Standards Based Grading Minutes Feb. 13

2/13/13 In Attendance: Ina, Aria, Marie, Ann, Carla (over the phone), Tom, KC, and Gerald

• We made a rubric for collaborative work. We’d like to make it more student-friendly by changing the language. Additionally we’re interested in seeing this used in all classrooms if possible.

	Arts & Academics Academy Collaboration Rubric
	Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
	Beginning	Approaching	Meeting	Exceeding
Preparation & Evidence	·         Read some of the material but unable to refer to evidence in texts to support ideas.	·  Read most of the research material. ·  Explicitly uses evidence from texts and other research to support ideas with assistance and/or prompts from peer or staff.	·   Come to discussions prepared, having read and researched material under study ·   Explicitly uses evidence from texts and other research to support ideas.	Meeting + ·   Researched additional materials that either adds additional support or an opposing viewpoint. OR ·    Knows the text well enough to offer supporting evidence for another peer’s ideas.
Norm Making	·   Uses the teacher created rules, goals, deadlines, and roles.	·    Needs the support, prompting, or reminders from teacher to set rules, goals, deadlines, and roles.	·      Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.	Meeting + ·         Self assesses their progress on set rules, goals, deadlines, roles, etc.
Conversation/Group Work	·         Attempts to respond.	·      Responds to questions, but doesn’t ask any.	·      Asks and responds to questions that makes the discussion better. ·      Invites others and their ideas into the discussion.	Meeting + ·      Builds on peers’ ideas. ·      Encourages peers to ask questions too.
Reflection	At the end of the conversation: ·   Restate what you contributed to the conversation.	At the end of the conversation: ·   Identify the main points of the conversation.	At the end of the conversation: ·         Responds thoughtfully to different ideas. OR ·         Summarize points of agreement/disagreement. OR ·         Makes new connections in light of the evidence and reasoning presented.	At the end of the conversation, you can do at last 2 of the “Meeting Standards”

• We then looked at the Fixes to Support Student Learning
• Don’t use formative assessments to determine grades. Only use summative assessments. Make it clear to students which is which.
• The problem is that we need accountability. We’re concerned that if students know that it’s formative and it doesn’t count for their grade, then they won’t do it. Some of us make everything summative, but students can go back and reassess all the time. Another idea is to grade the formative and give the feedback to students, but do not include it in the grade.
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2/22  and 2/27

Agenda for Next Time:

1. Continue our discussion about specific fixes to Organize Evidence and to Support Learning.

2. Plan our presentation on 3/8.