3 Keys to Ease Teacher Resistance to Standards-Based Grading

ease teacher resistance

This is a repost of Eric Patnoudes’ blogpost on the Otus blog on January 22, 2019.


Let’s face it, change is hard. Especially when you’ve been doing something for so long that it has become part of your identity. Even when the desire to change exists, knowing what steps to take in order to do things in new ways is not always clear. We recently had the pleasure to work with Lisa Westman, a frequent speaker on standards-based grading, differentiated instruction, and instructional coaching. During her webinar, she provides three keys for how school leaders can bring teachers along on the journey to standards-based grading (SBG).

Empathize with teachers

  • Many, if not all educators, are familiar with letter grades and understand how grading works. They have become part of our identity. The shift to SBG is not only a systematic change, but it also can affect the ego because it alters that identity.
  • Before standards-based grading, we asked teachers to differentiate instruction but expected them to grade students according to where they were in relation to their peers.
  • Look at report cards as bank statements. The minute that statement is put in your mailbox, it already has become obsolete. There are changes that have already been made since it was mailed. That’s why we have online systems to check things as they stand in real time. The same capability exists when looking at grades.

Ensure a solid understanding of the foundational pieces of SBG

  • Start with ensuring that your teachers have a clear understanding of the universal tenants of standards-based grading and what exactly is non-negotiable in your district. It’s crucial to have a unified vision for the following questions: What are we doing, why are we doing it, what does that look like?
  • Next, invest in differentiated professional development that helps teachers feel confident in moving away from the instructional routines they used to rely on in the past i.e. a student receiving a lower grade from turning in an assignment late). Not including homework as part of the overall grade. Many resistant teachers understand the value of such changes but don’t know how to actually do these things in their daily practice.
  • The final piece to a successful and sustainable standards-based rollout is to make certain the instructional strategies have been determined and are understood by your staff before looking at reporting out.
    • Grade-level teams and/or department have clearly defined learning intentions and success criteria according to the standards.
    • Formative assessment is utilized consistently and correctly.
    • Instruction is differentiated for students

Equip teachers with appropriate tools

  • One thing that can lead to teacher resistance happens when teachers are in a have a solid understanding of the universal tenants and a shared loyalty to foundational principles of standards-based grading and then there’s a missing system or tool needed to share important information about student learning. This results in teachers spending a lot of time creating spreadsheets or manipulating systems not intended for standards-based grading. Teacher’s experience misplaced frustration because they’re spending a lot of time and cognitive space trying to learn a tool when they haven’t yet figured the instructional piece.

If you would like to hear additional details about Lisa’s approach or how to contact her about working with your district, you can email her here or check out the downloadable audio and a video recording of the webinar.

Continue the Learning

We are on a mission to simplify educational technology by helping educators assemble a holistic display of student interest, engagement, performance, and growth. However, if you talk to any one of the several former educators who work at Otus, you’ll often hear them say that Otus, plus ineffective teaching is still ineffective teaching.

As proud as we may be of our platform, we recognize the importance of sound instructional strategies and want to empower educators to reach their greatest potential. Therefore we’ve created two places where you can engage with a community of like-minded educators.

Join our Facebook group! The purpose of this group is to connect educators who share a focus on the ongoing paradigm shift in instructional, assessment, and grading practices. Join us to collaborate with prominent educators and walk away with strategies to support your teaching and learning initiatives. bit.ly/ModernMeasuresCommunity

Follow us on Twitter! We share resources and spark conversations about healthy instructional, assessment, and grading practices. Ask your questions using the hashtag #ModernMeasures or follow@Modern_Measures.


Check out these related resources:
Our Teachers Don’t Like Standards-Based Grading, Now What?
Webinar recording (audio/video)

Podcast version (audio only)

3 Ways To Blockbuster Your Report Cards

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Today’s guest post is written by Keith Westman.  Follow him on Twitter at @keithwestman.

