Strategies
My research papers on the web site statistics page really explain the methods I use and structure of my classes.
1. Align Grading System with State Standards
Overall averages earned in class should strongly correlate to scores students get on standardized tests in this subject. This makes diagnosing problems a more accurate process and really defines the legitimacy of the teacher's grading system. This is achieved by using standardized test grading rubrics, test formats, and test questions structures in the regular classroom assessments. Periodically, scores on grading rubrics are correlated with scores on standardized tests to check their validity. There should be no surprises for parents or students. The standardized test is the definition of success within the range of what that test measures.
2. Stretch Range of Students Who Pass in This Learning Environment
The first thing that happens when teachers align their grading system with the standards is that the number of failing students rises. In my case, the percentage doubled. My choice here was either to go back to a system that inflated grades (yet these same students were bound to fail the state test) or expand the teaching methods used in the class to reach more students. I was not sure that this could be done at first. [Research Paper]
a. Collect More Ways to Acquire Information
b. Provide Texts at Various Levels [Research Paper]
c. Create More Flexible Timeframes for Learning [Research Paper]
d. Define a Basic Proficiency Level to Reduce the Amount of Information for Struggling Students [Research Paper 1] [Research Paper 2]
e. Create More Ways to Assess Students' Knowledge [Rubrics]
Instruction
Priority #1 is, of course, to teach what I'm supposed to teach. Though I have some latitude, there is a very specific list of skills and knowledge I am charged by New York State to teach. To see to it that as many students learn as much as possible, I rely on repetition of material, differentiated instruction, technology resources (such as this web site), and learning a wide variety of teaching strategies.
Goals of my classroom are accomplished though a partnership between me and my students. Neither one nor the other can alone be completely successful. Students have responsibilities over which I have little or no control. Among these responsibilities is to apply the right effort to tasks in the spirit intended.
Grades
My philosophy of grading is to gather as much accurate data about what students know and what they can do as possible. Grades that are careful measures reveal how students are really doing. This allows me to see who needs extra help and to design lessons that most likely work for most people. The grading system correlates very highly with performance on state tests and that is an indicator of its validity.
Menu of Extended Tasks
Miscellaneous Policies
Progress Notification
Parents are notified on their child’s progress very regularly: the eligibility notification every 2 1/2 weeks, the five week notice, and the report card every 10 weeks. In addition, I provide students with a complete progress report every week that lists all of their work.
Weekly progress reports mailed home for your child are available on request on a limited and temporary basis.
On average, it takes 3 days for student work to be reviewed, graded, recorded, and returned. I average 80 students a year and process around 400 papers a week. This means that the grade on reports mailed out by the school are usually out of date by the time you receive them.
I am happy to sign your son or daughter’s homework planners at your request, however, the students must be responsible to see me about it.
Textbooks
No single textbook resouce is used in this course and unless requested by parents, students are not issued textbooks. There are three texts available in class for students who use them: a basic text, a middle school text, and a high school text. For those who do not use texts, there are recorded lectures at college level, teacher-made video lessons at middle school level, several formal teacher presentations in each cycle of lessons, some commercially-made videos, and texts in audio format.
Recording Devices
The classsroom is a public venue and I will record what goes on there in video and/or audio from time to time.
Students are welcome, in fact encouraged, to bring their own audio or video recording devices to lessons for later study. This can be particularly effective for people who learn well from listening: they can record class presentations and discussions.
Absences
Students who are absent a lot will probably not pass.
Students have 5 school days to make up work missed due to absence (see district policy manual). Important: Being absent during the five days that work is due from a previous absence does not give students an extension. That means if one is absent on the days one was supposed to make up work from another absence, one will have missed the chance and receive zero for the work missed.
Tasks made up due to absence may not necessarily be the same as the original task assigned in class in order to diminish the chances of gaining unfair advantage by absence.
After school private lessons are regrettably not available.
Students who are absent for 2 or more days of instruction on material required for the exam may postpone the exam.
The school requires that I report students to the office whose grade is below 70 every few weeks. Students whose averages are below 70 because they have been absent may have to be reported.
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