Should Quizzes Count?

As I passed back our most recent chapter assessment, I struck up a conversation with one of my Algebra 1 students.  When she looked at her scores (I give each problem a score which is tied to a standard rather than one overall score), she noted that she had never received such high scores in math.  This student has said that after every chapter test usually in amazement at her success.  This last time I decided to sit down and have a chat with her about two things: my confusion of her lack of confidence and her continued disbelief in her math ability.  She has passed every essential standard on every test with a proficient or advanced score, usually an advanced score (based on our department expectations). 
I took a seat next to her and we looked through her assessment.  I asked her some questions about how she solved some of the problems, how she chose strategies to use, why she solved problems the way she did.  These  questions proved what I already knew, this is a strong math student who knows what she is doing and why she is doing it.  In my eyes math makes sense to her. 
So then I asked the burning question I was really wondering: "How is math different for you this year?"  She sat and thought for a minute or two.  While she contemplated the question, I considered why I asked this and what I was expecting to gain from her response.  Since I am in my second year of implementing standards based grading, I am conducting action research in my classroom constantly.  I was hoping to gain some insight on how/if standards based grading had anything to do with the improvement of her math grade.  As it turns out, the implementation has had an indirect effect on her improved grade.
She told me that the biggest thing for her was our weekly formative assessments (quizzes) and the immediate feedback on classwork that had enabled her to practice, learn, make mistakes, identify her misconceptions, and then allow her to re-learn the things she struggled with without being punished by a failing grade.
"Mrs. Beck, you record our standard scores in the practice phase so that we can track our progess, understanding, and misunderstanding but those scores do not count against our grade AT ALL.  When it is time for the chapter test, the scores I receive on that are the scores I have in the class.  So, this year I am not stressed if I do not know how to do something, I just know that I need to get help and practice more.  I am able to focus on learning rather than focusing on not making mistakes.  The mistakes I make while practicing allow me to adjust and build a lasting understanding of algebra 1.  Last year I was so stressed about not making mistakes that I couldn't focus on learning the math standards."
When my winter break ends in a week, I know that I need to bring this issue up with my department to discuss if/how quizzes should be counted.  The most common comment I hear from my colleagues is that if they do not "count" the quiz, then the students will not take it seriously.  So, when I hear that comment my first question will be: what is the purpose of your quiz.  For me, the purpose of a quiz is to see where my students are with their understanding.  There has been more than one occaision that I thought my students had a concept down up until I gave them a formative assessment on the standard and was proven wrong.  Thankfully, my students will write me notes and let me know they have no idea what/how to do something because there is not the punishment of a grade looming over them.  They readily admit their lack of understanding knowing that there will be help and support to get them where they need to be.
I only hope I can convince the math departement that fear of a failing grade will not motivate students to learn and be successful math students.  It will be a conversation that will continue for many months with many uncomfortable moments.  But it is a conversation that I will start.  There will be many challenging questions asked from both sides and the parody will enable all involved to grow. 
I apprreciate any suggestions and/or advice you have to share!

Grading Irony

This past week, as I graded the first chapter assessment in my pre-algebra classes, I had a realization.  The last page was filled with problems on mean, median, mode and the best measure of central tendency (I will remind you soon about these) using a set of "test scores" from a social science class.  Some form of these questions have been on the chapter test for the past 6 years and I am embarrassed to say that I failed to see the negative impacts of averaging grades that were explicitly pointed out on these assessment questions.  Part of my ignorance can be attributed to the fact that I have been using a 4, 3, 2, 1, 0 grading system that equalizes the A to F grading range.  I learned many years ago that a 100 point grading range can be devastating to a student's grade.  But it took my student teacher and her discussions with students to really hit the point home.

The test scores that were given in the data set were:

92, 82, 88, 90, 82, 0, 98, 100

mean: 79
median: 89 (the middle number after putting the data in order from smallest to largest)
mode: 82 (the number that occurs the most)
mean (without the outlier): 90.3
outlier: 0

The mean or average of this data is 79 which is a C+ in most grade book programs.  When you look at this data, do you think the mean is an accurate evaluation of this student?  If we look carefully, there are four scores 90 or above, three scores in the 80's and then that ZERO.  Wow, can you believe the impact that one little zero has on the other scores when using the mean to calculate the grade?  What about the other measures?   Now it is story time...

