What if my Doctor Assessed using a Punitive Grading System?

**The basic idea of this post comes from a fictional story Rick Wormeli used as an example in a workshop I recently attended.

Most of us believe that turning in assignments on time is an important behavior for students to exhibit.  However, it should not be confused with the essential skill we are trying to teach.  If behavior is given it’s own category, it allows us to accurately reflect the students academic ability.  If we want to use grades to help us make important decisions about student  progress and next steps, it is critical that we understand where they actually are in the learning process.  Reducing grades for late work combines behavior and academic ability, thus confusing what is meant by a grade. Consider the following example:

I went to a doctor to get a Blood Pressure test.  Blood Pressure is assessed using the following chart

Blood Pressure Category	Systolic mm Hg (upper #)		Diastolic mm Hg (lower #)
Normal	less than 120	and	less than 80
Prehypertension	120 – 139	or	80 – 89
High Blood Pressure (Hypertension) Stage 1	140 – 159	or	90 – 99
High Blood Pressure (Hypertension) Stage 2	160 or higher	or	100 or higher
Hypertensive Crisis (Emergency care needed)	Higher than 180	or	Higher than 110

I showed up to the doctor and parked in a 15 minute parking zone, knowing that I would actually be in the office for 30 minutes.  I had to do this because I was already late so I couldn't find a parking spot.  The doctor noticed that I was late.  His policy is an automatic 10 points are added to each blood pressure category when people show up late.  When he found out that I parked in a 15 minute parking zone, he had to add another 10 points to my blood pressure according to his policy.  When I got my results back, my blood pressure was marked:

117/76  + 10 for being late = 127/86 + another 10 points for not following directions = 137/96

I have now been prescribed medication for High Blood Pressure.  It kinda stinks since I don’t have high blood pressure but it was my own fault.  I have truly learned a lesson from my doctor.

Quality Feedback

Feedback is one of the most important things we do as educators.  John Hattie's research indicates that feedback is one of the top ten influences on student achievement.  Hattie describes quality feedback as being given against explicit criteria.  Quality feedback also clarifies goals.

Feedback must be of high quality to have the influence on achievement that we desire.  Carol Dweck warns against simply praising a student.  Praising students can inadvertently lead to a fixed mindset.  As an example, if you say "Great job, you are so smart," that might make a student feel good, but it is actually damaging.  It sends the message that some people are smart and others are not.

So how do we avoid creating a fixed mindset and shift to a growth mindset?  How do we make sure to create powerful and meaningful feedback.

Rick Wormeli says to "point and describe."  Use "I noticed that you ____ and as a result _____."  Comment on decisions rather than on the quality of the work.

An example of quality feedback could be:

"I notice that you used humor in your writing and as a result, you held my attention."  This type of feedback is less personal.  Yet, a young writer would take great pride in this comment.  So, it is a compliment, but it doesn't pass judgement.  The person receiving the feedback also knows that if they want to hold you attention, humor is a good way of doing that.  It is informative and it can be repeated.

Wormeli notes effective protocol for data analysis and descriptive feedback uses the following:
Here's what-factual statement with no commentary
So what-interprets the data
Now what-plan of action that might include questions or next steps.

Example: Your students showed above average growth on the Maps test.  This growth was greatest with  your advanced students.  What did you notice in your instruction with advanced students?  How can that be implemented with other students in your class?

The power of feedback is undeniable.  The effect size on learning is significant.  We want to give feedback that is specific enough that children will learn when to utilize a strategy.

I noticed that you read this entire blog post.  As a result, you are now more prepared to give good feedback.

