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In 2009 Zebulon GT Magnet Middle School adopted a grading policy called ABCI Grading that inspired students to achieve at higher levels. ABCI Grading requires that students attain a 77% or above on …

In 2009 Zebulon GT Magnet Middle School adopted a grading policy called ABCI Grading that inspired students to achieve at higher levels. ABCI Grading requires that students attain a 77% or above on each graded assignment. We did it in our school (and you can too!). Come find out how!

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  • 1. DAVID FRENCKZEBULON GT MAGNET MIDDLE SCHOOL dfrenck@wcpss.net (919) 404-3809
  • 2. ZGTMMS’ MOST RECENT EOG SCORESGRADE 6 6 7 7 8 8 8Year Read Math Read Math Read Math Sci2010 64.4 74 62.5 81.3 69.6 90.6 752009 67.6 73.9 65.8 77.4 54.2 75.1 522008 58.95 65.5 40 55.49 45.17 69.16 N/A
  • 3. AYP Year Target Goals AYP Status Achieved 2010 27 out of 27 School Made Annual Yearly Progress 2009 31 out of 31 Met 2008 21 out of 29 Not MetWCPSS had 32 Middle Schools. 6 of them made AYP lastyear. ZGTMMS was one of them.ZGTMMS was the only magnet secondary school(Middle or High School) to make AYP.Of those 6 middle schools that made AYP, ZGTMMS was theONLY school with a Free-Reduced Lunch Rate over 30%.(OUR’S WAS 55%)
  • 4. OSS FREQUENCY DATA Total OSS Incidents Per MonthMONTH 07-08 08-09 09-10 10-11AUG 1 1 0 1 60SEP 24 22 7 4 50OCT 44 16 10 10 07-08NOV 45 15 9 5 40 08-09 09-10DEC 28 17 20 7 30 10-11JAN 35 11 5 14 20FEB 26 26 11MAR 30 29 9 10APR 30 12 15 0 NOV MAY SEP JUN JAN DEC OCT FEB MAR APR AUGMAY 48 21 7JUN 15 10 5
  • 5. OSS FREQUENCY DATAAverage OSS Incidents Per Day Per MonthMONTH 07-08 08-09 09-10 10-11AUG 0.2 0.2 0 0.2 3SEP 1.3 1.04 0.35 0.19 2.5OCT 2 0.72 0.47 0.52NOV 2.5 1.07 0.53 0.27 2 07-08DEC 1.8 1.1 1.4 0.46 1.5 08-09 09-10JAN 1.75 0.6 0.27 0.77 1 10-11FEB 1.3 1.5 0.58MAR 1.5 1.3 0.47 0.5APR 1.7 0.75 0.78 0 JUN MAY JAN FEB APR NOV OCT SEP AUG DEC MARMAY 2.4 1.05 0.35JUN 2.1 1.25 0.71
  • 6. Driving PrinciplePublic School Educators are not in thebusiness of deciding/judging who“makes it” and who does not.Teachers are in the business ofmaking certain that eachchild “makes it”.
  • 7. WHAT IS ABCI GRADING?Question # 1:What does the letter grade represent?Answer:Academic Achievement/Progresstoward NC Standard Course of Study
  • 8. ABCI GRADING SCALE93 - 100% = A85 - 92% = B77 - 84% = C 0 - 76% = INC (Incomplete)
  • 9. WHAT IS ABCI GRADING?Step # 1 – Teachers separate allassignments into one of two categories.Category 1 – Formative AssessmentsCategory 2 – Summative Assessments
  • 10. Examples of FORMATIVE ASSESSMENTS• Homework• Class Worksheets• Class Notes• Warm-ups• Short Writing Assignments• Tickets Out of the Room• Blue Diamond Assessments• Anything for PracticeAny work that helps the teacher knowwhether or not the child has learned theobjective
  • 11. Examples of SUMMATIVE ASSESSSMENTS• Tests• Quizzes• Projects• Labs• Presentations• Research PaperAny assignment that is calculated towardthe student’s academic grade.
  • 12. WHAT IS ABCI GRADING?Step # 2 – Find a way to maintaincommunication regarding academicbehaviors (attendance, participation,classwork, homework, discipline)SEPARATE from the academicachievement.