As we went over this assessment question in class, an amazing thing happened.  Before discussing this question, I asked students which measure of central tendency was the best for "grading".  Overwhelmingly my students voted for mean.  I asked them why and they stated that the mean had been used in every one of their classes from fourth grade until now.  After the informal poll and the discussion, I posted the last page of their chapters 1 and 2 assessment.   I asked the students to get their phones or a calculator out and find the mean of the data since on the test they only had to describe/define how to calculate the mean of a set of data.  As each student saw the result appear on the screen of whatever device they were using there was a collective sigh of disbelief.  They were absolutely shocked at the result.  When they saw that the mean was 79, they began formulating arguments and questions as did I.

My first question was: Do you still think the mean is the best measure of what this student knows?  My next question was: Is there a measure that you would rather have your teacher use?  My last question was what are you wondering?
Here are some of my student responses to the data and my questions:

First, overwhelmingly, the students felt that the mean was the worst measure to use with this data.  They argued that the student obviously understood the material and that he/she had one bad day which had a huge impact on his/her overall grade (something that could be proven by using standards based grading).   If they had to choose, they preferred that their teacher use the median to "calculate the grade.  The interesting part came when we discussed the things my students were wondering.

They wondered why grades are calculated the way they are.  They wondered how grading can be more informative and meaningful.  The most insightful question came when a student asked, "Mrs. Beck, why didn't the teacher ask the student what happened or have a talk with the student to get to the bottom of the zero."  Many of the students stated that if this had happened to them, they would feel defeated.  And because we are in a middle school and there is no consequence for failing, they would no longer put much effort into a class that pays more attention to the one bad grade instead of acknowledging the many outstanding grades.  This question and discussion opened the door for a new look at the standards based grading system I use with these students.

I shared this problem and the discussion with the teachers at my school.  I am the lone wolf of standards based grading and this was not about converting others.  It was about awareness and having my colleagues consider the effects of their grading system on student learning and motivation.  Unfortunately, the message fell upon deaf ears.  I shared this information with the teachers because I promised my students I would.  I am sharing on this blog because I know there are many folks out there that will think about this and consider it.

Needless to say, my students have a new appreciation of standards based grading.  I will be sharing more about all of this soon.  I ask that you pause and consider your grading and what it actually measures.  Then join the #sbar group on twitter to join the journey to make grading more meaningful to all!

When Life Happens...

The beginning of this school year has been an eye opener for me.  I have been slammed with a lot of "LIFE" lately.  Without going into too many gory details I am dealing with some major stuff:

• My family is in the middle of selling, buying, moving, and trying to make it all work with only one move... slightly stressful for a couple of control freaks (my hubby and I).
• Parental health issues that will/are having a major impact on me and my family.

You are thinking, what does this have to do with education... well it has a lot to do with the students who walk through our doors everyday in many ways and I will be happy to make the connections for you!

Moving is stressful and it is something my husband and I despise, however we have done it 8 times in the 20 years we have been together (the past 9 years we have been in the same house).  We feel totally out of control because our house has sold and we are waiting for a short sale house we are trying to buy to close by the end of the month so we can avoid a double move.  My husband and I have had to remind ourselves that this short term stress is worth the result of having 3 acres of land to play on and a place that we will consider a vacation from our work lives.  It hit "home" today when we watched our 6 year old son run around the property.  The short term nightmare will lead to many incredible years of love and fun.  However, I know that our stress is transferring to our son in indirect ways and that makes me think of my students.

Have you ever had a student who tells you they are moving or have just moved and that they cannot find their "school stuff" because it has been "packed"?  There are tears in their eyes for a variety of reasons.  Maybe their parents are splitting up, or perhaps their family has lost their home due to the economy.  Or they could be moving for good reasons.  No matter the situation, moving is stressful and it can turn a household upside down which can have a huge impact on our students.  

Now onto the parental health issues.  Both of my parents are up there in age which creates an interesting dynamic for me, I had my son when I was 40 and so I am the mother of a young boy who has parents who now need help and care.  Again, what does this have to do with our students?

I want to make a plea of patience with our students.  Right now I am dealing with a bit of added stress, but I am so thankful in so many ways.  However, I worry about our kiddos in our classroom who are experiencing stress because of the "life" that is happening.  Guess what, some of your students have daily stresses that they deal with.

