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School Board Sets Public Hearing on Budget

Budget_2The West Des Moines Community Schools Board of Education will hold a public hearing on the district’s fiscal year 2018 budget at 7 p.m. on April 3, 2017, at the Learning Resource Center, 3550 Mills Civic Parkway, in West Des Moines. A public hearing is held each year on the budget in accordance with Iowa code.

Topics: Budget, School Board News

Effective Grading Practices Task Force Meets Feb. 22

The West Des Moines Community Schools (WDMCS) Grading Practices Task Force will meet at 5:30 p.m. on Wednesday, Feb. 22, 2017, in the Community Room at the Learning Resource Center, 3550 Mills Civic Parkway, in West Des Moines. This meeting is open to the public.

Teacher grading papers.

Close-up of teacher’s hands grading papers.

The purpose of this task force is to address the district strategic plan goal area on consistent, effective grading practices in the West Des Moines Community Schools. The task force is charged with researching and identifying effective grading practices and providing specific recommendations to the WDMCS Board of Education for grades K-12 in the district. Additionally, the task force will recommend professional learning needs for staff, communication needs to students and families, and a timeline for implementation.

For more information, please visit: www.wdmcs.org/category/grading-practices/.

Wednesday, Feb. 22, 2017 Agenda

5:30-7:30 p.m.
Community Room
Learning Resource Center
3550 Mills Civic Parkway
West Des Moines, Iowa

Outcomes

  1. Complete self-assessment in groups (Admin, Teachers, Parents)
  2. Develop shared understanding of various models of effective grading
  3. Decide on a continuum of implementation for effective grading practices

Agenda

  • 5:30-6:00: Groups complete self-assessment
  • 6:00-6:15:  Groups share areas from self-assessment that show a need for improvement/action/discussion; Compile and collect data
  • 6:15-7:15: Learning Stations Activity- Continuum Introduce; Be thinking about self-assessment; Station 1- Review Traditional Grading Practices (20 mins)- Rob Schebel; Station 2- Read Handout on 15 Fixes for Grading- O’Connor (20 mins)- Tom; Station 3- Competency Based Webinar- Nathan (20 mins); View 17 mins of this video http://knowledgeworks.org/worldoflearning/2013/07/competency-education-webinar-series/ – 3:04-4:40 Intro, 8:10-12:50 CBE Overview, 29:50-44:00 Iowa CBE
  • 7:15: Continuum- What does the West Des Moines School District have the capacity for in terms of effective grading practices?

WDMCS Effective Grading Practices Task Force – Wednesday, Feb. 22, 2017 Agenda

 

Future Meeting Dates

Wed., Mar 29, 2017, from 5:30-7:30 p.m.
Wed., April 26, 2017, from 5:30-7:30 p.m.
Wed., May 31, 2017, from 5:30-7:30 p.m.

Topics: Grading Practices

Equity Committee Selects Framework

Equity actionsteps slide

WDMCS Equity Action Steps

A team of students, parents, community members, and West Des Moines Community Schools employees have selected a guiding structure for the district’s work to ensure equity for students.

At its meeting on Thursday, Feb. 9, 2017, the committee agreed to recommend the Deep Equity framework to guide the district as it addresses equity through professional development, leadership development, student relations, and curriculum.

The recommendation will be presented to the West Des Moines Community Schools Board of Education for approval.

The Deep Equity framework, based on the work of Gary Howard, helps schools and districts establish the climate, protocols, common language, and common goal of implementing culturally responsive teaching practices.

The framework is divided into 5 phases:

Phase 1: Tone and Trust

  • Build a climate of constructive collaboration and transcend the rhetoric of shame and blame.
  • Learn how to engage educators in open conversations about persistent inequities.

Phase 2: Personal Culture and Personal Journey

  • Define cultural competence and connect it with student outcomes.
  • Learn how lack of inclusivity in school climate can cause both adults and students to bring less than their full energy and focus to the classroom.