Grading for Mastery: Learning to Ride a Bike

Grading for Mastery:  Learning to ride a bike

Mark	Description	Instructional adjustment
Beginning	Unable to ride the bike.  Unable to balance.	Training wheels
Progressing	Able to ride the bike but is wobbly and may have to stop often to regain balance.	Hold the bike as the student begins. Let go.  Allow for practice time. Allow student frequent stops. If unsuccessful, put the training wheels back on.
Proficient	Able to ride the bike for a long distance without stopping.	Allow practice time.  Begin introducing tricks.
Advanced	Able to ride bike and perform tricks and can confidently ride at higher speeds.	Allow for some practice and then move on to unicycle

Traditional Grading: Learning to ride the bike

Assessment will be graded based on the percentage of feet riden on a 100 foot ride.  Points will be taken off when a student has to stop to regain balance.

Student 1

Attempt 1 = 100%

Attempt 2 = 85% (actually went 100 feet but did it a day late-my policy is 15% off per day late)

Attempt 3 = 100%

Attempt 4 = 0% (did not do the test)

Attempt 5 = 100%

Average 77%=D+

Student 2

Attempt 1 = 70%

Attempt 2 = 75%

Attempt 3 = 70%

Attempt 4 = 85%

Attempt 5 = 85%

Average 77% =D+

Given that both students received a D+, should the intervention be the same for both children?

Grading for Mastery

Grading for Mastery

Why Grade for Mastery?

Our goal is for students to master the content.  The best way to find out if they have mastered the content is to create a grading system based on mastery.  When using averages, we really can’t look at the letter grade and decide what is meant.  As an example, in a traditional grading system using averages,  if a student scores:

Assessment 1 = 60%

Assessment 2 = 70%

Assessment 3 = 90%

Assessment 4 = 100%

Assessment 5 = 100%

Average = 84% which is a C.  However, the student is now performing at the expected level.

Averages struggle to tell where a student is in comparison to a given standard.  They are better at telling how a student did over a period of time.  When grading for mastery, you want to find out how the student is currently doing on a specific criteria.

What does a grade mean?

To determine the level of mastery, we use the terms Beginning, Progressing, Proficient, and Advanced.  Averages are not used.  Instead, we see how the student currently does in comparison with a given performance criteria.  This explains where a student is in contrast to a grade level expectation of performance.  

In contrast, traditional grades have no specific meaning to them.  In some teachers gradebook, a C might mean that the student is performing average.  In another teacher’s gradebook, 90% of the students might get an A.  In that case, a C is far below average.

Specific Feedback based on skills we want to see Mastered

Rather than having a system that includes several factors into the grade, we grade using mastery of specific strands of content.  Therefore, if you want to see how your child is doing on number sense, we can tell you that using this system.  In a traditional grade, we have no way of separating out specific skills.  We might tell you that the student received an A in the class but not be able to tell you where your child can improve.  It might feel good to hear your child has an A, but as a parent or a teacher, it doesn't provide feedback on the strengths and on areas of potential improvement for your child.  

Boys will be Boys

The other day, as I was driving home from work, I heard a radio personality talking about the Miami Dolphin's Jonathan Martin case.  Jonathan Martin had been harassed by a teammate Richie Incognito.  This talk show host's solution for Jonathan Martin was to "be a man" and "punch Incognito in the face."  He went on to talk about how men aren't allowed to be men anymore.  

Similarly, I have sat in on several meetings with a parents who have made the comment "it's just boys being boys" in response to their male children's misbehavior.  

Is it really true that boys simply can't behave?  Is it true that "boys are boys" and therefore do not have the ability to control themselves?

Is it really true that the way to be a man is to punch someone in the face as a way of solving conflict?

I've been alive for 36 years.  For a good portion of my life, I was a boy.  For the remaining time in my life, I have been a man.  I'm having a bit of an identity crisis.  In the 8 years I have been in school administration, I have had plenty of opportunities to deal with conflict, yet I have never solved any conflict by punching someone in the face.  Nor have I had a situation where the male teachers solve conflict by punching each other.  

I have dealt with many boy students.  Successful boy students do not regularly misbehave.