I ask you to please consider the following in your students lives:

• Listen to them and not judge what they share with you about what is going on in their lives
• Work to make a connection with the student(s) who seems to be a "problem"
• Provide a safe learning environment for your students, which includes giving them more time, or lending an ear, or finding a way to make them successful everyday.
• Look for the good in each student every day
• Know that sometimes the reason for their actions or lack their of are due to  something that is out of their control.
• Remember that NO student comes to school thinking "I want to fail"

Apparently, I have a lot of external issues that are impacting my daily life.  What I do not want is to impact is my students learning experiences in a negative way.  I have been thinking about how I can share my "life happens" moments with my students as a teaching/learning experience.  I want to model for them a variety of things:

• It is healthy to show emotion.
• It is normal to be stressed and confused about what is going on in your life.
• Please ask for help, support and/or advise when you need it.
• Know that there are many people who care about you.
• Know that you are an incredible individual with many gifts to share.

Yes, I know there are those students that make things difficult in our classrooms.  They are the ones who need to know that we as educators believe the above applies to them.

Most importantly, I am asking that when you are checking homework or looking at student work and you walk up to that student you are almost sure does not have it, STOP.  There are two paths you can take at this point.  The first is giving the student a zero for whatever work is missing this time.  Or you can take the second path and have a chat with the student to find out why they consistently don't do their homework or classwork.  Find out about this kid and make changes to help him/her succeed instead of continuing the cycle of failure.  You just might be the person who changes the student's learning experiences into positive ones.

Make Sure You Include Your Students in the #sbar Process

A few weeks ago I shared my "vision" of what I imagine my classroom to look like and how standards based grading would drive that vision Check it out here!  I wanted to share what I have done so far this year to establish the atmosphere I so long for, and how standards based grading has driven what I have done.

My mantra this year is: TAKE YOUR TIME which is so difficult for me!  Last year I implemented standards based grading swiftly and even though it was better, if I had taken a bit more time, it would have been much better.  So, this year, I went back to the good old days when I was an elementary teacher and concentrated on taking time to establish procedures.  Not that I had not done that with my middle schoolers, but I had become a bit complacent since I only had my kiddos for 47 minutes.  What I realized is that procedures are as important or even more so because of my limited time.  I want to utilize each and every minute and make sure I provide meaningful learning experiences for my students.  I also want to make sure that I am gleaning valuable information on student understanding or lack there of during this time.

The overall instructional goal for my math classroom this year is: Authentic Literacy - purposeful reading, writing, and discussion as the primary modes of learning content, thinking, and problem solving skills.  This is driven by the fact that my district uses College Prepatory Mathematics as our Algebra 1 - Calculus math programs.  CPM as we call it is extremely reading intensive, there are many pages in the book that have fewer numbers than words.  So, I began my year using Marcy Cook's book - Numbers Please! Questions Please! and  Lane County 7th Grade Problem Solving and Lane County 8th Grade Problem Solving.  All three of these resources provide an opportunity for me to introduce reading to understand mathematics and to begin the process of teaching students to translate words into mathematical representations.  It also allows me to establish a thinking environment that allows students to take chances and make mistakes.  Thanks for hanging in so far... Now for some nuts and bolts!

• Head Problems - My quiet signal
• When I want students to focus on me, I use a head problem to pull them out of whatever they are doing.  "Start with the number 10, double it, divide by 5, triple it, add the digits, show me on your fingers...  This is a mental math activity that makes the students stop what they are doing and focus on what I am saying.  At the end when they show me the answer, I tel just so the students who werew so focused on tl the students who got lost to copy what they see the other students showing.  We go over the problem quickly.  I can use these problems to introduce upcoming skills or reinforce mental calculations.  
• Standards Tracking Sheets - The tool that I wish I had used last year
• Pre-Algebra Standard Tracking Sheet Chapters 1 and 2 this tool has taken standards based grading to a new level in my classroom.  It has the standards listed (gotta love California - God I wish I could move to Canada) then the concepts, and then the variety of assessment columns.
• I give the students a pre-test at the beginning of each unit.  The student record their scores I have given them according to Kristen Beck's Grading Rubric. 
• The students know that they have to prove understanding and this sheet allows them to track where they are in their understanding of each standard.
• The beautiful part of this process is in the formative assessments.  Any time there is some sort of formative assessment in class, the students record the skill/standard that was assessed.  I included many columns because not everything is assessed each time...

What has resulted is so incredible.  The combination of the grading rubric and the standards tracking sheet has produced a shift in the dialogue in my classroom that I would not believe could happen in the first six weeks of school.  Here is what has happened:

• The students are actively using the grading rubric to understand their standard scores on the pre-test and weekly formative assessments.  
• Instead of "trashing" their quizzes, they are voluntarily correcting them and writing explanations about where they messed up.
• They are taking responsibility for their understanding or lack there of and telling me "I know how I messed up, or where I messed up, or I don't understand this standard" knowing that they will not be punished for not knowing and that I will be there to provide the guidance they need to learn and prove they understand the math standards. 

