WCPSSPrincipals’ Meeting

A Closer Look at PowerTeacher GradebookSeptember 19, 2013

Historical Perspective• December 2012• March 2013• July 2013• September 2013

Next Steps• Additional Support:

o Teacher video & Resource Guideo Parent video & guideo On-going support with IRTs

• Finalize & Print Report Cards:o Tracks 1-3 October 11o Track 4 October 25o Traditional As scheduled

A Tale of Two Views

Horizontal View• When looking horizontally across a standard to

determine mastery of that standard, teachers should make sure that they have multiple measures and take into account a student’s most recent evidence of performance.

Vertical View• When looking vertically along a set of standards

to determine a summative score, teachers should look for a pattern of ratings.

Let’s go Skydiving• I’ve decided to go tandem skydiving.

When I get there, I am told they have 3 student instructors that have just completed their skydiving class.

• Thinking that packing a parachute is the most important skill, I ask to see evidence of how these students performed on this skill (standard).

Let’s Go Skydiving: Horizontal View

Opportunities to pack a parachute

Score

Which student(s) should I pick and why?

Proficient

Let’s Go Skydiving: Vertical View

Course Skills Student A Student B Student CFreefall Body Positions 3 4 3Parachute Packing 4 4 2Parachute Deployment & Control

2 3 3

Safety Routines Abs 3 4Loops & Turns 2 4 3Landings 3 4 3OVERALL COURSE SCORE 3 4 3

Which student(s) should I pick and why?

PowerSchools = Skydiving?!

K-5 Report Cards

https://www.youtube.com/watch?v=iIl1bSI10sE

Scope & Sequence Documents

• How do teachers know which standards are taught each quarter?

• Which big ideas will populate on the report card?

• How does a teacher see the year at a glance?

Reflecting on the FAQs

Grading

Practices

(SBG)Clarifying Question

s

Technical Question

s

PowerTeacher Administrator

• Administrator access to teachers’ Gradebooks• View only access

Questions

Questions to ConsiderConsider the following questions when establishing building level expectations for consistency in Gradebook in preparation for the upcoming parent portal:

• Should deadlines be established for teachers entering assignments into the Gradebook (i.e., weekly, biweekly)?

• Should PLTs work to create common assignments that will be entered into the Gradebook?

• What on-site professional development and/or conversations need to take place to better align grading practices to standards-based grading?

• What structure will be used and how often will work habits/conduct assignments be entered and graded in the Gradebook to align with the 1-3 rubric?

• How will the school ensure the work samples and behavior reports sent home align to the scores recorded in Gradebook?

Share Your Ideaswww.tinyurl.com/PrincipalQuestions