Ati2014 Grading Program Final

Portland, Oregon
December 45, 2014
9th Annual Conference
SOUND GRADING
PRACTICES
Linking Quality Assessment and Grading
ATI2014_grading_program_final.indd 1
11/25/14 2:58 PM
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11/25/14 2:58 PM
CONFERENCE AT-A-GLANCE
THURSDAY, DECEMBER 4, 2014
7:308:15am
Continental Breakfast & Conference Check-in
8:158:30am
Opening Remarks by Rick Stiggins
8:309:30am
Keynote Presentation by Ken OConnor
9:4511:15am
Concurrent Sessions
11:15am12:00pm Lunch
12:0012:45pm
Keynote Presentation by Tom Schimmer
1:002:15pm
Concurrent Sessions
2:303:30pm
Panel Discussion
FRIDAY, DECEMBER 5, 2014

8:008:30am
Continental Breakfast
8:309:30am
Keynote Presentation by Rick Wormeli
9:4511:15am
Concurrent Sessions
11:15am12:15pm Lunch
12:302:00 pm
Concurrent Sessions
TABLE OF CONTENTS
Hotel Maps.....................................................4
Conference Schedule....................................6
Agenda............................................................8
Notes........................................................... 13
11/25/14 2:58 PM
HOTEL MAPS
Windows
BALLROOM LEVEL
BALLROOM LEVEL
SERVICE AREA
SERVICE AREA
PAVILION
EAST
Windows
PARLOR
BANQUET
KITCHEN
Windows
PARLOR
UPS
PAVILION
STORE
EAST
SERVICE
AREA
BALLROOM LEVEL
BANQUET
KITCHEN
U
STO
PLAZA LEVE
SERVICE
Windows
AREA
PAVILION
WEST
A
B
PAVILION
WEST
GRAND BALLROOM
I
II
GRAND BALLROOM
C
BANQUET
KITCHEN
PLAZA
FOYER
II
BANQUET
KITCHEN
SERVICE
AREA
GALLERIA
NORTH
II
GALLERIA
NORTH
STORAGE
BROADWAY ROOM
IV
III
II
BROADWAY ROOM
IV
III
Windows
I
II
Windows
SOUTH
III
STORAGE
STORAGE
STORAGE
Access to Exhibit Hall
BALLROOM FOYER
SERVICE
AREA
STORAGE
STORAGESTORAGE
BALLROOM FOYER
STORAGE
SOUTH
III
II
3RD FLOOR CONFERENCE LEVEL
THIRD FLOOR
Windows

COUNCIL
SENATE
SENATE
FORUM
EXECUTIVE
EXECUTIVE
Windows
CABINET
CABINET
Windows
SERVICE
AREA
COUNCIL
SERVICE
AREA
SERVICE
AREA
FORUM
SERVICE
AREA
BOARDROOM
EAST
DIRECTORS
DIRECTORS
BOARDROOM
WEST
Windows
BOARDROOM
EAST
S TUDIO
Windows
BOARDROOM
WEST
Windows
S TUDIO
Windows
Windows
23RD FLOOR SKYLINE LEVEL

Windows
Windows
2014 Sound Grading Practices Conference

Windows
AGE
SKYLINE IV
Windows
SERVICE
AREA
Windows
Windows
SERVICE
SKYLINE II AREA
11/25/14 2:58 PM
s
STORAGE
PAVILION
EAST
Windows
SERVICE AREA
PARLOR
BANQUET
KITCHEN
PAVILION
WEST
GRAND BALLROOM
I
II
PLAZA
FOYER
BANQUET
KITCHEN
PLAZA LEVEL
PLAZA LEVEL
UPS
STORE
BALLROOM FOYER
STORAGE
POOL
STORAGE
PAVILION
GALLERIA
WEST
NORTH
BROADWAY ROOM
IV
III
Windows
SERVICE
AREA
PAVILION
EAST
Windows
EA
STORAGE
SERVICE
AREA
Windows
STORAGE
Windows
II
Windows
SOUTH
III
II
LLROOM
II
PLAZA
FOYER
ATHLETIC
CLUB
BANQUET
KITCHEN
Windows
PLAZA
SUITE
DIRECTORS
STORAGE
S TUDIO
STORAGE
COUNCIL
FORUM
BROADWAY ROOM
IV
III
II
Windows
STORAGE
SERVICE
AREA
SENATE
EXECUTIVE
CABINET
SERVICE
AREA
Windows
BOARDROOM SERVICE BOARDROOM