There is still much to do in this process, but I feel much better about the start of my year. For those of you who are on year one of standards based grading, be patient with yourself and your students.  We have an incredible group of teachers at #sbar to help and support, however, learning from your own mistakes will be just as rewarding.  It is such a difficult path to take #sbar on, but it will be the most positive shift in the learning of your students and you owe it to them!

Will be writing more about the purposeful writing and discussions very soon!

According to the state of California, I Suck as a Teacher

Warning:  This is a total venting post, read with caution! (It is more for me than an audience)

On Tuesday I began my 22nd year of teaching.  The fact that I have been in the classroom this long is ironic.  I had a different path picked out, even though I had been encouraged to become an educator by friends and people in the profession.  When I finally caved to the idea, it was because I wanted a job in my major out of college.  The other driving force was the fact that I could work anywhere (I have, and that is a whole post in itself).  When I started teaching, I gave myself 7 - 10 years in the classroom.  After that, I saw myself in some sort of "official leadership" role.  So, here I am still in the classroom, not because I couldn't move upward, but because I chose to stay.  After this week, my first week of school, my heart and head know my place is in the classroom, yet according to how some of my students did on our state tests, I should not be.  Okay, I am being a bit dramatic, but I was in my principal's office crying after the test scores came out.  Thankfully, my principal is a very centered, understanding man who can calmly and effectively deal with his emotional female staff members.  So, what happened?

• for the first time in the 9 years I had been at my school, my test scores dropped significantly (every other year, my students showed improvement).
• I had 2 Algebra 1 classes for the first time in four years and they were the ones whose scores had dropped from advanced or proficient to basic or below basic.
• Apparently teaching students how to problem-solve and think does not translate to improved test scores in mathematics

Okay, let's calm down for a second.  I teach in a state that is over-obsessed with test scores.  They factor into real-estate transactions!?  I have to consider the following facts:

• I implemented standards based grading for the first time
• I had not taught the algebra 1 curriculum in a number of years
• I challenged myself by trying new strategies... too many to write

None of any of this matters, I am broken-hearted because I let my algebra students down.

Stop. Take a breath. Lets think about who I am as an educator.

• I am someone who does not pull out last year's lesson plans and adjusts the dates.
• I am someone who takes time to build relationships with her students.
• I am someone who even after 21 years believes in the good of my students and will work to make learning meaningful for them

I could go on and on, but as I think about my list I realize that there is a higher power at work.  When I question what the heck I am still doing in the classroom, it comes down to this...

Deep down in the core of my being, I am doing what I love to do... Spending 5+ hours a day with the most incredible people - my students - and working my rear off to make learning meaningful for them. 

I promise:

• To  believe in the good of my students and teachers I work with
• To find ways to make mathematics meaningful 
• To include "Authentic Literacy" (Schmoker) and promote purposeful reading, writing, and discussions.

So, what the heck am I going to do?

• Use standards based grading to drive learning
• Use Authentic Literacy - purposeful reading, writing, and discussion as the primary learning of content and skills
• Integrate technology to support learning standards

Stay tuned, I have some good stuff coming up on how my first two weeks of school went! 

Standards Based Grading: The Foundation for Learning in my Classroom

The other morning I got up early to journal before my first PAID day back to school.  I emphasize the word paid because if any of you are like me, I had already spent a handful of unpaid days in my classroom knowing I would need the extra time to get myself ready for a new school year.  Before I wrote, I closed my eyes to visualize how I wanted our (students and educator(s)) classroom to look:

When I close my eyes and picture walking into my classroom, I see students busy or should I say INTENT on being mathematicians.  Some are working in pairs, others individually.  I am sitting at a table with a small group providing instruction or intervention or enrichment.  There are students on the computers, sitting on the floor, working with tools, writing, sharing, creating and they are all engaged, self-directed, and self-monitoring so that I can focus on working with my small group.  Everyone is involved in meaningful math activities all with the same goal of proving their understanding of the math standards.   The students are focused on the standards individually rather than everyone doing the same thing at the same time.  It is calming for me to think about my classroom operating the way and also daunting - it takes a lot of work, preparation, and foundation building to have a middle school classroom that actually works this way!  I've always had this vision and when I taught elementary students, I took the needed time to establish this vision.  So, this year, I am going to do the work to create a classroom that is as close to my vision as possible.

