September PD Day Fulton Middle School Getting to

September PD Day Fulton Middle School

Getting to Know You ● Flip the Tarp ● Personality ● Music

Norms Begin and end on time Presume positive intentions with an open mind Speak and act professionally with respect Be constructive goal oriented Actively participate and focus on agenda Be engaged, empower others and educate yourself

Agenda for Today 8: 00 -9: 30 ● ● Teambuilders Greatness Collab Culture 9: 30 -10: 30 ish ● Close Reading/Literacy Updates with Diane Audsley CQ 1 10: 30 -12: 00 WIN-Let’s DO This! CQ 3, 4 1: 00 -2: 30 Priority Standards ● Leverage, Endurance, Readiness CQ 1 2: 30 -3: 30 Focus Teams Meet and establish purpose, meeting dates, SMARTGoal focus CQ 1, 2, 3, 4

Do You Want to Be Great? ? The Awkward Question…. .

So. . . how do we become GREAT?

Where Do I Start? 1. The Fear of Failure 2. Believing You Have to Figure it All Out Before You Begin 3. Perfectionism 4. Lack of Focus 5. Fear of Criticism or Ridicule

When In Doubt…. Take Action!

15 Fixes for Broken Grades

Fixes for Practices that Distort Achievement Fix 1: Don’t include student behaviors (effort, participation, adherence to class rules, etc) in grades; include only achievement Fix 2: Don’t reduce marks on “work” submitted late; provide support for the learner Fix 3: Don’t give points for extra credit or use bonus points; seek only evidence that more work has resulted in a higher level of achievement Fix 4: Don’t punish academic dishonesty with reduced grades; apply other consequences and reassess to determine actual level of achievement Fix 5: Don’t consider attendance in grade determination; report absences separately Fix 6: Don’t include group scores in grades; use only individual achievement evidence

Fixes for Low-Quality or Poorly Organized Evidence Fix 7: Don’t organize information in grading records by assessment methods or simply summarize into a single grade; organize and report evidence by standards/learning goals Fix 8: Don’t assign grades using inappropriate or unclear performance standards; provide clear descriptions of achievement expectations Fix 9: Don’t assign grades based on student’s achievement compared to other students; compare each student’s performance to preset standards Fix 10: Don’t rely on evidence gathered using assessments that fail to meet standards of quality; rely on quality assessments

Fixes for Inappropriate Grade Calculation Fix 11: Don’t rely on the mean; consider other measures of central tendency and use professional judgment Fix 12: Don’t include zeros in grade determination when evidence is missing or as punishment; use alternatives, such as reassessing to determine real achievement or use “I” for Incomplete or Insufficient Evidence

Fixes to Support Learning Fix 13: Don’t use information from formative assessments and practice to determine grades; use only summative evidence Fix 14: Don’t summarize evidence accumulated over time when learning is developmental and will grow with time and repeated opportunities; in those instances, emphasize more recent achievement Fix 15: Don’t leave students out of the grading process. Involve students; they can and should play key roles in assessment and grading and promote achievement

BIO Break!

PD Plans Personalized Learning

WIN Time

Goals of WIN What I Need ● Severe ● Moderate ● 2 or more F’s-->tutoring? ● If intervention not needed, Genius Hour will be done

Priority Standards

Partner UP

Endurance~Leverage~Readiness ● Endurance (lasting beyond one grade or course; concepts and skills needed in life). Will proficiency of this standard provide students with the knowledge and skills that will be of value beyond the present? For example, proficiency in reading informational texts and being able to write effectively for a variety of purposes will endure throughout a student's academic career and work life. ● Leverage (crossover application within the content area and to other content areas; i. e. , interdisciplinary connections). For example, proficiency in creating and interpreting graphs, diagrams, and charts and then being able to make accurate inferences from them will help students in math, science, social studies, language arts, and other areas. The ability to write an analytical summary or a persuasive essay will similarly help students in any academic discipline. ● Readiness for the next level of learning (prerequisite concepts and skills students need to enter a new grade level or course of study). Will proficiency of this standard provide students with the essential knowledge and skills that are necessary for future success?

The voluminous numbers of standards do not need to remain a daunting challenge for today's busy educators. By "working smarter, not harder, " teams can collaboratively select those Priority Standards to emphasize the most and then focus their curriculum, instruction, and assessments to help all students achieve them.

Our Goals -->Purpose -->Action (what will our goal be) -->Resource