they use math in their classrooms and what I can do to support their program within my math classroom. I think the key challenge will be finding places in our math curriculum where the science fits naturally as to not create a "square peg/round hole" forced situation. It was pretty natural to find places where statistics fit in (duh!), but it was challenging to find areas for Alg2. The best we came up with was literal equations, parabolic motion, and graphing stories (distance vs time, etc).

After our workshop, several Alg 2 teachers got together to plan out the first part of next year. One of our frustrations is that we spend too much time on Alg 1 review, which then creates a bottleneck when we get to the actual Alg 2 material. Our goal was to try to condense the first few chapters of material while reviewing the Alg 1 material in the context of Alg 2. For example, instead of reviewing slope and writing equations of lines and such, we would do linear piecewise functions and have them write equations and find slopes of the various segments. I'm very excited about the changes and reorganization that we worked on and hope that it really helps with making connections for our students.

By the way, for those naysayers that think teachers have all this time off, today was my first day with nothing planned out and what did I do? I cleaned my office and worked on some activities for next year. I did get a nap in though! :)

Edited to add....
I asked my twitter PLN for any examples of how math can support what they are doing in science. For sake of my memory, I am cataloging the responses here...

macsmath - linear & quadratic eq's --> 3d position & prediction - I'll post what I do with it soon (hopefully)

jsb16 - I'd be happy if my students came in with Alg1 concepts solidly understood. Most of my sophomores can't solve F=ma for m.

torquedu - direct/inverse/inverse square/sqrt/logarithmic/exponential variation as common relationships among variables (not x &y)
- Not strictly Alg2/Precalc, but stus could always use practice with unit conversions, sci notation, non-integer numbers & graphing

fnoschese - equation of line, slope, area under graph (by hand, no calculus), solving equations, systems of equations, right tri trig, vectors.
- stop using x and y as variables eg if height is unknown use h not x.
- Truck starts 100 m north of school going south at 20 m/s. Car starts 40 m south of school going north at 35 m/s. When/where meet?
- Another is when they need to use slope eqn and area equation for a graph at the same time b/c of unknowns.
- for example: slope = (10 m/s/s) = v/t, area = (45 m) = (1/2)(v)(t) . What is v and t?
- You have a graph of velocity vs. time. Slope is acceleration (given). Area under graph is displacement (given). What's v and t?

I really appreciate the information given by the science teachers!! Thanks to you all!

Sweet summertime....

Another year has come and gone and what a year it has been!

This past week...
Thursday we had a Professional Development day and Neighbor Teacher and I presented on our implementation of Standards Based Grading. We had a classroom full of teachers, mostly math, but a few from other subjects too. The presentation was supposed to be 1 hour, but many people stayed over for about 30 extra minutes to ask questions. Overall, I was really pleased with how well the presentation went and I am excited to see where next year takes us in terms of assessment. From the questions and comments, I think several of my colleagues will be trying SBG next year in their classrooms. After the presentation, I started packing my classroom as I will be moving to our new math and science facility next year. After 30 boxes, my cabinets are completely empty and I am headed back up there today to do my desk area.

Next week...
One of the future goals of the math and science departments is to create inquiry based collaborative projects and lessons. This next week, several of us will be gathering for a two day workshop to learn about this initiative. I'm eager to see what the outcome of the workshop will be.

Over the summer...
As always, it will be a busy summer. In addition to next weeks workshop, I have three more weeks of workshops planned, several items on my to-do list for next school year, unpacking my new classroom, and lots of naps :)

Things to keep... Things to change...

Yesterday was my favorite day of the year. It was my annual "Trash Me" day. That is the day that I tell my kids to let me have it, tell me what they liked and dislked about the class, what needs to be kept, and what needs to be revised or even tossed completely. I tell them it's okay to tell me the honest truth and to feel free to tell me that I'm the worst teacher they've ever had and they wouldn't wish me on their worst enemy and I won't take it personally. For me, it's the most rewarding day of the year because the kids really are brutally honest and that's what allows me to grow from year to year. I start out by asking them to get out a piece of paper, then they free write for a few minutes. Then, I open it up to verbal discussion and write their comments on the board.

Here are some of their comments:
- Really liked working with a group/partner, but many felt they were too dependent on their partner, so they struggled when working independently. (My response: This year is the first year I've gone to almost a completely active classroom. As a result, the students worked on labs and activities almost daily to learn the material. While I did appreciate the reduced dependence on me as the teacher, I
did not anticipate the increased dependence on their groupmates.)

- Students felt the Gallery Walk activity was very successful. It forced them to read over the previous groups work and look for error and to see different ways that other students did the steps. (My response: I'm glad they felt this was useful, I had never used it before and now I will try to find ways to use it more often)

- Students appreciated that homework was only required for remediation/reassessments. The majority felt that we worked so hard in class (remember, they are the ones working, I don't lecture much at all), so additional homework they felt was unnecessary for most students. However, they did recognize that sometimes they needed to work more on a concept in order to really get it. (My response: I totally agreed with them here)

- One suggestion they had was to do more FR questions at a time. We do a weekly Free Response question, but many of them requested a monthly/quarterly Free Response practice that was multiple FRs at a time over mixed topics to help them prepare on pacing and seeing multiple topics at a time. (My response: I think this is a great suggestion and I will definitely implement it for next year)

Overall, I really appreciated their honest feedback and I will admit that this is the first year that I've had more positive comments than negative comments. I always learn so much from their suggestions and feel that this is one of the best growth opportunities for me from year to year. Now that the AP exam is said and done, I love reflecting on my year and planning for next year :)

Random Thoughts...