AREA
WEST
EAST
OYER
OUTH
I
Windows
Windows
23RD FLOOR
Windows
Windows
Windows
Windows
STORAGE
SERVICE
AREA
SKYLINE IV
FORUM
SKYLINE II
Windows
Windows
COUNCIL
SKYLINE
FOYER
SKYLINE I
CABINET
SERVICE
AREA
SKYLINE III
EXECUTIVE
Windows
ows
Windows
Windows
Windows
Windows
SERVICE
11/25/14 2:58 PM
SCHEDULE
THURSDAY
General sessions and

meals will take place in
the Pavilion Ballroom.
Galleria South
Broadway I/II
Broadway III/IV
Continental Breakfast and Conference Check-in

Plaza Foyer
8:15 - 8:30 am
8:30 - 9:30 am
Ken OConnor
The Way Ahead to Grading Effectiveness
9:45 - 11:15 am
Myron Dueck
Stories of Success: How
and Why Grading and
Assessment Changes
Impact Students at Both
Ends of the Spectrum
11:15 am - 12:00 pm
Nikki Roorda
Implementing Sound
Grading Practices: An
Overview
Ken OConnor
High School StandardsBased Grading: Why So
Little Progress and What
Can Be Done
Pavilion Ballroom
Rick Stiggins
Grade on What Student
Characteristics?
Forum
Ken Ma
Next Steps w
Targets: D
Assessmen
Stud
Lunch in the Pavilion Ballroom

Tom Schimmer
Grading from the Inside Out
12:00 - 12:45 pm
Myron Dueck
& Marnie Mennell
Collared Shirts and Canned
Food Drives Are Not in the
Standards: How to Align
Grading Practices to the
Learning Goals
Christopher Rugg
Changing School Culture
Through Refined Grading
Practices
Mary Peters
& Sandy Shedenhelm
Defining the Path to
Mastery
Tom Schimmer
Redefining Accountability
2:30 - 3:30 pm
Panel Discussion with Rick Stiggins,Tom Schimmer, and Ken OConnor

The Future of Grading: Challenges and Opportunities
8:00 - 8:30 am
8:30 - 9:30 am
Rick Wormeli
Standards-Based Grading: Myth-Busting, Ethics, and Practicality
9:45 - 11:15 am
11:15 am - 12:15 pm
12:30 - 2:00 pm
Plaza Level
7:30 - 8:15 am
1:00 - 2:15 pm
FRIDAY
Ballroom Level
Ken Mattingly
Next Steps with Learning
Targets: Developing
Assessment-Capable
Students
Natalie Bolton
Making the Shift: Designing
and Implementing
Standards-Based Formative
Assessments to Support
Standards-Based Feedback
and Scoring
Ken Ma
A Teachers
with Tracking
Formative an
Inform
Rick Wormeli
Standards-Based Grading
in the Differentiated
Classroom
Christop
Increasing St
and Rigor Thr
Grading
Rick Wormeli
Re-dos & Re-takes:
Rationale, Myth-busting,
and Practicalities
Ken OC
Which Fixes W

Myron Dueck
& Marnie Mennell
Learning Goals
Natalie Bolton
Deconstructing Standards
for Standards-Based
Scoring, Grading, and
Reporting
11/25/14 2:58 PM
Third Floor
Ballroom
Forum Suite
23rd Floor
Council Suite
Skyline I
Skyline II
Skyline III
Continental Breakfast and Conference Check-in