Phase 3: Social Dominance to Social Justice

  • Explore issues of privilege, power, and difference.
  • Link issues of dominance to current educational inequities.

Phase 4: Classroom Implications and Applications

  • Honor professionalism and the good intentions of the team, while critically examining how some of their own behaviors and beliefs may be getting in the way.
  • Learn which classroom interactions are most effective in reaching the full spectrum of diverse learners using the 7 Principles of Culturally Responsive Teaching.

Phase 5: Systemic Transformation/Planning for Change

  • Identify organizational barriers to equity and apply a three-stage model for organizational transformation.
  • Establish an evaluation design to track students outcomes and organizational growth.

Topics: Equity

Meet Our Valley Southwoods Project-Based Learning Teachers

Newtech vsw teachers team FACEBOOK

The VSW team of New Tech teachers include (front row, top to bottom) Royce Mahoney, Karen Forrester, Corey Rasmussen, and Julie Carroll, (back row, back to front) Adam Kent, Josh Hohnholt, Jill George, and Sara Earp.

As project-based learning expands to Valley Southwoods Freshman High School next year, a new team of teachers will be breaking down barriers, connecting students to the community, encouraging collaboration, leveraging technology, and skillfully transferring the ownership of learning to students.

In short, they will be transforming the high school learning experience.

The team includes English teacher Julie Carroll, speech teacher Sara Earp, math teacher Karen Forrester, special education teacher Jill George, social studies Josh Hohnholt, science teacher Adam Kent, business teacher Royce Mahoney, and math teacher Corey Rasmussen.

Meet a few members of this new team of expert educators.

Julie Carroll, Language Arts

Newtech vsw teachers carroll

Teacher Julie Carroll

Julie Carroll knows what it means to earn a Valley High School diploma because she has one.

She and her husband both attended West Des Moines Community Schools growing up and their children now do as well.

In fact, it was a Valley High School teacher who inspired her to become and educator. “I was inspired by my high school English teacher, Karen Downing. I saw the impact she had on so many of her students,” Carroll said.

Carroll earned her bachelor’s degree in English from Central College and her master’s degree in Teaching English from the University of New Hampshire.

Carroll began her career as an eighth-grade language arts teacher in Rockville, Maryland, and later served as an adjunct faculty member and freshman composition instructor at the University of New Hampshire. She came back to her hometown and was hired as a Language Arts teacher at Valley Southwoods, where she has been for 13 years.

Today, Carroll continues to be inspired by those around her, including her students. She looks forward to seeing her students’ creativity further blossom through project-based learning.

Sara Earp, Speech

Newtech vsw teachers earp

Teacher Sara Earp

Interpreting a song with the right vocal styling gives meaning to a song just like the right vocal inflection can add depth to a speech.

This might be why speech teacher Sara Earp likes singer Rod Stewart. “He interprets songs with that gravelly tone,” she said. “But I also like Phoebe Snow as she has a really unique style.”

Her varying musical interests and appreciation for performance reflect this educator’s background.

Earp earned her bachelor’s degree in speech communication/theater arts and physical education handicapped and special populations from Simpson College and her master’s degree from the University of Wisconsin.

She began her career teaching speech, drama, and physical education at Corwith-Wesley Community Schools. She also served as one of Iowa’s few female boys’ basketball coaches. She was a graduate assistant at the University of Wisconsin and taught Itinerant Adapted Physical Education and directed “Kids On the Block” through Heartland Area Education Agency. She was a physical education teacher at Urbandale Community Schools, where she also served as assistant drama director. Earp also worked as the pediatric residency education coordinator for Blank Children’s Hospital. She has been with the West Des Moines Community School for 17  years.

She believes project-based learning will give students the communication skills they will need for tomorrow’s workplace. It will also give them the chance to experience real applications for the work world through group communication.

“I love to see students see themselves grow into confident individuals that can take risks even if they are small and see positive results,” Earp said.

