A Trip Down Report Card Memory Lane + Second Chances Policy Periscope

Hey everyone,

As I bear down for the upcoming hell that I like to call "report cards", I would like to take a moment to reflect on some of the changes that have taken place in the world of assessment/report cards/grading since I started teaching 25 years ago.

1. Years 1-16: 

• Each school developed their own report card and decided what was necessary to report. 
• Work habits were measured with E/VG/G... and academics were usually marked with similar grades or 1/2/3/4. (At the elementary level)
• Sometimes only checkmarks in columns were required.
• Scores and comments were handwritten.
• If numerous teachers taught the same class, the class set of report cards were passed from teacher to teacher.
• Duplicate/triplicate copies were often used. Just rip one off -give one to the parent, keep one and have one for a permanent file.
• Sometimes percentages were given in the upper elementary grades or middle school. High school was reported in percentages. (I don't think I have ever given letter grades.)

*Estimated Time Spent Marking and Writing Report Cards Per Term: 

Approximately 3 hours + marking time

2. Years 17-25:

• Standards-based grading (SBG) was explored and adopted by my present school. It was a huge shift, but at the onset, was a much needed change to our reporting practices.
• Each subject was now assessed separately by outcome (from the curriculum document).
• Achievement descriptors were in words to show achievement in each outcome. (Instead of a smushed up average)
• In ELA and SS there were 4 categories of outcomes in each subject so you were essentially preparing 4x the marks to report.
• Descriptors included: 4/3/2/1; Excelling/Meeting/Not Meeting (I think-I can't remember); Excelling/Meeting +/Meeting/Meeting-/Approaching/Limited; Excelling/Proficiency/Meeting/???/Emerging/Limited and our present system of Mastery/Advancing/Progressing/Emerging/Basic/Limited. 
• DO NOT ASK WHY SO MANY CHANGES OR IT WILL INVOLVE A LONG CONVERSATION AND LOTS OF DRINKING. You know what they say. Don't poke the bear...or the Sarcastic Teacher.
• Extensive commenting after each subject area and areas to improve/next steps were incorporated.

*Estimated Time Spent Marking and Writing Report Cards Per Term: 

Approximately 40 hours + marking time 

My Present School Report Card - Copyright RVSchools 

As you can see, the expectations have changed dramatically and I can honestly say that as a SBG teacher, I know my curriculum documents more thoroughly than I ever have previously. The learning curve was steep, but I think necessary. Along the way came many other changes to my grading philosophy whether I wanted them or not:

• Using Rubrics to Assess Achievement
• No-Zero Policies
• Formative/Summative Assessment Practices
• No Grades Given for Homework
• No Deducting Marks for Late Assignments
• Achievement Test Exams in Grades 3/6/9/12 (Which lead to "ranking of schools")
• Grade Level of Achievement (GLA) Indicators (At the end of each year in LA/Math
• Online Gradebooks (So parents/students could access marks anytime. Apparently, students have lost the ability to speak and tell their parents their marks) **BEEP BEEP TIME SUCKAGE ALERT!!** 
• Second Chances Policies for Assessments

Yep. I've seen and lived it all. I've gone from "You are the teacher, you must know something" to "You are the teacher, prove that you know something, and make sure you repeat it at least 3 times, report it in at least 3 places and be prepared for a beat-down because students don't have to be accountable, you do. " BREATHE. I'm good enough...I'm strong enough...and gosh darnit, people like me. (Thank you Stuart Smalley)

After 25 years, I've rolled with the punches. I jumped head first into policies I believed were based on strong pedagogical research and merely complied with other policies as much as I could, without throwing up. Or throwing a fit. Some of these policies have been good for kids and some of them have not. But the bottom line is I AM THE PROFESSIONAL and I need to be sure that my kids are always aware of what is expected of them and always aware of their progress and achievement in my classes.

One of the policies I have strongly embraced is the Second Chances Policy. I have spent a lot of time and energy compiling a policy that ensured that kids can SHOW ME THE MONEY so I can accurately assess them, but made sure to keep the their commitment to learning in place. Kids that really want to have a second chance get one and they work hard to get it. Those that don't want to put in the work, do not get a second chance or they don't even ask for one. 