The foundation for building a classroom environment described above is Standards Based Grading.  I will be using what I learned from reading the book: The Daily 5 which is a book about elementary literacy.  The reason I bought and read the book is because they go through and describe exactly how to create a classroom of self-directed, self-monitoring students who are focused on learning.  The authors describe some "Core Foundations" one of which is "Creating a Sense of Urgency".  They also state that
"Purpose + Choice = Motivation".  As I thought of these two ideas, I realized that the driving force for my classroom would be my use of Standards Based Grading.

So, as I begin my second year of working to implement standards based grading and having it drive my vision, I decided to re-visit an invaluable resource that I found November 2011:

Educational Leadership:Effective Grading Practices

For those of you interested in implementing standards based grading or changing your grading practices to support student leaning and achievement, you need to read these articles!

Here are some highlights:

• Susan M. Brookhart:  "Standards-based grading is based on the principle that grades are not about what students earn; they are about what students learn."
• Thomas Guskey : "No research supports the idea that low grades prompt students to try harder.  More often, low grades prompt students to withdraw from learning."  
• Rick Wormeli:  "Lawyers who finally pass the bar exam on their second or third attempt are not limited to practicing law only on Tuesdays."  
•  Alfie Kohn: "Grades don't prepare students for the "real world"- unless one has in mind a world where interest in learning and quality of thinking are unimportant."
• Robert J. Marzano and Tammy Heflebower: "Demonstrating knowledge gain can be intrinsically motivating to students." and "Teachers should allow students to upgrade their scores from previous grading periods."
• Douglas Fisher, Nancy Frey, and Ian Pumpian: "When practice work is part of the overall grade, students don't take risks, and teachers don't get valuable glimpses into their understanding."
• Carol Ann Tomlinson: "An A that doesn't represent personal struggle and growth is a lie."  

There are other great articles from inspiring educators.  The final quote I want to leave you with is from Susan M. Brookhart: Teachers who are skeptical about standards-based grading need safe honest conversations about their beliefs."  Keep this quote in mind as you take the next step in sharing your successes in using standards-based grading with your colleagues.

I did not mean to be this wordy, however, I felt I needed to share my re-focus process at the beginning of the new school year and this ASCD issue helped me.  If my vision is to work, and my grading is to be motivating, then I need to keep these articles close!  At my school, I am still a salmon swimming upstream against an incredibly strong current, as are some of you out there who are taking on standards based grading in your classrooms.  

Thank you all of the #sbar folks!  You keep me going and fighting the good fight!  There is no way I would have persevered with this one if I did not have your resources and support!  I look forward to a great school year of learning and sharing with all of you!

Let the fun begin...  Happy New School Year!

My New Job

In August, I will be beginning a new job as a middle school math teacher in room 62 at Spring View Middle School.  Wait a minute, that is where I have been teaching for the past nine years.  Confused?  I, for the first time in a long time, am not.  For the past several years I have been looking for greener pastures, seeking and considering a variety of different positions and/or titles in education.  This spring/summer I read Linchpin, Are You Indispensable? by Seth Godin and my perspective on many things has been permanently altered, especially the way I view my career in education.  And so I am announcing that I will be "getting a new job without leaving".  I will be doing my job in a new way by looking for opportunity and refusing to hide from blame.  I have decided to do my job BETTER and transfer my passion to my job and in the process guide my students in doing this also.  Here is what I have so far as my job description:


Looking for a Middle School Math Educator:
General Description:

• Someone who sees herself as an artist who works for respect, connections, relationships and wants to cause change - Seth Godin
• Someone who is smart, courageous, and bold
• Someone who honors her calling and trusts her heart - Oprah
• Someone who makes plans, takes small steps, revises, refines, improves and then moves forward again - Eric Ryan, Adam Lowry, and Lucas Conley
• Someone who is committed, no more "yes" it better be "hell yes!" - Derek Sivers
• Someone who is willing to be an "Ish" - Peter Reynolds
• Someone willing to find what Drives herself and each of her students - Daniel Pink
• Someone who will "take a moment to slow down to a more thoughtful pace, to ponder, reflect, imagine and envision.  Take time to believe in her dreams, to celebrate possibility" and continually ask herself "where is it you want to go..." To follow her North Star - Peter Reynolds

Obviously the above is a compilation of quotes and books I have been spending time with this summer.  I will  have this list posted in my classroom so I can see it and  remember while in the midst of the daily "have to's" we as educators encounter everyday.  I know, the above is great stuff in theory, how am I planning on using it to change the everyday workings of my classroom?!

That will be addressed in my next post!