Plaza Foyer
Ken OConnor
The Way Ahead to Grading Effectiveness
tiggins
What Student
teristics?
Ken Mattingly
Targets: Developing
Assessment-Capable
Students
Laura Brake
& Elizabeth Costa
Opening the Path: Moving
Classroom Teachers from
Understanding the Role
of Assessment to Using it
Effectively
Paul Hopkins
Aligning Assessments
& Grading Practices to
Instructional Standards
Jan Chappuis
Giving Effective Feedback
to Students

Tom Schimmer
himmer
Accountability
Ken Mattingly
A Teachers Experiences
with Tracking and Reporting
Formative and Summative
Information
Jeff Erickson
Igniting and Implementing
Change: A Case Study of
Grading Reform
Natalie Bolton
for Standards-Based
Scoring, Grading, and
Reporting
Jan Chappuis
Planning Instructional
Interventions
Panel Discussion with Rick Stiggins,Tom Schimmer, and Ken OConnor

Rick Wormeli
Standards-Based Grading: Myth-Busting, Ethics, and Practicality
Wormeli
ased Grading
erentiated
room
Christopher Rugg
Increasing Student Access
and Rigor Through Refined
Grading Practices
Nikki Roorda
Implementing Sound
Grading Practices: An
Overview
Laura Brake
& Elizabeth Costa
On the Move: The Prince
Edward Island Story
Tom Schimmer
Reassessment the Right
Way
Paul Hopkins
Tom Schimmer
Effective Leadership for
Sound Grading
Jeff Erickson
Grading Reform
Wormeli
Re-takes:
Myth-busting,
cticalities
Ken OConnor
Which Fixes Work for You?
Nikki Roorda
Preparing for StandardsBased Teaching and
Learning
Mary Peters
& Sandy Shedenhelm
Defining the Path to
Mastery: What Does an A
Really Mean?
11/25/14 2:58 PM
AGENDA
THURSDAY, DECEMBER 4, 2014
7:30-8:15am Continental Breakfast and Conference Check-in
8:15-8:30am Opening Remarks by Rick Stiggins
8:30-9:30am Keynote Presentation
The Way Ahead to
Grading Effectiveness
The seven Ps, two givens, and six musts that need to be known and understood to develop
effective grading will be described and discussed.
Pavilion
Ballroom
Opening the Path: Moving

Classroom Teachers from
Understanding the Role
of Assessment to Using it
Effectively
Literature and research on effective classroom assessment point in a clear direction for
improving student achievement, but carrying this out at the classroom level can be a challenge
to implement. Opening the Path is a session that demonstrates a pathway for teachers to learn
how to effectively and efficiently use assessment on a daily basis to improvement student
performance. Examples given in this session are specifically from mathematics.
Skyline I
Jan Chappuis
Giving Effective Feedback to

Students
Grades on individual assignments represent levels of achievement, but do not communicate

to the student about specific areas of strength or needed improvement. This session will
delve into ways to provide helpful feedback to students while also giving them time to act on
it. We will examine characteristics of effective feedback, how to structure selected response
quizzes and tests so the results function as effective feedback, kinds of rubrics that function
as effective feedback, and activities for maximizing the chances students will act on and learn
from our feedback.
Skyline II
Myron Dueck
Stories of Success: How and

Why Grading and Assessment
Changes Impact Students at
Both Ends of the Spectrum
Learn how the implementation of non-traditional assessment methods can benefit all
students, especially those at the extreme ends of the spectrum. This session will provide
participants concrete steps and templates that show how the presenter built a studentmonitored retesting system and the impact it had on empowering learners. The importance
of personalized learning will be explored and the presenter will share how he helps students
focus on targets. Topics such as no zeros and the linking of standardized outcomes to inclass assessment will be addressed.
Galleria
South
In order for grades to be accurate indicators of subject matter mastery, assessments must
first be aligned to the instructional standards. Developing assessments, grading practices,
and instructional activities aligned to the cognitive levels of standards is a challenging task for
many educators. This session will provide participants with meaningful, hands-on activities
that incorporate Webbs Depth of Knowledge (DOK) levels in unpacking instructional
standards. When the DOK level of standards is identified, appropriate learning activities
can be planned and assessments that measure the cognitive rigor of the standards can be
selected or developed. This process translates to more accurate grading practices.
Council
Suite