  • 13. WHAT IS ABCI GRADING?Question # 2When the student does not show that theyhave learned what is expected of themwho is responsible?Answer: The School
  • 14. RETAKESStep # 3ALL SUMMATIVE ASSESSMENTS HAVE ARETAKE OPTION FOR ALL WHO DO NOTSHOW MASTERY DURING THE 1st (2nd, 3rdor 4th) ATTEMPT.THOSE THAT PASSESED & WANT TOIMPROVE THEIR GRADE MAY ALSO HAVERETAKES.
  • 15. RETAKESFull Credit (regardless)If a child took a quiz and received a 70%on the first attempt, and then retook thetest and received a 97%, the grade in thegrade book would be 97%.
  • 16. RETAKESFull Credit (regardless)Students may retake any graded assignment ifthey want to improve on the original grade.Example : If a child took a test and received agrade of 85% (a low B) and wants to improvethat grade, the child may retake or resubmitfor full credit and a higher grade. If they tryagain, and happen to get a lower grade, thehigher grade will count in the grade book.
  • 17. RETAKESFull Credit (regardless)…..WHY?!?!?We are expected to make certain that eachchild learns the curriculum. If they did not“get it” the first time, the expectationremains.
  • 18. Rick MarzanoIn Transforming ClassroomGrading (2000) Marzano states“In an ideal grading system,effort, behavior and attendancewould not be included withacademic achievement in an overallgrade.”
  • 19. Rick Wormeli told us…“The more information you try to cram into one tiny symbol, the less meaningful that symbol becomes.”
  • 20. Behavior & Effort ReportStep # 4• Each teacher completes a Behavior & Effort Report on the back of mid-term interims and in the comment section of our report cards for every student.• We still communicate & give feedback on behavior and effort.• We no longer relay this information with the same symbol with which we communicate academic mastery.• The results of summative grades and formative experiences will be communicated separately.
  • 21. Rick Wormeli also told us..“A grade reports what you know in the end; NOT how you got there.”
  • 22. MAGNET ENRICHMENT CLUBS• 40 Minutes• Every other Wednesday• Between 1st and 2nd period• Students with INC’s go to remediate with core area teachers• Students with no INC’s go to their club meeting• In the past, after school clubs were only attended by small percentage of student body. Now every child belongs to a club they chose.
  • 23. ABCI Maximum Learning Lab• A Teacher Assistant supervises students in classroom (central location near cafeteria).• Coordinates Make-up work between students and teachers.• Pulls students in during: Lunch, Electives, After School.• Helps students understand expectations and see them through.
  • 24. “But if I don’t give them a Zero / D / F, then how will they learn RESPONSIBILITY?”The learning experience that we putchildren through when they try to passa test, fail. We then shrug our shouldersand say something like, “Sorry. Youshould have studied more.” This is notconducive to maximum learning….
  • 25. …but having a child realize that justbecause they cheated or turned in theassignment late, or didn’t pass it the firsttime does not get them off the hook. Thejob still isn’t done…yet.They experience responsibility by goingthrough the actions of retaking theirsummative assessments. This is a different learning opportunity.
  • 26. “Is it fair that a student who passed it the first time gets the same grade as the student who took 4 times to pass?”Learning is NOT a contest, game orcompetition. If we continue to organize itthat way we will always have students whocould succeed…but give-up.
  • 27. SUGGESTION:Let’s stop designating “Winners” and“Losers” by treating academics like acompetition.We know all of our students can learn.ABCI Grading is a system that demandsthat all students achieve at expectation.
  • 28. READ THIS BOOK!“Fair Isn’t Always Equal: Assesing & Grading in theDifferentiated Classroom” by Rick Wormeli, NMSA (2006).
  • 29. READ THIS BOOK!“A Repair Kit for Grading: 15 Fixes for Broken Grades”by Ken O’Connor – ETS 2007.
  • 30. ABCI GRADING……may NOT motivate EVERY child to beachieve straight A’s.However; it DOES reduce the pressure,stress and other symptoms that stealmotivation away from students!(and therefore helps retain HOPE and BUILD EFFICACY)
  • 31. The Bottom LineABCI GRADING FORCES STUDENTS TOWORK HARDER AND SUCCEED.ABCI GRADING FORCES TEACHERSTO WORK HARDER AND DIFFERENTIATE.…BOTH WITH TANGIBLE & LASTING RESULTS!
  • 32. DAVID FRENCKZEBULON GT MAGNET MIDDLE SCHOOL dfrenck@wcpss.net (919) 404-3809