Why then, do we hold this standard?  Why is it that people accept that men are supposed to act like animals even though we rarely see this as a way successful men act?  Why do we allow behaviors that are inappropriate in children by saying "boys will be boys" when we don't see examples of successful students coming from these behaviors.  

This seems to be setting a standard that will lead to unsuccessful male students.  In my school, nearly 90% of all behavior referrals come from our male students.  It seems time that we begin talking about boys as in control of their behaviors and not accepting or perpetuating the idea of "boys will be boys."

Staycation Field Trip

Break out of the box
Schools are time based organizations.  We go to school for 7 1/2 hours per day for 180 days per year.

School schedules drive the way we teach.  If you have X minutes to teach math, we are essentially forced to fill that time with math, even if the lesson is not really an X minute lesson.  Can our focus be truly on student learning if we are limited to a certain number of minutes?

Schools develop schedules because students have to eat lunch.  Students go to Explore classes.  We can't have 55 minutes for Math and 90 minutes for Reading and still have the students rotate between classes (unless the same teacher teaches both subjects).  The bus has to pick kids up at a certain time.  In other words, the reasons we need schedules are for logistical reasons.

These constraints are real.  How can we find ways to lessen the restriction of the time barrier?

The Staycation Field Trip

What if a team of teachers who taught Math, Social Studies, Reading, Writing, and Science (interdisciplinary team at the middle level) decided to throw out the schedule for a day or maybe even a couple of days.  They could still send their kids to lunch at lunch time and still send kids to explore classes at the appropriate time.

• What if kids were required to solve a problem or create a product?  Force students to think differently.  Allow kids writing to be published (do you take more time writing when you know others are going to read it-I know I do).
• What if the students were required to use skills from all subject areas to complete the project?  Are any projects we do as adults actually so isolated that you could say "Today I spent 46 minutes doing math."  Or do real life projects force us to go back and forth constantly from reading, to writing, to doing math, to working through social problems or issues?
• What if the project wasn't time based but learning centered? Overcome obstacles like time.  Allow time to learn.

Overcoming Obstacles
Yes, it takes time to do an authentic, learning centered, problem based, product oriented projects.  Yes, this takes away from time giving direct instruction and completing tests and worksheets.  However, the product could be amazing.  Instead of thinking of it as a day off, think of it as a Staycation Field trip.  Most of us are fine with taking a field trip.  We realize the value of removing ourselves from the building and the benefits of learning in a different location.  In a staycation field trip where we aren't rigid to the pacing guide but instead provide a lesson valuable to the student.  We will still cover material for the state test, but we will take time to provide real life, authentic learning opportunities along the way.

Why a staycation field trip?

Wouldn't it be better for kids to learn than for teachers to teach?  What will students remember?  What will be authentic?  What will have lasting value?

Think Outside the boxes on the schedule

Let go of making everyday exactly the same.  Allow for flexibility in scheduling and find ways to engage kids.

Collaborative Culture: Moving Away From "Just Tell Us What to Do"

Creating a collaborative culture can be difficult.  It's messy.  The answers aren't always black and white.  It takes time to come to resolution.  Discussions can be tense.  People will disagree. Collaboration is iterative.  It's never ending.  It's a process.

In a collaborative effort, titles don't matter.  Everyone possesses the ability to create change.  Everyone has the ability to influence decisions.  Completely collaborative environment probably never fully exist.  At some point, a hierarchy always develops.  However, moving as far on the continuum from hierarchy to true collaboration should always be the goal.

Think of the power of the group.  Ideas coming from collaboration are truly exponentially better than the idea of one person.  As one person comes up with an idea, another person builds on it.  This process happens over and over. People learn from each other and build on each other in a collaborative environment.

At times, a final decision has to be made.  However, when you have the ability to be collaborative on a decision, never wish for somebody to "just tell us what to do."  If somebody just told you what to do, think of all of the opportunities your organization would have missed.

"If you want to go fast, go alone.  If you want to go far, go together."-African Proverb