Making Grades Matter

"In Making Grades Matter: Standards-Based Grading in a Secondary PLC authors Matt Townsley and Nathan L. Wear provide readers with a practical guide toward the implementation of the standards-based grading system. Although much has been written about the concept and advantages of standards-based grading, in this book, the authors focus specifically on implementing the framework at the secondary level with the vital support of a professional learning community (PLC). As such, this book provides a roadmap that secondary school educators and administrators working in a PLC can utilize to initiate the multiyear process toward implementing standards-based grading schoolwide or districtwide. Not only are each of the practices needed for this change covered in detail, but each practice is connected directly with one of three foundational principles of standards-based grading. In this book, readers will find all of the tools, resources, and guidance they need to not only implement the standards-based grading system in their schools but, through collaborative work within a PLC, achieve the greatest possible success with it"--

"In Making Grades Matter: Standards-Based Grading in a Secondary PLC authors Matt Townsley and Nathan L. Wear provide readers with a practical guide toward the implementation of the standards-based grading system. Although much has been written about the concept and advantages of standards-based grading, in this book, the authors focus specifically on implementing the framework at the secondary level with the vital support of a professional learning community (PLC). As such, this book provides a roadmap that secondary school educators and administrators working in a PLC can utilize to initiate the multiyear process toward implementing standards-based grading schoolwide or districtwide. Not only are each of the practices needed for this change covered in detail, but each practice is connected directly with one of three foundational principles of standards-based grading. In this book, readers will find all of the tools, resources, and guidance they need to not only implement the standards-based grading system in their schools but, through collaborative work within a PLC, achieve the greatest possible success with it"--

Research suggests that traditional grading practices are fraught with subjective problems and that many factors go into grading that have little, if anything, to do with what a student knows or is able to do. More recent research, however, has made connections between teacher assigned grades and subsequent performance on the American College Test using correlational studies. This study reinforces and extends that work by, first, testing the relationship between grade point averages and ACT scores for four graduating high school classes in two case study high schools. Then, this study qualitatively examines teacher thinking and decision making around planning instruction, assessment of student learning, and grading practice with math and English language arts teachers from the case high schools. Finally, this study examines how teachers react and respond when presented with correlational analyses of student grades and ACT scores over four graduating classes and asked for their reflections and interpretations of those correlations. The results of a Pearson product moment analysis found that correlations between math and ELA grades for the four graduating classes tested to be moderately positive and significant. Qualitative findings from interviews with ELA and math teachers from the case study schools indicate a high degree of intentionality on the part of teachers to connect their instruction, assessment, and grading decisions to state standards and to position students for successful performance on the ACT. When positive and significant correlations between grades and ACT scores were presented to teachers, they voiced an expectation that this would be the case. Some teacher disenfranchisement from less autonomous decision making in these areas was also noted.

"Sense-making makes mathematics personal, and when it's personal, it comes to life. And that's how Number Talks can really make a difference."--Ruth Parker and Cathy Humphreys How teachers react to wrong answers and mistakes makes all the difference in mathematics class. The response can determine whether a student tunes out or delves in. In this comprehensive sequel to Making Number Talks Matter, Ruth Parker and Cathy Humphreys explore more deeply the ways Number Talks can transform student understanding of mathematics. Through vignettes and videos, you'll meet teachers who are learning to listen closely to students and prompting them to figure things out for themselves. You'll learn how they make on-the-spot decisions, continually advancing and deepening the conversation. Personal and accessible, this book highlights: The kinds of questions that elicit deeper thinking Ways to navigate tricky, problematic, or just plain hard exchanges in the classroom How to more effectively use wait time during Number Talks The importance of creating a safe learning environment How to nudge students to think more flexibly without directing their thinking This book offers a rich assortment of ideas to help make Number Talks even more vibrant and meaningful for you and your students.

"Joe Feldman shows us how we can use grading to help students become the leaders of their own learning and lift the veil on how to succeed. . . . This must-have book will help teachers learn to implement improved, equity-focused grading for impact." —Zaretta Hammond, Author of Culturally Responsive Teaching & The Brain Crack open the grading conversation Here at last—and none too soon—is a resource that delivers the research base, tools, and courage to tackle one of the most challenging and emotionally charged conversations in today’s schools: our inconsistent grading practices and the ways they can inadvertently perpetuate the achievement and opportunity gaps among our students. With Grading for Equity, Joe Feldman cuts to the core of the conversation, revealing how grading practices that are accurate, bias-resistant, and motivational will improve learning, minimize grade inflation, reduce failure rates, and become a lever for creating stronger teacher-student relationships and more caring classrooms. Essential reading for schoolwide and individual book study or for student advocates, Grading for Equity provides A critical historical backdrop, describing how our inherited system of grading was originally set up as a sorting mechanism to provide or deny opportunity, control students, and endorse a "fixed mindset" about students’ academic potential—practices that are still in place a century later A summary of the research on motivation and equitable teaching and learning, establishing a rock-solid foundation and a "true north" orientation toward equitable grading practices Specific grading practices that are more equitable, along with teacher examples, strategies to solve common hiccups and concerns, and evidence of effectiveness Reflection tools for facilitating individual or group engagement and understanding As Joe writes, "Grading practices are a mirror not just for students, but for us as their teachers." Each one of us should start by asking, "What do my grading practices say about who I am and what I believe?" Then, let’s make the choice to do things differently . . . with Grading for Equity as a dog-eared reference.