Note: I am aware I am not the first person to use the Blockbuster analogy (a company who refused to respond to market changes and made themselves obsolete). While lots of education bloggers use this analogy, most folks first saw it in Innovator’s Mindset, by George Couros.

Multiple times a day, I will see an education thought-leader tweet a one-liner or share a blog post saying something to the effect of, “if schools are still doing ‘this,’ they should stop because it makes no sense!”

Usually, “this” is a relatively small change: keeping kids in during recess as punishment, giving extra work to students who finish a task early, getting rid of homework, etc. The list really can go on for a while. But, we rarely see suggestions for large systemic changes like moving away from the most archaic artifact from the beginning of America’s school systems: the report card.

I’d like to offer you a few tangible steps school districts can take to eliminate this sacred cow.

As someone who doesn’t have to hear from angry parents about making the decision to stop sending out report cards, it’s easy for me to write this blog post. I get that. But, let’s assume that we all agree with three things:

  • Reports cards are intended to communicate important information about student progress in both academic and non-cognitive areas.
  • Educators, in general, would agree that a single letter grade on a report card does not tell the most accurate story of student performance over a period of time
  • Student performance is more than a single letter grade, percentage, or performance level on a learning standard.

With that in mind, I’d like to propose three steps that I think parents would support to rid your school district of the traditional paper report card:

1.Have parents opt-in to a paper report card

Send a letter to parents over the summer informing them the school district believes that frequent communication on academic progress is critical to student success. Then describe the ways in which parents can access your online gradebook. End with a statement like this: “Beginning this school year, parents can choose to receive a paper report card at the end of each grading period. If you would like to receive a paper report card, sign up here.”

 

 

2. Stop SPAMMING parents

Between a teacher’s newsletter, a school newsletter, a PTA update, and important notices from the district, parents may be becoming numb to your communications and inadvertently miss some of the most important communications (like how their child is performing). Consider having an e-mail schedule that parents know about. Every Sunday night you will receive an email about your child. Week 1 will be from the teacher telling you about classroom events. Week 2 will be an email about building events. Week 3 will be important district level information. Week 4 will be an e-mail from the PTA. In every email, remind parents that they can review student progress by logging into your online gradebook. Finally, send that quarterly email saying, “We have reached the end of the first grading period. Please remember to log into your online gradebook.”

3. Create a “Report Card” Kiosk

There will be an argument that if parents don’t get a paper report card, those who don’t have access to the internet will not know how their child is doing in school. According to a 2018 student by the Pew Research Center, 89% of Americans have access to the Internet. So, in case you have any parents in that remaining 11%, set up a computer in the office of your school and let families know that they are welcome to come to the school and review student progress at any time. This will give you a chance to see parents (who may need to feel connected to the school) and will be a great service to them.

Implementing these strategies will allow you to gently bring your school community along with this change.

Now, all of these ideas are useless if your school does not have an online gradebook. If you are one of these school systems — keep that paper flowing, but, let’s get a move on it, too!


What are some ways that your school is rethinking the way that student performance is communicated to families? Please comment on this post or connect with Keith on Twitter.

About Keith: Dr. Keith Westman taught third grade, served as a K-8 technology coordinator and was a middle school principal during his ten years working in school districts.  He left public education to work with his childhood friend who had started an edtech company.  That company, Aspex Solutions (now part of Frontline Education), grew up to provide AppliTrack and K12JobSpot.com to thousands of school districts and millions of job seekers throughout the country. Keith is the COO of Otus, the makers of the Otus Student Performance Platform, based in Chicago’s popular Fulton Market neighborhood, and moonlights as an Adjunct Professor at DePaul University.

 

Retakes Do Not Promote Laziness. They Exemplify Compassion

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This article was originally published in Education Week Teacher.


Editor’s note: For a counterpoint to this piece, see Baptiste Delvallé’s opinion essay, “Why I Give Students Only One Chance on Tests.”

Even though it was 23 years ago, I vividly remember the countdown calendar I created for my 16th birthday. I marked April 5, 1993 with a giant set of keys and a convertible. I was going to get my driver’s license, and it was going to be the best day of my life.

