Time to start. Well, I suppose it’s hard to start what never really stops. Teacher Brain. I am afflicted with this communal condition, and though I always hope the beach, home projects, etc. will keep it at bay. It’s a constant itch. I am always thinking about my classroom. And now, as we reach mid-July, my condition has worsened, and I have to start thinking–intentionally–about my room this coming year. Time to scratch the itch.

A Glance at the 180 Classroom: Year Four

This fall will mark my fourth start with Project 180. As my mantra would suggest, things will be a little different–hopefully better. So, to get to it, I am going to use this familiar space to start. It’s where I do my most productive thinking. So here goes. In no particular order in no state of finality, here are some things I am planning for Project 180 this year.

Smiles and Frowns. Okay, not new. And okay, it is placed in order. And okay, too, it is in a state of “finality.” I have done Smiles and Frowns for two full, consecutive years now. It is THE most important thing in the 180 classroom. And it is final insofar that it is, would be my last stand. It is the non-negotiable in my room. Every day. Every period. No matter what. As I have said before, I would get fired over it if it ever came to that. Why would I get fired? Well, it takes time. And some people think it’s a waste of time. Fortunately, so far, admin hasn’t deemed it so, and I suspect they never will, but I am ready to die on this hill should that day ever come. Here’s a link to a post that explains the what, why, and how of Smiles and Frowns for those who aren’t familiar with it. http://www.letschangeeducation.com/reflections-reality-relationships-are-not-accidents/

My Learning, My Story. Last spring I began sharing about this, and though a lot of thinking and planning still remain in the coming, soon-to-be-gone weeks, my dream is to have a feedback-only classroom this year. True to its original roots, back in year one when I gave every student an A for the year, Project 180 was initially about rejecting “traditional grading,” in search of a way to better emphasize learning. Over the last three years I have tried, failed, succeeded, and learned much about learning, and it has compelled me this year to give it a go, placing at the center of the learning experience that which matters most: feedback. But there’s more to it than that. It’s really about how kids make sense of and capture their own learning. I am a co-author at most. I want them to write their learning stories, so I am playing around with something I am calling “Learning Stories” or “Narrative Assessment.” Below are some initial scribbles, which I shared earlier and also a digital version my grade-level partner Jenna Tamura created for me. I am not married to the plot line, but for now, it helps create a path. Changes to come. Some have already been made. But this represents the foundation.

Skyward. Hate it. And though I have found ways to make it “work” the last three years, it’s been a thorn in my side. For the past two years, I reported progress using a three-point scale: 3 = Met Standard, 2 = Near Miss, 1 = Far Miss. For the most part, parents came to understand and accept the system, but the unavoidable Skyward-calculated percentage grade created some confusion. A “2,” a near miss that only required some corrections showed up as a D, 66%. Needless to say, that created some issues, despite my earnest attempts to communicate the true meaning of a 2.

So, though I wish I could do away with Skyward altogether, I can’t. District requires I use it. So, I will, but this year I am only going to report using a 1, which will have a simple meaning: Response to Feedback or RTF.

I only put assessments in the grade book. In the past I have called them “Performances,” but this year I am going to call them “Learning Checks.” As the graphic illustrates, the basic learning experience for kids will be practice, Check, feedback, and response. Once the kids complete this “path,” I will record a 1 in Skyward, which is intended to communicate to parents that their child has completed the “Learning Check.” For the RTF, kids will complete a form (still under construction) that will basically capture what they did, what the feedback revealed, and what they did in response to the feedback (revised, retook, corrected, etc.).

Will parents want more? I hope so. If they want to know what/how their kids are learning, then I would like them to see their child’s RTF form, which will give the kids a guide to share what they did, what feedback I provided, and how they responded. All of this will then help inform their semester Learning Stories, which I will share more about later.

As for the percentage, that is not going to go away. In the past, the kids and I have understood that the percentage in Skyward is never their grade. Their grade is what they select and support at the end of the semester in their learning conferences. And that will be much the same this year. However, by design, my goal with the feedback-only classroom is for all to get to an A. I will write more about this later, too.

Enough for Now

Lots more to think and write about as I begin to scratch out my plan for year four. There will no doubt be many changes/revisions and “betters” ahead, but for now this is what I am chewing on. Thanks for letting me talk through my mess. Hope everyone is well.

Do. Reflect. Do Better.