Karen Forrester, Geometry

Newtech vsw teachers forrester

Teacher Karen Forrester

Valley Southwoods Freshman High School math teacher Karen Forrester knows that tactical analysis, confident actions, and problem-solving skills are key to facing a problem—whether it is an academic or even a fencing challenge.

This former high school fencing club coach sees project-based learning as a framework for students to understand why they are learning math. In addition, it results in more engagement and investment from students.

“It provides an excellent way to challenge students to think more deeply about math, to problem solve, and to produce work that is more meaningful,” said Forrester, who is a math-certified teacher in her first year at the West Des Moines Community Schools.

Forrester began her career in education as an English teacher at Manor High School in Manor, Texas. She graduated from the University of Iowa with a bachelor’s degree in English, a bachelor’s degree in history, and a master’s degree in teaching.

She will be teaching geometry next year in Valley Southwood’s New Tech school-within-a-school. She stands ready to begin this new adventure, or as they say in fencing, “En garde! Prêts? Allez!”


Jill George, Special Education Teacher

Newtech vsw teachers george

Teacher Jill George

Valley Southwoods Freshman High School Special Education Jill George knows the value of hands-on activities.

“One of my favorite things in the world is to take my Polaris 850 four wheeler and head to the muddy trails of Wisconsin or into the Mountains of Colorado for thrills and adventures one cannot have any other way,” said George, who has been teaching in the West Des Moines Community Schools for 22 years.

She knows her students also enjoy hands-on activities, as well as discussions and opportunities to think “outside the box.” This is why she believes project-based learning will benefit her students.

“I believe students who have special learning needs will flourish in a project-based learning model because it is not just pencil and paper,” said George.

George holds a bachelor’s degree in K-9 general education and K-12 special education and a master’s degree in special education from Drake University.

She began her teaching career at Orchard Place, a residential treatment facility in Des Moines. George then served as a special education teacher at Valley High School. She transferred to Valley Southwoods when it opened in 1997.

Josh Hohnholt, Geographic Cultural Studies

Newtech vsw teachers hohnholt

Teacher Josh Hohnholt

Valley Southwoods Freshman High School social studies teacher Josh Hohnholt believes in looking at the larger perspective of the world around us.

Sometimes that means climbing the world’s highest mountains for a better view.

Hohnholt’s goal is to climb the highest mountains on each continent. So far he has hiked on Mount Everest and plans to conquer Mount Kilimanjaro in the near future.

As he works on this goal, he is also sharing his experiences with his students and connecting them with people and places of the world through his Geographic Cultural Studies course.

He believes project-based learning will help deepen this work and give his students the skills they need to pursue big goals. “It will allow students to tackle large, multiple-level content, challenging them to think in new and critical ways,” said Hohnholt, who has a bachelor’s degree in secondary education and social studies from Wayne State College.  

They will need these skills in an increasingly global society and workforce. Hohnholt knows this first-hand having started his teaching career as professor of Western Society and World Cultures at a school in Nanchang, China. Upon moving back to the United States, he was hired for his current position at Valley Southwoods, where he has served for four years.

Adam Kent, Science 

Newtech vsw teachers kent

Teacher Adam Kent

Students don’t believe Adam Kent rides a motorcycle, even though this self-described bow-tie-wearing, science-loving teacher rides his Suziki to work nearly every day when the weather is nice and in the homecoming parade every year.

“It should be well known by this point, but for some reason none of my students believe that I ride,” said Kent, who has taught science for six years at Valley Southwoods Freshman High School.

Kent holds a bachelor’s degree and a master’s degree in science education from Iowa State University, where he discovered he wanted to be a teacher.

“As cliche as it sounds, I wanted to join a profession that makes a meaningful difference in the world,” Kent said. “I knew I needed to find a career where I felt like my day-to-day actions mattered.” He was hired by Valley Southwoods right after graduating.

This is also why he believes in project-based learning.

“Project-based learning allows students to contextualize their learning in a more meaningful way. The projects provide an anchor for lessons on skills and content knowledge,” he explained. “I believe that the projects will help the learning stick with the students for the long term.”