During the year leading up to that fateful birthday, I diligently practiced and prepared for the written and performance components of the exam. I applied feedback from my driver’s education teacher and my parents. I practiced driving the course I would later navigate. All the evidence from these formative assessments pointed to my mastery of the open road.

However, when I went to take the actual driver’s test, I successfully completed the course but made a silly, yet critical, error on the written assessment. I pleaded with my evaluator to make an exception and pass me anyway. It was only one little mistake.

I felt completely defeated. All of that practice, and still, I had failed. But then my evaluator told me that we all have bad days. “Go sit in the waiting area and think about the reasons why you made the error you did, and how you can avoid errors like that in the future,” he said. “I’ll come find you in one hour.”

An hour later, he let me retake the test, and the license was mine.

Responding to the Unexpected

There is rarely, if ever, a reason to deny a student an opportunity to retake an assessment. In fact, to do so actually negates the importance of the concepts we aim to teach. Additionally, the purpose of retakes is not to give students a reason to procrastinate in their studies, but to give students the benefit of the doubt and offer them multiple chances to show mastery.

In my work with teachers in school systems across the country on differentiation and standards-based grading, I have found that test retakes are a hot button for many educators. I often hear teachers say things like, “Students don’t study because they know they can just retake the test.”

In response to this perceived lack of effort by students, some teachers refuse to let students retake a test or require them to perform a variety of tasks (worksheets, online lessons, test corrections) or come in during recess to qualify for a retake.

We should never just assume that students are lazy. Retakes aren’t about students being unprepared, but about letting them respond to the unexpected hurdle. I help educators define how to use retakes in helpful ways: for those occasions when there are discrepancies between formative and summative assessment results.

When teachers give smaller assessments for learning—or formative assessments—correctly and with fidelity, a student who unexpectedly bombs a larger evaluation of student learning at the end of a unit—or a summative assessment—should be a rarity. By using evidence from students’ formative assessments, teachers should have a solid grasp on whether or not individual students are ready for the end assessment.

If formative data shows individual students are ready to take the final test, but they still perform poorly, this discrepancy calls for talking with students to determine what happened, offering reteaching if necessary, and letting them retake the test.

What’s more, if a large number of students did not show mastery of the learning, that is indicative of one of three things: 1) The formative assessments a teacher gave did not correctly identify where students were in their learning; 2) All students took the summative on the same day regardless of readiness; or 3) Many students, for a variety of reasons, simply had an off day.

Our ultimate goal as educators is to ensure students learn, which is why we should offer students a second chance to show us their skills.

Being an Educator, Not a Judge

Some educators also argue that if students showed mastery on earlier assessments and not on the final, then they didn’t master the material at all. This statement begs us to think more about what “mastery” truly means. Is the process fixed or is it fluid?

I would argue that mastery is indeed fluid. Case in point is Gabrielle Daleman, an Olympic figure skater who competed this year for the Canadian women’s team. Gabrielle proved she had the skills required to qualify for the Olympics many times. But in February, after winning a gold medal in the team figure-skating event, Daleman fell multiple times on the ice and dropped to 15th place in the overall competition. But can anyone really argue that because Daleman failed her performance she had never shown mastery in the first place? I don’t think so.

There are no retakes in the Olympics. Many will still argue that there aren’t retakes in real life. But lucky for our students, we have the opportunity and, moreover, the obligation to give our students second (and third) chances. There will always be a few students who work the system. But I’d argue that it’s not the student who is flawed—it’s the system itself.

In addition to the daily assessments we give them now, students will take many tests over the course of their lives, such as a driver’s exam, the SAT, the LSAT, and the MCAT, to name a few. All of these examples allow retakes. The way school prepares students for real life is by ensuring they learn the content and skills necessary to live a full, productive life. Part of real life is determining next steps when life doesn’t go as planned.

Why not give students the same courtesy and opportunities to learn and grow now?