There are many books dedicated to how to study. This book differs from them in two ways. First, it starts where the others end. It is the rest of the story. It describes events and activities that go on inside and outside of your classes that can potentially impact your grades in significant ways. It provides techniques that you can utilize to turn these events and activities into opportunities to improve your grades beyond what studying alone can provide. Second, it describes why grades matter. It is hard to get motivated to really work for something if you don't see any significant rewards in spending the effort. This book explains the many ways that grades, good and bad, will impact you career as well as your life. Understanding how recruiters, managers, and universities will look at you when you apply for jobs and advanced degrees will help you will provide a foundation for that additional work. Two good questions are where did these techniques come from and do they work? Here are the answers. The author entered the adult world with little more than a poor high school education. He soon realized that his lack of job skills had put his life on a direct path to nowhere. At 191/2 he began a quest to improve his situation. It took him five years to get into college. Once there he realized that the easy part was over. The real problem was staying there. That is, earning the grades required to progress through college and earn a degree in his chosen field - electrical engineering. Faced with substantial competition and a strong desire to survive, the author studied the little known process by which grades come about and developed techniques to increase his probability of getting top grades. Do the techniques work? You be the judge. In the book, the author explains the techniques and how they helped him graduate with a 3.94 average, and then go on to obtain a doctorate from one of the best engineering schools in the country. Sound good? There is more. As time passed, the author realized that what you do in college, and how you do it, sets the stage for your career as well as the rest of your life. Understanding the many ways grades can impact your career and life is fundamental to achieving success in those worlds. Grades are a springboard to opportunities. The stronger your springboard, the higher your potential. While this book provides techniques to help you improve your grades, it does much more. It shows that working on grades can enhance one's problem solving skills. Skills which are crucial to success in one's career as well as one's life. Skills that will further strengthen your springboard. Remember: companies hire to obtain skills, not people. This book will help you learn, refine, and maintain those skills.

"A multimedia professional learning resource"--Cover.

There are many books dedicated to how to study. This book differs from them in two ways. First, it starts where the others end. It is the rest of the story. It describes events and activities that go on inside and outside of your classes that can potentially impact your grades in significant ways. It provides techniques that you can utilize to turn these events and activities into opportunities to improve your grades beyond what studying alone can provide. Second, it describes why grades matter. It is hard to get motivated to really work for something if you don't see any significant rewards in spending the effort. This book explains the many ways that grades, good and bad, will impact you career as well as your life. Understanding how recruiters, managers, and universities will look at you when you apply for jobs and advanced degrees will help you will provide a foundation for that additional work. Two good questions are where did these techniques come from and do they work? Here are the answers. The author entered the adult world with little more than a poor high school education. He soon realized that his lack of job skills had put his life on a direct path to nowhere. At 191/2 he began a quest to improve his situation. It took him five years to get into college. Once there he realized that the easy part was over. The real problem was staying there. That is, earning the grades required to progress through college and earn a degree in his chosen field - electrical engineering. Faced with substantial competition and a strong desire to survive, the author studied the little known process by which grades come about and developed techniques to increase his probability of getting top grades. Do the techniques work? You be the judge. In the book, the author explains the techniques and how they helped him graduate with a 3.94 average, and then go on to obtain a doctorate from one of the best engineering schools in the country. Sound good? There is more. As time passed, the author realized that what you do in college, and how you do it, sets the stage for your career as well as the rest of your life. Understanding the many ways grades can impact your career and life is fundamental to achieving success in those worlds. Grades are a springboard to opportunities. The stronger your springboard, the higher your potential. While this book provides techniques to help you improve your grades, it does much more. It shows that working on grades can enhance one's problem solving skills. Skills which are crucial to success in one's career as well as one's life. Skills that will further strengthen your springboard. Remember: companies hire to obtain skills, not people. This book will help you learn, refine, and maintain those skills.

Create meaningful and transformative K-5 STEAM learning experiences for each and every student Make the most of your limited instructional time and become part of the Step into STEAM movement! Seamlessly design and implement K-5 STEAM inquiries that align carefully to key mathematics and science content and practices and prepare elementary students for their bright futures. Taking an opposite approach to existing resources that provide collections of disjointed STEAM activities, this book empowers teachers and schools to build cohesive and sustainable STEAM infrastructures—grounded in grade-level standards and purposeful assessment—to deepen the mathematics and science learning of each and every student.