It may even help them believe he’s the one riding that motorcycle.   

Royce Mahoney, Foundations of Business 

Newtech vsw teachers mahoney

Teacher Royce Mahoney

For Valley Southwoods Freshman High School business teacher Royce Mahoney, project-based learning is the perfect opportunity.

“Since I started teaching business, I have wanted to tear down the walls between my classroom and the business world outside,” said Mahoney, who will be teaching Foundations of Business next year in Valley Southwood’s New Tech school-within-a-school.

By connecting his students with the business community leaders, Mahoney will provide his students with opportunities to solve real-world problems and work on projects that improve their community. It will also give students the skills they need to be prepared for tomorrow’s careers.

Mahoney knows first-hand the importance of developing meaningful connections and professional relationships. His high school teachers and coaches made him feel like he mattered as a young man and continue to be his mentors. “I strive to create those meaningful relationships with my students,” he said.

Mahoney graduated from the University of Northern Iowa with a bachelor’s degree in business. He began his teaching career at Western Dubuque High School where he taught business and was an assistant football coach. He has been teaching in the West Des Moines Community Schools for four years.

Corey Rasmussen, Algebra I & Integrated Algebra

Newtech vsw teachers rasmussen

Teacher Corey Rasmussen

Corey Rasmussen was not your ideal student in high school.

“I was a rowdy kid who didn’t like to sit down,” said Rasmussen, who teaches Algebra I and Integrated Algebra at Valley Southwoods Freshman High School.

He believes project-based learning can make a difference for students like him and any student who wants to have a new and engaging learning experience.

“I love the idea of getting kids more actively engaged in their learning,” said Rasmussen. “Project-based learning is a way to include real-world relevance and get students thinking deeper and show multiple sets of skills.”

Rasmussen holds a bachelor’s degree in sports administration with a minor in business management from Simpson College and a master’s degree in teaching from Kaplan University. In addition, he is certified to teach math in grades five through 12. He student taught at Stilwell Junior High and worked for Kids West’s summer program for three years as he worked on becoming a certified teacher. Rasmussen began his teaching career as a special education associate in the Van Meter Public School District and then became an eighth-grade computer teacher in Dallas Center-Grimes. He has taught at Valley Southwoods since 2015.

Topics: New Tech

Four Schools Proposed for Renovation, Long-Term Planning Continues

Four elementary schools may receive renovations next year as the district continues to study how it can improve facilities to meet the changing learning needs of students.

Addressing Immediate Elementary Schools Needs

At a special workshop on Sunday, Jan. 22, WDMCS Board of Education members asked the district administration and Shive-Hattery architects to develop possible timelines to renovate Clive Learning Academy, Crestview School of Inquiry, Western Hills Elementary, and Westridge Elementary.

Through its six-month facility study, Shive-Hattery architects identified these four schools as needing immediate changes to meet the learning needs of students.

Some district buildings were designed decades ago primarily for “core instruction,” which is instruction with all students in a general education setting. Today, more students receive “core-plus” instruction, such as English language or extended learning instruction. In some buildings, space is not designed for this shift, and teachers are meeting with students in hallways or former storage areas.

“I am worried about our elementary schools and their capacities right now, and it is not something we can wait on,” said School Board member Jill Caton Johnson, Ph.D.

A proposal for these elementary schools will be presented to the School Board at an upcoming meeting.

A Visionary Look

The School Board members determined they will also continue its more comprehensive facility study to determine a long-term facilities plan.

This includes reviewing the various space and building configuration options previously presented by Shive-Hattery.

“We need a plan and vision,” said School Board Vice President Melinda Dunnwald. “We need to have conversations with the city, the Chamber of Commerce, and we need to get the right stakeholders involved to do this right to save taxpayers dollars and be visionaries.”

Board members indicated they would like to hold future special facilities-focused workshops, with dates to be set at a later time.