I estimate less than 5% of my students apply for a second chance. So when parents say to me, "Why didn't I know that my child was struggling?" my reply is firmly, "I don't know why. It is his job to tell you. AND he didn't take advantage of my Second Chances Policy so obviously he/she is not as concerned about it as you and I are concerned." BOOM.

Below is a Periscope I recorded explaining the policy and a link to my policy is here. If you decide to adopt this philosophical shift in assessing student learning, it really puts the emphasis on the person that it should put the emphasis on - THE STUDENT. Any extra work for me, the teacher pales in comparison to the opportunity to teach a child that they are responsible for their own learning.

Okay, now I trudge back to my marking. I know, a little marking a day, keeps the excessive-drinking- during-report-card-time away.

Now, just in case you forget...

Cheers!

Tracey

Image Sources:

Old Report Card 1- http://www.baka-raptor.com/Slacker/reportcard.JPG

Old Report Card 2 - https://bulgingbuttons.files.wordpress.com/2014/09/report_card_2_1.gif

Old Report Card 3 –

http://i52.tinypic.com/jahq2c.jpg

Rocky View Report Card - http://www.rockyview.ab.ca/21stC/assessing/reports_cards/read/rvs-g7-8-report-card/view

Jimmy’s a Shit - https://www.pinterest.com/pin/284852745157794524/ (original URL is 4 pages long)

Teacher IPP - https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcSMHs3J_s_LmjJkFkVDvXu01UH-qlzhu_XtbqsHcnh9qrlygMV5

Drop the Mic 1: http://www.collegehumor.com/images/download.jpg

Gosling Fabulous: https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcSeK3WtYJyozbetJnpFxVBESwERI4xwqruIaTmv77m3HYkQSNa7

How Am I Supposed to Know What $%*#n Reading Level My Kids Are At?-Part One-In-Book Assessments and School-Wide Screens

Hello my darlings,

*Have you ever asked a student, "Is that book at the right level for you?" and they say, "Yep"?
*Have you ever looked at a kid's work and said "Boy, that kid sure doesn't seem to understand what he's reading. I wonder what he was smokin'?"

Okay, test over. You're normal. It happens all the time in middle school. Either they don't enjoy reading so they pick the same book to read (excuse me "read") for the next 3 years (Do you know any kids that have been reading the Hunger Games for grades 6, 7 and 8? Honestly, it doesn't take that long to read!) OR they continuously read books below or above what they should be reading and aren't progressing as a reader.

I NEED to know what level kids are reading at just like I NEED to have a cup of coffee within 30 minutes of waking from my beauty sleep. I just don't have enough time to mess around, folks.

• Our kids need to read stuff that they like and can't wait to read.
• Our kids need to read text at their level both independently and instructionally.
• Our kids need to read text easier than their level once in awhile just to skim it, make meaning and say, "Damn, I'm fine!"
• Our kids need to read text harder than their level once in awhile to feel what "huh?" feels like, and use strategies to make sense of it.
• Our kids need to read text at their level regularly inside and outside of school to build stamina for the increased demands on them in the future.
• Our kids need to read text at, below and above their level because "galldarnit", reading is the bomb.com!

In middle school, whether we are teaching specifically ELA or in a content area, we realistically don't get to see our kids more than an hour or so a day. With those constraints, how do we know what level our kids are reading at so we can support them/prepare lessons that will be effective?

Well, since you asked...I made a little video. I am trying to get better at making instructional videos, so be patient with me, k? Before you watch the video ask yourself:

1. Why do I need to know what level my kids are reading at?

2. Do my kids know what level they are reading at so they can make suitable educational choices?

3. Do my students' parents know what level their child is reading at so they can support them appropriately?
4. Will Jon Hamm ever profess his undying love for Sarcastic Teacher even though Hot Husband already has stolen her heart?? (Okay, you don't have to ask this one if you don't want to...)

In the video below, I talked about 2 different things.

1. First - 2 tools (In-Book Assessments) that I use to see if their "choice text" is at their reading level. "Choice Text" is a term I use for a book to read that is always with them during workshop time, either recently read or read numerous times, to track their thinking.

NOTE: In case you didn't know, I like to make shit up sometimes. Like words and terms and stuff. Doesn't "Choice Text" sound like a term that Lucy Calkins would use? Maybe if we all use it, she'll start using it, too? Come on, Lucy. Everybody's doin' it.

Okay, I'm obviously a little delusional here, but this term has been helpful. The kids know what I want them to have handy, okay?? They usually have a choice text and another text with them if they have already read their choice text.