Targets: Developing
Assessment-Capable Students
Learning targets have been embraced by teachers. They make the learning intention
transparent to their students and focus teacher assessment practices. However if we want to
truly leverage the power of learning targets, we must get students to value them as well. In
this session Ken will share how he engages students with targets and uses them as an integral
part of feedback. Most importantly, he will demonstrate how he uses targets to develop
assessment-capable students. Links between these practices and the five keys of assessment
for learning will be explicitly examined.
Forum
Suite
Ken OConnor
9:45-11:15am Concurrent Sessions

Laura Brake &
Elizabeth Costa
Paul Hopkins
Ken Mattingly
High School Standards-Based
Ken O'Connor Grading: Why So Little Progress

and What Can Be Done
After twenty years in the grading 'wars', the biggest disappointment is the lack of progress
at the secondary level. In this session the reasons for this lack of progress and what can be
done to move forward will be discussed.
Broadway
III/IV
Nikki Roorda
Implementing Sound Grading

Practices: An Overview
This session will provide an introductory overview of the 15 guidelines for sound grading practices
developed by Ken OConnor. We will explore purposes of grading and issues underpinning
grading decisions. Participants will gain ideas for grading, record-keeping, and reporting according
to standards that can be implemented in their classrooms, schools, and districts.
Broadway
I/II
Rick Stiggins
Grade on What Student

Characteristics?
Rick will take participants through an analysis and evaluation of what student characteristics
to weave into the determination of a students report card grade. Factors to be considered
will include effort, attitude, intelligence, compliance with classroom or school rules, and class
participation. The result will be a clear answer to the question, grade on what?
Pavilion
Ballroom
11/25/14 2:58 PM
11:15am-12:00pm Lunch
12:00-12:45pm Keynote Presentation
Tom Schimmer
Long-term, sustainable grading reform begins on the inside and works its way outward. This
keynote session will explore the oft-overlooked, but essential, first step of establishing a
standards-based mindset that allows teachers to take a standards-based approach regardless
of whether the report card or grading program changes. The standards-based mindset is
anchored on the non-negotiable grading "true north" of accuracy and confidence that allows
summative assessment to reclaim it's place as a necessary and productive part of a balanced
assessment system.
Pavilion
Ballroom
Participants will learn how to deconstruct standards and use the results to develop a
standards-based scoring, grading, and reporting system. A protocol will be shared with
participants to demonstrate a step-by-step process to ensure formative and summative
assessment tasks can easily be used for standards based scoring, grading and reporting.
Skyline I
Planning Instructional
Interventions
Learning is an unpredictable process and instructional correctives are part of the normal flow
of attaining mastery in any field. If we are still teaching as though plan, instruct, and assess
will cause learning, or if our pacing guides are designed on the basis of that belief, we will
miss the heart of teaching and the whole intent of formative assessment. In this session we
will examine ways to elicit evidence of student achievement that help us prepare instructional
next steps prior to evaluating their work for a grade.
Skyline II

Learning Goals
When "standards" are manifested in increased rigor, enforcing responsibility, and delivering
ample amounts of content, too often the grades students receive are a nebulous blend of
many different variables unrelated to learning outcomes. The quest to enforce and honor
diligence may actually serve to blur the very learning indicators that are most important.
Perhaps "standards" are about establishing learning targets and molding instruction,
assessment and grading to best determine if the objectives are being met. In this breakout
session, Myron Dueck and Marnie Mennell will address how to best align grading practices to
standards-based assessment. Topics will include alternative homework strategies and efforts
to curb late assignments that uphold assessment data rather than eroding it. Attendees will
see numerous examples of grading strategies from across the curriculum that support good
behaviors and also maintain the legitimacy of assessment data.
Galleria
South