Facilities & Funding

During the meeting, West Des Moines Community Schools Chief Financial Officer Paul Bobek provided an overview of construction funding available compared to the estimated cost for three facilities plan proposals previously presented by Shive-Hattery.

Based on several assumptions, he estimates the money the district currently receives through sales taxes and the Physical Plan & Equipment Levy (PPEL) is insufficient to pay for Option 1 and Option 3 as presented. He said the district would have enough funds for Option 2, but may still need to issue bonds to accommodate cash flow. He noted that this only takes into account construction-related costs and does not take into account ongoing operational costs.

For background information on this plan, please visit www.wdmcs.org/category/facilities.

Topics: Facilities

Effective Grading Practices Task Force Meets Jan. 25

 

UPDATE (Jan. 25, 2017): This meeting has been canceled due to adverse weather continues. 

The West Des Moines Community Schools (WDMCS) Grading Practices Task Force will meet at 5:30 p.m. on Wednesday, Jan.25, 2017, in the Community Room at the Learning Resource Center, 3550 Mills Civic Parkway, in West Des Moines. This meeting is open to the public.

Teacher grading papers.

Close-up of teacher’s hands grading papers.

The purpose of this task force is to address the district strategic plan goal area on consistent, effective grading practices in the West Des Moines Community Schools. The task force is charged with researching and identifying effective grading practices and providing specific recommendations to the WDMCS Board of Education for grades K-12 in the district. Additionally, the task force will recommend professional learning needs for staff, communication needs to students and families, and a timeline for implementation.

For more information, please visit: www.wdmcs.org/category/grading-practices/.

Wednesday, Jan. 25, 2017 Agenda

5:30-7:30 p.m.
Community Room
Learning Resource Center
3550 Mills Civic Parkway
West Des Moines, Iowa

Outcomes

  1. Complete self-assessment in groups (Admin, Teachers, Parents)
  2. Develop shared understanding of various models of effective grading
  3. Decide on a continuum of implementation for effective grading practices

Agenda

  • 5:30-6:00: Groups complete self-assessment
  • 6:00-6:15:  Groups share areas from self-assessment that show a need for improvement/action/discussion; Compile and collect data
  • 6:15-7:15: Learning Stations Activity- Continuum Introduce; Be thinking about self-assessment; Station 1- Review Traditional Grading Practices (20 mins)- Rob Schebel; Station 2- Read Handout on 15 Fixes for Grading- O’Connor (20 mins)- Tom; Station 3- Competency Based Webinar- Nathan (20 mins); View 17 mins of this video http://knowledgeworks.org/worldoflearning/2013/07/competency-education-webinar-series/ – 3:04-4:40 Intro, 8:10-12:50 CBE Overview, 29:50-44:00 Iowa CBE
  • 7:15: Continuum- What does the West Des Moines School District have the capacity for in terms of effective grading practices?

WDMCS Effective Grading Practices Task Force – Wednesday, Jan. 25, 2017 Agenda

Future Meeting Dates

Wed., Feb 22, 2017 from 5:30-7:30 p.m.
Wed., Mar 29, 2017 from 5:30-7:30 p.m.
Wed., April 26, 2017 from 5:30-7:30 p.m.
Wed., May 31, 2017 from 5:30-7:30 p.m.

Topics: Grading Practices

Project-Based Learning and Advanced Coursework

Parents of students in the WDMCS Extended Learning Program (ELP) may ask how project-based learning meets the needs of high-ability, high-potential, and high-achieving learners.

Research shows that project-based and problem-based learning provides natural differentiation for students because students can tailor projects to their interests and work at their own level.

Female high school students build drone at STEM school

Female New Tech high school student builds a drone.

New Tech delivers project-based learning that allows students to expand their inquiry to areas of interest and to build depth into their learning that will help them retain knowledge over time.

Project-based learning encourages a growth mindset, collaboration, and communication. In addition, it ensures students are college and career ready upon graduation.