I also use the old stand-bys pictured below that many of us use, and 90% of the time work just fine.

 
2. Second-An introduction to our school-wide screening tool. Some people don't like them, but when I see my kids for only 50 minutes a day, I need to have some data on hand to see who I need to keep an eye on. Days turn into weeks and I need to stop them from falling behind before we even get going! I also use this data to help our grade teams determine RTI groups.

Ready...set...watch...

Do you think any of these would work with your students and help you teach your kids better? If so, let me know in the comments what you are going to try! If not, better luck next time. Sometimes people just don't pick up what I'm puttin' down. I hope you get back the last 15 minutes of your life you just spent reading this post and watching the video.

Coming up in Part Two of the "What Reading Level?" series, I will show what tools I use to screen all of my classes for their vocabulary and reading comprehension %ile levels in order to:

1. Verify any results from the school-wide screen.
2. Help them set appropriate reading goals.
3. Help me develop appropriate instructional resources.

Here is the link to the document that I referenced to in the video about determining reading levels:

Reading Level Assessments List

Please leave any questions or feedback in the comments or feel free to contact me on twitter (@sarcasticteachmusing) or email at sarcasticteachermusings at gmail.com. I will gladly get back to you! Find me on Periscope and Blab, too!!

Until next time,

T.

Image Sources:

Reading Level – Part 1:

Just Right: https://jh035.k12.sd.us/scans/justrightposter.jpg

5 Finger: https://jh035.k12.sd.us/scans/5_Finger_Test.jpg

Confused Woman: http://www.israelize.net/do-you-feel-like-this-while-reading-the-news-about-israel/

Baby Reading Shakespeare: http://www.quickmeme.com/user/roy.harper.58

The Reading Log Battle - Who Won? The Students or Me?? or Anyone???

Hello sarcastic friends,

I know. It's been too long. Don't worry, I have been as sarcastic as ever, I just haven't found the right moment to put my thoughts onto this blog. But I have been thinking of you - honest!

Not only am I sarcastic, I have a very busy brain and I find it difficult to choose which ring of the circus to share with you. I decided to go back to "Ye Ole Reading Log" and then I'll do another post about other things, k??

Here is a summary of my reading log journey:

• At the Reading and Writing Project this summer at Teacher's College, I realized that READING STAMINA is one of the biggest concerns I have with my students' literacy skills and behaviours.
• Reading logs are the way to TRACK READING VOLUME and INCREASE READER STAMINA.
• Reading logs are the way KIDS LIE TIRELESSLY ABOUT HOW MUCH THEY ARE READING.
• Reading logs are the way I have tried in the past to measure reading volume and FAILED MISERABLY
• Reading logs are needed but I secretly WANT TO HARM THEM. (If it is possible to harm a notebook...anyway...)

So I followed all of the advice that my friends at TCRWP gave me - keep it simple, remember what the purpose of the log is, encourage honesty,... and lo and behold I got meself some great reading logs. (Affectionately know as RL in my classes). Below is a copy of the anchor chart we made to remind us of the structure and purpose of the RL.

In the first 3 weeks, they were submitted once a week to see how they were progressing. Guess what? The same kids that never had a book to read, never had their f'n RL? Shocked?? Probably not.

After constant feedback, all 55 of them had jumped on the RL Train and Sarcastic Teacher was drivin' and wearing a stylish train hat. (Okay, not really, but I might need one.)

I think I have found the trick. I have them fill out a google form every time they hand in their RL so I have their info all in one place and I just skim the actual log for info (Google Forms puts all of their answers into a spreadsheet. Google Forms are my 2nd best friend in case you didn't know. After BFF, of course.) Below is a link to my September Monthly Checkin Form.

September Monthly Checkin Form

So now they had to lie to me twice and it got quite monotonous, so they decided to be truthful. Here is my take-away from this reading log adventure:

• Some are hardly reading. 
• Some are reading 1 hour a day or more. 
• Some are reading, but not recording it so they sit down with me and record as much as they can remember. 
• And some ask to go to the bathroom every time I conference with them. 

Overall, I think WE BOTH WON THE BATTLE! My kids are reading every day and only lying/fake reading a little. Will it continue? Time will tell.