Grading Reform
While the evidence is clear for the need to transform traditional grading practices, acting on
this data can be difficult. Many attend conferences only to say, I went to a great conference
but when I returned to my school, nothing changed. In this session, the presenter will share
how Minnetonka Schools created its Grading and Reporting Policy in 2007 with the focus on
ensuring grades accurately reflect what a student knows and can do. This session is meant to
give practical advice on how to ignite reform and sustain it in your schools.
Council
Suite
A Teachers Experiences
with Tracking and Reporting
Formative and Summative
Information
There are many logistical concerns that arise from developing a student-centered
instructional model as promoted in assessment for learning, primary among them is
the question of tracking student performance over time while implementing formative
assessment practices. Students grades should reflect their understanding of the learning
targets presented to them. Yet as teachers, we want to make clear to students when and
how theyve improved and show them continued effort is rewarded by increased learning. In
this session, Ken will share some methods he uses to track student performance, formative
and summative, and how he shares that information with students and parents.
Forum
Suite
Defining the Path to Mastery
Learn how to shift the conversation in your classroom from Why did I get this grade to I
know what my grade means. Specifically, learn how to build master rubrics, also known as
performance level descriptors (PLDs), to help you shift your classroom from a points-based
culture to a competency-driven culture. This session is valuable for any educator who wants
to clearly define the path to mastery to accelerate student achievement and growth.
Broadway
III/IV
Changing School Culture

Through Refined Grading
Practices
In this session, participants will learn how changes in grading practices helped to build
stronger PLCs, greater articulation between grade level teams and created a culture of
learning and not just doing within a building. Participants will hear real stories supported by
data on student success in courses, be given specific examples of how these changes were
put into place, and will leave with fundamental questions that they can take back to their own
schools to help define their own processes.
Broadway
I/II
1:00-2:15pm Concurrent Sessions

Natalie Bolton
Jan Chappuis
Myron Dueck &

Marnie Mennell
Jeff Erickson
Ken Mattingly
Mary Peters &

Sandy Shedenhelm
Christopher Rugg
for Standards-Based Scoring,
Grading, and Reporting
continued on next page
11/25/14 2:58 PM
AGENDA
Tom Schimmer
Redefining Accountability
2:30-3:30pm Panel Discussion
The need for students to be held accountable is often cited as a reason why some hesitate to
implement more sound grading practices. This session will focus on the systems, structures,
and routines that can redefine accountability and reshape a school's culture. Rather than using
zeros, late penalties, or any other punitive grading practice, participants will come to know
that real accountability can be achieved without compromising the integrity of a student's
proficiency grade.
Pavilion
Ballroom
Report card grades represent the information management technology of the 1950s. They allowed for the conveyance of much information in a very
compact, efficient form. But do we have better ways to accomplish this in this information age? Besides, what about the instructional decision makers
who need greater detail about student achievement--the information typically hidden within grades? Look to the future of communication about student
learning with our panel of experts, Rick Stiggins, Tom Schimmer, and Ken OConnor.
Pavilion
Ballroom
FRIDAY, DECEMBER 5, 2014

8:00-8:30am Continental Breakfast
8:30-9:30am Keynote Presentation
Rick Wormeli
Some parents, colleagues, and school board members struggle with what is and isn't
standards-based grading. As a result, misconceptions develop, and teachers using standardsbased grading face pushback from those with little background in it. Soon, they back away
from something unusually well-suited for teaching and learning, willfully sacrificing effective
instruction. Since grades create real futures for students, they better be accurate and ethical.
Many traditional grading practices, however, dont do this, yet they are seen as credible by
those who dont delve deeply. In this presentation, Rick will look at the moral aspects of
standards-based grading, bust common myths around it, and respond to lingering concerns
with candor and practicality.
Pavilion
Ballroom
Making the Shift: Designing

and Implementing StandardsBased Formative Assessments
to Support Standards-Based
Feedback and Scoring
See how a high school designed and implemented standards-based formative assessments
with embedded student self-assessment and goal setting tasks to inform curriculum,
instruction, assessment, and grading practices. Design, implementation, and reflection of the
process will be highlighted.
Broadway
III/IV
On the Move: The Prince