Tomorrow afternoon is the AP exam... I've done what I can do, now it's up to the kiddos.

Now the race to the end begins... Graduations, assemblies, banquets, final exams, professional development, packing up.... Seems like every day on my calendar has something written.

I've started my to-do list for the summer and it keeps growing. Sometimes I look at it and think "Dang, I really did a horrible job this year"... I know that's not true, but it's so easy to get overwhelmed by all of the things I would like to improve upon. I need to trim and edit the list to a manageable level...

Two more weeks....

Looking Back... Looking Forward....

It's that time of year where I start reflecting on the past and looking toward the future. We now have one month left of school and a lot to get done in that month. The Algebra 2 End of Course exam is just days away and the AP exam is coming in a few short weeks. The month of April has just flown by and here we are at the end of it!!

Yesterday I got to see my new classroom for the first time. My district is building a new math and science facility and in just a few short months, I will be moving in. It is bittersweet for me - I'm excited to have the amenities that come with the new facility, but very sad to leave my current hall-mates that have helped me through thick and thin. Some of the perks of the new room - a thermostat that *I* can control, lights that turn on automatically when you enter the room, and light controls both by the door and by the teacher station, which will be great for videos, etc, lots of white board space and the ever important storage.

As I look back on this year, here's my list of things that I'm really excited about:

• Standards Based Grading really worked well for me in Algebra 2. The kids really took ownership of their grades and realized that the important thing was that they learned the material. I am extremely proud of how well my kids adapted and how much they matured over the year.
  
• Converting AP to a completely active classroom. I really couldn't tell you the last time I lectured in AP. Instead, I set it up as a lab style classroom where the kids worked daily in groups, really emphasizing that "productive struggle" we keep hearing about.
  
• My online PLC via Twitter - I learn so much from these people! From the online book clubs to just having a network of like-minded educators, this has been one of my most rewarding professional activities from the year.
  
• Vertical Team - several of my colleagues and I have been working this semester on vocabulary alignment, Pre-AP ideas, and opening the lines of communication, all of which were sorely needed.
  
• Overall, because of the things listed above, this was my best year ever!!
  

Things to think about for next year...

• Flipping my classroom - making videos to teach, review and refresh concepts from earlier in the year
  
• Standards Based Grading for my AP classes
  
• Determining which labs were most effective for AP and which need to be revised
  
• Integration of articles into my AP classes
  
• More technology - in the new facility, we are supposed to have laptop carts in our classrooms. If so, I would like to work more with google forms, wikis, blogs, etc to really integrate technology
  
• Pre-AP integration - Assuming that I am still teaching Algebra 2 (we've not gotten our schedules yet), I would like to work on more Pre-AP activities.
  

It's going to be a very busy summer..

Developing Understanding in Algebra and Geometry

Last week, my district brought in a Pre-AP math consultant to work with us on Pre-AP Strategies. Initally, most of us were not pleased with having to miss a day of school to attend a PD day, mainly because we had missed 2 weeks of school in February due to a blizzard and we have end of course exams coming in mid April, so a lost instructional day was not high on our to-do list. However, we were also very grateful that the district was trying to bring in PD that would be applicable and ready to implement. In a nutshell, we had a great day :) Here are some tidbits of knowledge that I took from it...

General comments
"You (the student) will feel uncomfortable in this room! Your brain will hurt daily!"

The "Rule of 4" should be on every assessment and potentially every problem.

Make the kids communicate in complete mathematical sentences. Communication helps ALL kids - the answer alone does not. With just the answer, the struggling kid still doesn't know what to do or where to start.

Students should be asked to read, interpret, communicate, draw, label, compute, and explain/justify on a regular basis.

We as teachers should not have to put "Show all work" on every test - this should be an implied directive that they do no matter what.

More Specific Ideas
One of the key components of the workshop was the focus on how to communicate mathematically both your process and your product. One of the activities she used came from the Math Connections book by Dale Seymour. She used the "What are you likely to be asked" activity, but in the Amazon link, you can see an example of the "How do you know" activity. I can really see both of these as great warmup/journal prompts or even as exit slips.

Another idea she had was based on the game "Would you rather?" I think it would be neat to sit down and brainstorm a bunch of these for various courses. This again could be a neat journal activity.

She also refered us to the Algebra Lab website and we looked at the All Tied Up in Knots problem, which explores a system of equations using two ropes, tying knots in each of them and measuring their length. This could be a great pre-ap Algebra problem as you could go into what the y-intercept and slope really mean, which is a vital skill in AP Statistics. I'm eager to go through the other activities on that site to see what else I could use in my classes.

We also explored some neat geometry problems such as constructing a tangram using compass/straightedge, a fun manipulative proof the Pythagorean Theorem, 3D solid constructions using pipecleaner pieces and coffee straws, and peeling an orange to discover that the surface area of a sphere is 4(pi)r^2.

All in all, it was a fun and productive day that really allowed us to get some creative juices flowing.