We are having intelligent conversations about books and I have formed the "The Holy Shit I Read A Book Club (HSIRAB Club). These are the kids that confessed this is the first book they have ever read. I say "Welcome to the club, my friend!" but don't tell them what club they are really joining. I can't spill all my secrets?

I will report back throughout the year about our reading logs as I am curious how this little adventure will play out. Thanks to everyone that has encouraged me to take on that beast affectionately know as THE READING LOG. Coming soon to a theatre near you. Starring...The Sarcastic Teacher and her Sarcastic Students :)

Til next time, keep rockin' and teachin',
Tracey

Reading Logs - Can I Inspire My Grade 8s to Use Them Effectively?

Hi, I'm Tracey. I'm a recovering readinglogaholic. I have tried every style, format, bribe... known to man, and 5 years ago I did it. I stepped away from the Reading Log. Too much frustration, too much lying (from the kids, not me) and not enough useful data. The amount of "fake reading" was directly proportional to the brain damage that I was suffering from their lack of usefulness.

I eat, breathe and sleep literacy. (And wine, but that's another post.) After I have finished a professional text about literacy, one of my former coworkers equated the look in my eyes to "Whitney on Crack". Let's do some math:

A literacy book+a good box of wine (Yes, there are some. And so accessible!) = Happy Tracey 

 

So even though I have been swimming in the deep end for many years, I couldn't find many strategies to help gather student data regarding the volume of reading as well as reading habits.

This summer, I went to Teachers College for the Summer Reading Institute and I feel like I have the gumption (yes, I said gumption), to try it again. Cornelius Minor and Mary Ehrenworth immersed my mind and heart with all of these fabulous strategies and suggestions. Picture in your heads, people -  five days of my "Whitney on Crack" look. So great...

Back to the trenches and I've been pouring it on pretty thick with my 8s. Some keeners in my class are busy putting together a presentation of all of the reading log apps available on Mac/Chrome/Windows/iOS/Android and any other format they can get their hands on to share with us. Some have decided to go "Old-School" and use a paper copy (or have gone shopping for a sassy notebook to use). I think some may be starting to catch on that I love reading.

The enthusiasm thus far is quite admirable, but then again it is only the 4th day of school.

I know I am not alone in my journey to the Land of ReadingLogGoddesses. I know what data I want to mine from them, and I can clearly see how the logs can help me move my students' reading forward. So I will try to post every week or two with my successes and failures and will tweet it as #readinglogdiaries. Any one else want to jump on the Reading Log Express with me? This is teaching year #25 and I think this is the one that will bring me that Reading Log sweetness!

Every day learnin' and laughin',
Tracey

Follow Me On Bloglovin'!

Hey everybody,

Back in the day, (insert yawn here), I used Google Reader to follow all of my favourite bloggers in a feed. Since Google Reader bit the dust (RIP), I find I just don't read as many blogs. Now that I am blogging again, I am finding out what all the cool kids are doing in the blogging world. The great folks at Brain Ninjas told me about Bloglovin' so I got my tail straight over there and signed up!

Here is the link to my blog there: Follow my blog with Bloglovin

Come on over and see what's happening with all of the other teacher bloggers!

 Keep on keepin' it real,
T.

Book Study: The Power of Understanding People - Wanna Join Hands and Sing KumBaYah with Us?

Hey everyone,

The other day, Hot Husband and I were having a conversation about an acquaitance who behaved in a way that was extremely strange. As this was not the first time I have felt this way during interactions with this person, I need to consider whether I should make some serious life changes in the coming year as I have done my best to "seek to understand" where she is coming from and avoiding her is not necessarily possible. This person is a very kind, generous, loving person who struggles with relationships, but I don't think she realizes it and always thinks it is someone else that is in the wrong. Anybody know anybody like that??

I am a BIG personality and I know it. A little Tracey goes a long way. I seek to understand the jackassery of myself just as much as I seek to understand the jackassery of others. One of the best parts of getting older is developing a level of self-awareness that lets you recognize your faults and realize it is okay to have them. Sometimes, I really have some work to do in order to make a situation work and sometimes I just need to say "Suck it!" to the other personal and move on.

As teachers, we have to have engage in such intense and complex relationships with many people. So when Hot Hub reminded me of a speaker that he heard at a work event a while ago that was really helpful, I dug out the book and started skimming. OMG - I think I know why this person and I are approaching this situation from different perspectives! So, I'm going to dig deeper into the book - anybody want to come along for the ride?