How is this done? Teachers scaffold the learning to meet state standards while differentiating to students’ individual learning styles and ability levels. Differentiation is included in all aspects of project-based learning, including working on a project, producing a final product, benchmark expectations, and researching within the curriculum itself.

If needed, students who participate in the New Tech pathway will have opportunities to take non-project-based courses.

Need more information? See the following Frequently Asked Questions.

 

Will ELP students be grouped together within New Tech?

All New Tech designated teachers will receive training to meet the needs of all students in project-based learning. In addition, New Tech teachers will collaborate with ELP specialists in order to meet the needs of ELP students. When scheduling students, counselors will attempt to cluster ELP students within New Tech classes. Scheduling does depend upon students’ course requests and students’ needs.

 

How will students be grouped for projects within New Tech?

The use of mixed ability grouping within Project Based Learning can be an important consideration when choosing the best fit for ELP students. Often, teachers group students by ability level within New Tech, which means ELP students may often be grouped together for projects. However, sometimes New Tech group projects include students of mixed ability levels. Mixed ability grouping fits with New Tech’s emphasis on preparing students for a workforce comprised of people with varying ability levels and backgrounds.

 

Can New Tech students come in and out of the New Tech pathway?

Students can “passport” out of the New Tech pathway depending upon course interest and student schedule availability. Example: If a student is placed into a math course not currently offered in New Tech, the student can “passport,” or travel, to the appropriate math course outside of New Tech, then return to New Tech for other courses. Example: If an eligible student enrolls in the ELP course, the student can “passport” to the ELP class.

 

Can students take advanced coursework through New Tech?

Students will have access to advanced coursework within New Tech classes. Example: Students will engage in enriched projects with advanced-level standards and benchmarks within a PBL/PrBL classroom, based on their needs. Students can also take advanced coursework not offered through New Tech through a “passport” system (see above).

 

How will New Tech fit in with AP courses?

Students will have access to AP coursework within the New Tech pathway (VHS courses have not yet been determined). Also, students can take AP coursework through a “passport” system (see above).

 

How will New Tech fit in with Honors and Scholars Designations?

Eligible students decide to pursue Honors and Scholars as sophomores. The New Tech pathway for 9th grade is compatible with the preparatory coursework needed to pursue Honors and/or Scholars Designations. When scheduling courses, students will need to review the requirements for Honors and/or Scholars Designations to determine whether New Tech coursework is appropriate.

 

How will New Tech courses appear on transcripts?

Transcripts will reflect the core class content covered within the New Tech course. For example,  New Tech Humanities will be recorded on the transcript as Geographical Cultural Studies or Global Understanding and Language and Literature or Literature and Composition.

 

Topics: New Tech

Board Holds Final Meeting in Facilities Workshop Series

Facilities study image 2aThe West Des Moines Community Schools Board of Education will hold the final meeting in its series of special workshops to study facility use in the district.

The final scheduled workshop will be held at 1 p.m. on Sunday, Jan. 22, 2017, in the Community Room at the Learning Resource Center, 3550 Mills Civic Parkway, in West Des Moines.

This meeting is open to the public.

The meeting agenda is available at http://bit.ly/WDMCSBoardMeetings.

For background on this study, please visit www.wdmcs.org/category/facilities.

.

Topics: Facilities

Level Up! Project-Based Learning Coming to Valley Southwoods

Next year, project-based learning is expanding into Valley Southwoods Freshman High School as it introduces its first “school-within-a-school.”

New Tech Project-Based Learning

Three students build robotic arms their project-based learning class.

All incoming ninth-grade students will be part of Valley Southwoods Ninth Grade High School, but some can choose to be part of a project-based learning environment.

Project-Based Learning

Through authentic, community-based projects and problem-based experiences, students will collaborate with their peers and business and city leaders to make an impact on our community.

Teachers design complex, authentic challenges that engage students, require them to demonstrate mastery of knowledge, and foster written and oral communication skills.

All Valley Southwoods students will have access to the same curriculum, but the school-within-a-school will integrate multiple courses, like English and history or science and business, into one class.  