Edward Island Story
What does it take to shift a low-performing system to one that is focused on continual
improvement? During this session you will learn how the smallest province in Canada is
tackling challenges, making changes, and seeing results. This session will focus on how
professional learning, formative assessment, and collaborative learning communities shifted
teaching practice and student performance. Our story is one of a province on the move!
Skyline I
In order for grades to be accurate indicators of subject matter mastery, assessments must
first be aligned to the instructional standards. Developing assessments, grading practices,
and instructional activities aligned to the cognitive levels of standards is a challenging task for
many educators. This session will provide participants with meaningful, hands-on activities
that incorporate Webbs Depth of Knowledge (DOK) levels in unpacking instructional
standards. When the DOK level of standards is identified, appropriate learning activities
can be planned and assessments that measure the cognitive rigor of the standards can be
selected or developed. This process translates to more accurate grading practices.
Skyline III

Targets: Developing
Assessment-Capable Students
Learning targets have been embraced by teachers. They make the learning intention
transparent to their students and focus teacher assessment practices. However if we want to
truly leverage the power of learning targets, we must get students to value them as well. In
this session Ken will share how he engages students with targets and uses them as an integral
part of feedback. Most importantly, he will demonstrate how he uses targets to develop
assessment-capable students. Links between these practices and the five keys of assessment
for learning will be explicitly examined.
Broadway
I/II
Standards-Based Grading:
Myth-Busting, Ethics, and
Practicality
9:45-11:15am Concurrent Sessions
Natalie Bolton
Laura Brake &

Elizabeth Costa
Paul Hopkins
Ken Mattingly
10
11/25/14 2:58 PM
Nikki Roorda
Christopher Rugg
Tom Schimmer
Rick Wormeli
Implementing Sound Grading

Practices: An Overview
This session will provide an introductory overview of the 15 guidelines for sound grading practices
developed by Ken OConnor. We will explore purposes of grading and issues underpinning
grading decisions. Participants will gain ideas for grading, record-keeping, and reporting according
to standards that can be implemented in their classrooms, schools, and districts.
Council
Suite
Increasing Student Access

and Rigor Through Refined
Grading Practices
Increasing rigor is an essential component of helping students to access more challenging

course work, but it can be difficult to increase rigor when working with at-risk populations.
In this session, participants will learn how changing grading practices facilitated a dramatic
increase in rigor and subsequent accessibility to higher-level course work for students,
especially those who displayed at-risk characteristics. Participants will see examples
supported by data, be provided specific steps on how to start their own process on
increased rigor through clearly defined learning targets and be shown how these practices are
applicable for all levels of students.
Forum
Suite
Reassessment the Right Way
Reassessment may be the most misunderstood aspect of sound grading practices. Much more
than simply a do over, reassessment involves clear assessment information, targeted instruction
that matches the level of intensity as it relates to student needs, then a re-verification of new
proficiency levels. Reassessment must be seen as a natural part of the learning process, not
something earned by jumping through manufactured hoops or processes.
Skyline II
Standards-Based Grading in
the Differentiated Classroom
Differentiated instruction is a nice idea, but what happens when it comes to grading? We
have students with different backgrounds and readiness levels, some with IEPs, and many
with diverse learning challenges, yet we have a one-size-fits-all gradebook and a standardized
curriculum: Whats a conscientious, responsive teacher to do? Join Rick for a candid and
practical look at the issues with standards-based grading remarkably different students. Well
look at issues regarding pacing, late work, students with IEPs, alternative assessment, common
formative assessments, formative vs summative declarations, extra credit, group projects,
grading scales, and much more. Fully reflective of current classroom realities and employing
todays pedagogy, this session provides workable solutions to vexing grading challenges.
Pavilion
Ballroom
for Standards-Based Scoring,
Grading, and Reporting
Participants will learn how to deconstruct standards and use the results to develop a
standards-based scoring, grading, and reporting system. A protocol will be shared with
participants to demonstrate a step-by-step process to ensure formative and summative
assessment tasks can easily be used for standards based scoring, grading and reporting.
Broadway
III/IV

