Genesis Presentation 1

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Genesis Presentation 1

• Genesis Overview and Adding Assignments

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Norms

• All voices need to be heard (we benefit from
  everyones experiences)
• Humor is nurturing sarcasm is veiled hostility
• Follow the Leader avoid other computer tasks
  during training
• Be Professional- phones, time, sidebars.

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Comfort Continuum

• Please use a post-it and place where you feel you
  currently are on the continuum

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Outcomes

• GENESIS and Evaluation are two issues
• Proficiency in Adding Assignments in GENESIS
• Grading for learning is ongoing.

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Refining our understanding of a 4

• Exceeding indicates that the student
• demonstrates mastery, with excellence, of the
  grade-level standards with relative ease and
  consistency
• applies and extends the key concepts, process and
  skills
• is working at grade level yet at a higher level
  of thinking

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Long Term Standards
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Percents and Rubric Grades
Scores Performance Current percentage scale
4 Exceeding the standard or Excelling Demonstrates mastery, with excellence, of the grade-level standards with relative ease and consistency, Applies and extends the key concepts, processes and skills, Is working at grade-level yet at a higher level of thinking. 90 100
3.5 83
3 At grade level 80
2.5 63
2 Approaching grade level 50
1.5 38
1 Falling far below grade level 25
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New This Year
Working Towards

•  2011-2012 Grading Changes for teachers
•  Enter score weekly using 4, 3.5, 3, 2.5, 2,
  etc.
•  Use clear and concise labels
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• 2011-2012 Genesis Changes to system
•  Disallow weighting
•  Include ELD Standards
•  Include Common Core Standards
•  Align Report Card to Genesis updates
•  Allow score entries of 3.5, 2.5 and 1.5
•  Disallow score entries of Zero
•  Include Formative and Summative Assignment
  types
•  Remove Test, Quiz and homework Assignment types
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2011-2012 Grading Goals for teachers  Understandi
ng criteria of a 4 as applied to all
content  Developing increased vertical/horizontal
alignment of grading  Opening Parent Portal
Grading   2011-2012 Genesis Goals to system  Add
special area standards (music, art, PE and
technology)  Add Pre-school standards  Represent
overall grade on progress reports as rubric
score instead of percentage Ensure readiness of
parent view on Parent Portal Grading
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• District Grading Initiative for 2011-2012
• No Weighting Assess Standards w/ Rubric 1-4
  
•  Clear and Concise Labels Formative/Summative
  Weekly score entries No Zeros
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• Fixes for Practices That Distort Achievement1.
  Don't include student behaviors (effort
  participation, adherence to class rules, etc.) in
  grades include only achievement.2. Don't reduce
  marks on "work" submitted late provide support
  for the learner.3. Don't give points for extra
  credit or use bonus points seek only evidence
  that more work has resulted in a higher level of
  achievement.4. Don't punish academic dishonesty
  with reduced grades apply other consequences and
  reassess to determine actual level of
  achievement.5. Don't consider attendance in
  grade determination report absences
  separately.6. Don't include group scores in
  grades use only individual achievement
  evidence.Fixes for Low-Quality or Poorly
  Organized Evidence7. Don't organize information
  in grading records by assessment methods or
  simply summarize into a single grade organize
  and report evidence by standards/learning
  goals.8. Don't assign grades using inappropriate
  or unclear performance standards provide clear
  descriptions of achievement expectations.9.
  Don't assign grades based on student's
  achievement compared to other students compare
  each student's performance to preset
  standards.10. Don't rely on evidence gathered
  using assessments that fail to meet standards of
  quality rely only on quality assessments.Fixes
  for Inappropriate Grade Calculation11. Don't
  rely only on the mean consider other measures of
  central tendency and use professional
  judgment.12. Don't include zeros in grade
  determination when evidence is missing or as
  punishment use alternatives, such as reassessing
  to determine real achievement, or use "I" for
  Incomplete or Insufficient Evidence. Fixes to
  Support Learning13. Don't use information from
  formative assessments and practice to determine
  grades use only summative evidence.14. Don't
  summarize evidence accumulated over time when
  learning is developmental and will grow with time
  and repeated opportunities in those instances,
  emphasize more recent achievement.15. Don't
  leave students out of the grading process.
  Involve students they can-and should-play key
  roles in assessment and grading that promote
  achievement. O'Connor, K. (2011). A repair kit
  for grading. Boston, MA Pearson.

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Genesis Portal

• Genesis has two areas to work
• Live
• Training
• Both areas are duplicated in format, but not tied
  together in any way
• Any work you add to the live site will NOT show
  in the training
• Any work done in the training site will NOT show
  on the live site

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Check for Understanding

• Which portal should I use if I want to experiment
  with adding assignments?
• Are the ELD standards in both portals?
• What would happen if I transferred grades in the
  Live portal for pretend assignments?