Technology-rich Environment

Through a technology-rich environment, teachers and students create, communicate, access information, and experience self-directed learning. Each student is assigned a personal Chromebook, and an online learning platform supports project-based learning.  

College- and Career-Ready

As they move on to Valley High School, students will graduate with the skills and knowledge that allow them to be creative and productive citizens in a global society and be college and career ready.

At Valley Southwoods Freshman High School, students will be active problem solvers and creators.

Learn More!

Learn more about project-based learning and how you can be a part of this innovative learning approach at www.wdmcs.org/academics/new-tech/.

 

Topics: New Tech

Grading Practices Task Force Meets Nov. 30

The West Des Moines Community Schools (WDMCS) Grading Practices Task Force will meet at 5:30 p.m. on Wednesday, Nov. 30, 2016, in the Community Room at the Learning Resource Center, 3550 Mills Civic Parkway, in West Des Moines. This meeting is open to the public.

Teacher grading papers.

Close-up of teacher’s hands grading papers.

The purpose of this task force is to address the district strategic plan goal area on consistent, effective grading practices in the West Des Moines Community Schools. The task force is charged with researching and identifying effective grading practices and providing specific recommendations to the WDMCS Board of Education for grades K-12 in the district. Additionally, the task force will recommend professional learning needs for staff, communication needs to students and families, and a timeline for implementation.

For more information, please visit: www.wdmcs.org/category/grading-practices/.

 

Wednesday, Nov. 30, 2016 Agenda

5:30-7:30 p.m.
Community Room
Learning Resource Center
3550 Mills Civic Parkway
West Des Moines, Iowa

Outcomes

  1. Participants will gain an understanding of effective grading practices by examining the standards-based modules from the Iowa Department of Education
  2. Participants can learn from national resources, other states, and Iowa educators who have undertaken this approach and how many aspects of their systems need to be considered in making this significant change. https://iowacore.gov/content/standards-based-education-modules

Agenda

  1. Review/discuss norms (5 mins)
  2. Approve Purpose Statement for grading- Action/approval needed from taskforce
  3. Activity- Show this video from Kentucky featuring Guskey/Jung and others (15 mins) https://www.youtube.com/watch?v=rt_rkouQeeQ&feature=youtu.b
  4. Groups- Slides 4, 5, and 6 (15-20 mins): Develop an understanding of what standards-based grading is – Definition; Groups share out with the whole group
    1. Group 1- Slide 4: https://softchalkcloud.com/lesson/serve/r63ZVqg4tWXusn/html; Definition from the Iowa Department of Education
    2. Group 2- Slide 5: https://softchalkcloud.com/lesson/serve/r63ZVqg4tWXusn/html; Definition from the Education Commission of the States
    3. Group 3- Slide 6: https://softchalkcloud.com/lesson/serve/r63ZVqg4tWXusn/html; Definition from MCREL
  5. Group Reflection- (5 mins)” Now that you have reviewed three different definitions of standards-based education, identify the following:
    1. Commonalities among all three definitions
    2. Differences among all three definitions
    3. Take a moment to write your own personal definition of standards-based learning.
  1. Complete the self-assessment rubric- Slide 8 (30-45 mins): Rubric at this link https://softchalkcloud.com/lesson/files/r63ZVqg4tWXusn/Self%20Assessment%20Rubric.pdf
  2. End with reflection, group consensus.
  3. Conclude with going back to purpose statement

WDMCS Grading Practices Task Force – Wednesday, Nov. 30, 2016, Agenda 

Future Meeting Dates

Wed., Jan 25, 2017 from 5:30-7:30 p.m.
Wed., Feb 22, 2017 from 5:30-7:30 p.m.
Wed., Mar 29, 2017 from 5:30-7:30 p.m.
Wed., April 26, 2017 from 5:30-7:30 p.m.
Wed., May 31, 2017 from 5:30-7:30 p.m.

Topics: Grading Practices