Spring Break 2019

I'm currently finishing up Spring Break. I'd say it's been pretty productive, though I wish I'd gotten more [work] done.

The time off started with finally repainting a wall in the house. I'm not sure why we picked this color out over 10 years ago (it's also in the kitchen) but we decided back at Thanksgiving we needed to lighten up the room. Back at Christmas we decided on a color and purchased everything. I guess the motivation to actually do it took some time. But below are the before and after. Now I realize even more how much I hate the fireplace and I'm ready to redo that. As well as the baseboard and flooring, but I know once I open up that can, I'll be ripping out the entire downstairs flooring. So, I'll wait.

After the weekend of painting, I spent a day reorganizing the garage. It'd be nice if I could say it was Spring Cleaning, but we didn't get rid of anything. My husband has been doing some woodwork and got a table saw and bench, so I wanted to make sure there was the room for that to be set up correctly. He now has an entire side to work from.

Tuesday I took my daughter to Sea World. It wasn't too crowded so it was really nice. We were able to walk around and not have to wait too long to see stuff. It was great just being able to spend that time with her. 

She doesn't like change so I kept her in school this week - she flipped when I picked her up on Monday instead of Grandma, even telling me to leave and go get Grandma. After I dropped her off Wednesday, I enjoyed a massage then picked up lunch for us to share.

Work wise I've been working on lesson plans for the next few weeks. I'm attending NCTM in San Diego next week and will be out for 3 days, so I'm trying to get those lessons and sub plans complete. We will also be starting up our Tax Unit in Financial the week after, so I've been busy trying to reorganize and adjust those to the current tax season (thanks to Next Gen Personal Finance for the help with that). I was hoping it would be easier, but it's been a lot of work to really figure out the best way to break up the information and provide just enough. We used to have them file taxes for various situations and they had to do both Federal and State. So, now with one tax form, I have to adjust numbers and information to make sure it all works. We also had them itemize a few times, but now I'm having a difficult time seeing that relevance with the increased standard deduction. I still have some lessons to finish up for the tax unit, so I'm hoping to get at least one more done before the end of the day. I also spent a morning meeting with a former colleague to discuss AVID, since I took over as the coordinator and am looking at ways for us to strengthen and grow the program.

It's hard to believe we only have 1 more quarter left of the school year. I feel like I have so much more I need to get completed between BTSA, AVID, the department (do I need to hire again?!), the courses I'm teaching. And, still making the space to spend quality time with my family.

How are you spending your Spring Break?

Providing Feedback

In January I decided to take another cannon ball into my Standards Based Grading journey (you can read about why here). I decided to jump into feedback only on assignments and assessments. Students were given a list at the start of the semester with concepts and skills that they must know and demonstrate in order to pass the course. I think of them as non-negotiable and students had to be proficient, demonstrating the ability to complete it correctly, independently (most likely on an assessment). There are some other skills listed that they should know, but I think of these as negotiable, so they are there for students to be able to negotiate a higher grade (A or B).

I have problems that we work on in class. I try to put up answers at the end for students to self-correct or I'll have them turn it in for feedback. I also provide frequent Independent Learning Opportunities outside of class that students can also turn in for feedback (I'm not the best at getting these back timely tho- and answers are online for students to check). Compared to the fall, this is getting more students to practice, but there should always be more that do.

I've had students self-reflect twice already, and we are currently finishing just finished up the third one for midterm/first semester grades (official report card and transcript grade). This was the second time we met to go over a letter grade. So far, students have accurately reflected on their learning and have stated they were understanding relative to where I felt! During the first round of conferences, I did have 1 student who was pretty off (he's been really struggling with the content), but he has been coming around and realizes the additional help he needs toward learning and understanding. I'm also having students write goals for the second half of the course, with me hoping to remember to hold them accountable. After the midterm test, I assigned a reflection for students so I could start to gather their thoughts on the good, bad, and areas to improve with this system -you'll see a few of their quotes throughout.

"I really enjoy this grading system that we have been doing. Some things I enjoy about it is that we do not have the pressure of a grade on an exam. We can also demonstrate on other exams that we understand the concept." ~M.W. (freshman) 

I've always believed that students learn at different rates. In the past, I've always told students that I know that and I'll always look at end performance over beginning. But, in the past, it never made too much of a difference. With this feedback system, I'm seeing kids continue to work hard to improve and understand. Students who would have given up beforehand, are continuing to practice and learn. As we learn new concepts, I continue to cycle older ones on assessments so 1) students who previously showed understanding continue to demonstrate understanding, and 2) those that didn't understand could now show improvement. The extra time for many has been great.

"I really appreciate our grading system and the way it works. Instead of basing our grades solely off of points without explanation, this system helps ensure that we are getting a grade we deserve  and why. I see the drastic improvement of teaching tactics compared to other classes by seeing how much improvement and understanding is found in me and also all of my peers." ~E.A. (freshman)

Since I'm really trying to get students to understand the concepts, I had a few students who weren't there YET when midterm grades came around. I approached the AP who oversees the math department with my idea of assigning an Incomplete to these students. He checked the Student Handbook to be sure, then gave me the go ahead! With that support, I spoke with 3 students and parents about the incomplete - which will provide them additional time to show proficiency. On a point system, these students would have been failing the first few weeks and wouldn't have the opportunity to still earn a passing grade. I'm not sure if they will be able to pick up on the past concepts while we continue to learn and connect new ones, but this is still an opportunity they would not have had otherwise.

"I like how we are able to work on the problems on our own time that we have challenges on instead of getting homework that we already know. I like how you can consult with us about our grade instead of just basing it off of homework and worksheets." ~L.Z. (sophomore)

Two of my colleagues are using the SBG system I did in the fall. I listened to them the last few weeks leading into the end of the grading period, and I could see and hear myself in the Fall. After this semester of providing feedback to students, I'm really enjoying this and would recommend it to my department! It hasn't always been easy - I'm reorganizing curriculum yet again and having to write new assessments frequently. Earlier assessments required a lot of writing, so that took time to go through. And at times it has been difficult to figure out what meaningful feedback to give. It takes much longer to grade things since I'm writing all over them. And, I haven't found the best way to keep stakeholders informed. Currently each student has a spreadsheet that I populate feedback summaries on to, and the link is posted in the gradebook for parents to access - but I don't know if they are doing that, or even know about that. And a lot of my time is spent recording the written feedback onto the spreadsheet, so at some point I need to evaluate if this is the best use of my time.

As we go into this final semester, I'm excited to see the full understanding of students. I'll be trying to track them next year in Integrated Math 3 too to see if the learning sticks. I'll end this post with the following response from a student (the same from earlier who is very positive about the change I've made), which has me thinking about how to convince others in my department to make the cannon ball into the deep end with me!

"A worry I have is that when I go on to future math classes that they will not use the same grading system." ~M.W.