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Navigating Genesis

• Review top three navigation bars
• Review Grade book options

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After locating each menu, Answer these questions
with a partner

• How can I limit the view of assignments to just
  this week?
• How can I limit the view to show only Formative
  scores?
• I want to show my grade book to the class, how
  can I do this so students can't identify each
  others scores?
• I have 50 scores in my gradebook. How can I sort
  them so the newest ones show first and the oldest
  last?

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Final Grade Config
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Genesis Basics

• Watch this video on elements of adding a new
  assignment
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• New Assignment Fields

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Standard Based Assessment 

• Pacing Guide

Artifact
Rubric
Alignment
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What standards does this address?

• Problem Solving
• Stacy is going to go to Johns house to play with
  legos.  She is going to bring some legos to
  share.  John knows he has _____ lego pieces. 
  When they counted all the pieces they found they
  had _____.  How many lego pieces did Stacy bring
  to Johns house?
• (7    12)                                (15   
  19)                              (35   
  52)                              (67    141)
• What is the equation?
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• Show your work by explaining your mental
  strategy, drawing your model or showing your
  computation
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• Write a number sentence that matches your work

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Pacing Guide
     OA 1     and OA 2   With a partner, decide
what a 4 would be for each standard.
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Rubric 1

• OA1 Use addition and subtraction within 100 to
  solve one- and two-step word problems involving
  situations of adding to, taking from, putting
  together, taking apart, and comparing, with
  unknowns in all positions, e.g., by using
  drawings and equations with a symbol for the
  unknown number to represent the problem.
• 4 Exceeding/Excelling indicates that the
  student
•          demonstrates mastery, with excellence,
  of the grade-level standards with relative ease
  and consistency
• o   Student can use addition and subtraction to
  solve the 2nd and 3rd  number set with multiple
  strategies
•          applies and extends the key concepts,
  process and skills
•          is working at grade level yet at a
  higher level of thinking.
• o   Student can use addition and subtraction to
  solve the 4th number set
• 3-  Student can use addition and subtraction
  within 100 to solve one- and two-step word
  problems involving situations of adding to,
  taking from, putting together, taking apart, and
  comparing, with unknowns in all positions, e.g.,
  by using drawings and equations with a symbol for
  the unknown number to represent the problem.
• 2 Student may need minor assistance to use
  addition and subtraction to solve within 100 (2nd
  and 3rd number sets)
• 1 Student may need minor assistance to use
  addition and subtraction to solve within 100 (1st
  number sets)

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Rubric 2

• OA2 Fluently add and subtract within 20 using
  mental strategies. By end of Grade 2, know from
  memory all sums of two one-digit numbers.
• 4 Exceeding/Excelling indicates that the
  student
•          demonstrates mastery, with excellence,
  of the grade-level standards with relative ease
  and consistency
•          applies and extends the key concepts,
  process and skills
• o   Student can fluently add and subtract within
  20 using mental strategies to solve the first
  number set easily, and/or solve parts of the
  higher number sets by grouping numbers mentally
  up or above 20
•          is working at grade level yet at a
  higher level of thinking.
• o   Student can fluently add and subtract higher
  than 20 with mental strategies
• 3 - Fluently add and subtract within 20 using
  mental strategies know from memory all sums of
  two one-digit numbers.
• 2 Add and subtract with 20 using some mental
  strategies and some support (fingers, tallies,
  etc.)
• 1 Student needs a lot of support and may not
  attempt a mental strategy.

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Using Clear and  Concise Labels

• Each assignment's title should indicate the
  skills that it covered
• Example- On the following sample parent portal
  from Peoria, the child is earning a B in
  Algebra.  The parent would like to help her
  daughter earn an A. 
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• Which assignments, if any, inform the
  parent what skills her daughter needs practice on?

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What label could we use for our Math example?

• Problem Solving
• Stacy is going to go to Johns house to play with
  legos.  She is going to bring some legos to
  share.  John knows he has _____ lego pieces. 
  When they counted all the pieces they found they
  had _____.  How many lego pieces did Stacy bring
  to Johns house?
• (7    12)                                (15   
  19)                              (35   
  52)                              (67    141)
• What is the equation?
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• Show your work by explaining your mental
  strategy, drawing your model or showing your
  computation
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• Write a number sentence that matches your work

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Adding an Assignment

• We will go through the process step by step
  together.
• Log into the TRAINING site
•  Hover on "Gradebook", click on "New Assignment"

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Adding Assignments Part 2

• With a partner, take the sample and add the
  assignment.  Make sure you and your partner agree
  on all the fields and standard correlations.
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• Be prepared to share how you entered the
  assignment

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Adding Assignments Part 3

• Independently take the sample and add the
  assignment.  Make sure to consider all the fields
  and standard correlations.
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• Be prepared to share how you entered the
  assignment
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• Challenge
• Could I enter the assignment today, and have it
  active in two weeks?
• Can I enter an assignment and hide it from parent
  portal?

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Exit Ticket

• Make sure to leave any questions you have on the
  Parking Lot or your Exit Ticket