I am going to start reading it tonight, so if you want to hop on board, get a digital copy, audio copy or run out to that bookstore and grab a copy! If you don't want to read it, but want the Reader's Digest version, just keep tuning in here and/or into my periscope broadcasts about it to the gist of it. I love to summarize and analyze while reading. Sometimes I even make study guides to go with the books I love. Yep, I'm a geek and I love being a geek!

After this, we will all be perfect, join hands, sing KumBaYa and see rainbows and unicorns. Oh and don't forget about spontaneous outbursts of singing and jazzhands, too! Nah, I am just being sarcastic. But any help I can get to keep my relationships strong - sign me up!

 Follow me by subscribing by email along the top right side, follow me on twitter (@sarcteachmusing) or periscope for these updates. Email me at sarcasticteachermusings@gmail.com if you want to chat more.

Let's figure each other out. And let's drink wine, okay???

T.

Why Am I Blogging, You Say??

Greeting Earthlings,

Since I just started up this whole "Sarcastic Teacher" thingee (note: I have always been sarcastic), I wanted to have some kind of order to the chaos. I enjoy structure and order. Especially alphabetic order and anything that involves pretty colours and office supplies. It keeps the crazy down to a manageable level. So while watching SheilaJaneTeaching on Periscope today, she gave me motivation to get this train on the track. Would you like me to give a shout-out every blogpost or periscope, Sheila Jane? It is quite possible, due to your level of fabulousness!! If so, I'll have to put it on my list of requirements... #powertothequails

Anywho, I first started to blog in 2008 as a place for my students to interact with me in an educational, digital environment. All of the important peeps said I should do it, but when my kids would go to the computer room (yes, we all had one of these back then) and enter my url, guess what? BLOCKED - you can not access this site because of the following content: BLOGGING. Yep, blogging was a bad thing that bad people did. Oy vey, pass the wine. I had to write a formal request to my central office to get my EDUCATIONAL blog from EDUBLOGS that is being used to teach my kids how to be DIGITAL CITIZENS unblocked so they could interact with me at school. At their homes with no supervision - sure. At school with me right beside them - no dice.

DISCLAIMER: I will now go to the fridge and get a glass of wine from the ever-present box that resides there everytime I refer to my central office. They are very nice people, really they are!! Especially my fellow sarcastic teacher-in-crime, Kara, but I simply DETEST bureaucracy and anything that stops me from teaching my kids. DON'T POKE THE BEAR!

Okay, I've recovered and have "Big Carl" in hand for any future outbursts. (If you don't know what "Big Carl" is you obviously don't watch Cougar Town and need to give yourself a slap, and go directly to Netflix after you read this post!)

Solution: Switch to "wordpress" from "edublogs" because wordpress doesn't have the word "blog" in it and therefore won't get blocked.Yep, kids. Get around the system. Have I mentioned what a role model I am for them??

Below are my blogs before this year:

• School/Classroom: Middle School Monkeys

• Ed Policy/Politics: Exploring Education:Exploring Excellence

I also had two other blogs that I have deleted because I would like to keep my job and some people might not enjoy the content. One was about trashy tv and one was a parody on rubrics. My friends and I developed a rubric to determine the sketchiness of an entertainment venue (that's a nice way of saying it!) by giving it 1-5 mugs of beer. Determining the criteria was hilarious! The research process was gruelling...

Earlier this year, I decided to start a new blog about things that are just fun to me and those that know me. Makeup, clothes, shopping, stupid people... You know, the basics of life. It can be found here and sometimes I make YouTube videos an Perioscopes to go with this blog as well:

• Traceyland Blog-  (twitter is @traceylandblog)

Which brings us (FINALLY!) to this blog. This blog is meant for anyone that loves education and loves to laugh. That's my only purpose. I don't care if 1 person reads it or if 1000 people read it. It feels good to express myself in writing on a regular basis and it makes me a better writer/teacher of writing, too! You know that whole, write as a reader and read as a writer thing. Maybe something I write might help another teacher who is going through the same thing? That would be grrrrrrrreat!

So, that's all folks. Have you figured out yet, that trying to be concise is difficult for me? I have bullet points in my head, but I love language and how it flows, so sometimes it goes on and on... If you don't like it. Well, you can suck it. Really, you can.

Tracey