Learning Goals
When "standards" are manifested in increased rigor, enforcing responsibility, and delivering
ample amounts of content, too often the grades students receive are a nebulous blend of
many different variables unrelated to learning outcomes. The quest to enforce and honor
diligence may actually serve to blur the very learning indicators that are most important.
Perhaps"standards" are about establishing learning targets and molding instruction,
assessment and grading to best determine if the objectives are being met. In this breakout
session, Myron Dueck and Marnie Mennell will address how to best align grading practices to
standards-based assessment. Topics will include alternative homework strategies and efforts
to curb late assignments that uphold assessment data rather than eroding it. Attendees will
see numerous examples of grading strategies from across the curriculum that support good
behaviors and also maintain the legitimacy of assessment data.
Broadway
I/II

Grading Reform
While the evidence is clear for the need to transform traditional grading practices, acting on
this data can be difficult. Many attend conferences only to say, I went to a great conference
but when I returned to my school, nothing changed. In this session, the presenter will share
how Minnetonka Schools created its Grading and Reporting Policy in 2007 with the focus on
ensuring grades accurately reflect what a student knows and can do. This session is meant to
give practical advice on how to ignite reform and sustain it in your schools.
Skyline III
Which Fixes Work for You?
This session will provide the opportunity for participants to discuss concerns with the use of
the fifteen fixes in their school/district. Come with your questions and thoughts about the
policy and practical implications of any of the fifteen fixes and learn from Ken and one another.
Forum
Suite
Defining the Path to Mastery:

What Does an A Really
Mean?
Learn how to shift the conversation in your classroom from Why did I get this grade to I
know what my grade means. Specifically, learn how to build master rubrics, also known as
performance level descriptors (PLDs), to help you shift your classroom from a points-based
culture to a competency-driven culture. This session is valuable for any educator who wants
to clearly define the path to mastery to accelerate student achievement and growth.
Skyline I
11:15am-12:15pm Lunch
12:30-2:00pm Concurrent Sessions
Natalie Bolton
Myron Dueck &

Marnie Mennell
Jeff Erickson
Ken O'Connor
Mary Peters &

Sandy Shedenhelm
continued on next page
11
11/25/14 2:58 PM
AGENDA
Nikki Roorda
Tom Schimmer
Rick Wormeli
12
Preparing for Standards-Based

Teaching and Learning
Transitioning to standards-based teaching and learning in a school system requires an

analysis of the learning system as a whole. This session will help administrators and teacher
leaders think about the foundational aspects of moving towards standards-based teaching
and learning practices in a district, building, or classroom. The session will provide key
components for systems to explore as they begin this work, make connections to current
research on curriculum, instruction, and assessment, and help participants make an action
plan for further study or implementation of practices in this area.
Council
Suite
Effective Leadership for Sound

Grading
This session will delve deeper into the grading true north of accuracy and confidence, and
examine why leaders would be wise to anchor their grading conversations on these two
non-negotiable outcomes. As well, effective leadership strategies, mindsets, and practices will
be highlighted to assist leaders in moving forward on grading reform. Participants will come
to know the natural evolution of a new idea and how to manage the inevitable roadblocks
and challenges.
Skyline II
Re-dos & Re-takes: Rationale,

Myth-busting, and Practicalities
Among the most argued issues in standards-based grading reform is the notion of students
re-doing assessments/assignments for full, partial, or no credit. There are many reasons
for our collective angst: Some of us need clear schematics of orderly progression, yet are
confounded by the daily classroom reality that learning is often disorderly. Some of us are
untrained in student motivation so we overly rely on grading to cultivate students selfdiscipline and respect for deadlines. We wonder what comment written at the top of the
paper builds these positive characteristics in students more: An F, Incomplete, or, Not
There yet? Whats truly preparatory for the world beyond K-12 education? In this session,
we will examine the rationale for re-dos and re-assessments and also discuss practical
elements that should be considered to ensure that students dont take advantage, learn the
course content, and mature along the way.
Pavilion
Ballroom
11/25/14 2:58 PM
NOTES
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13
11/25/14 2:58 PM
NOTES
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14
11/25/14 2:58 PM
Bring ATI to Your District

Pearson Assessment Training Institute offers a series of two-day workshops to develop
classroom assessment expertise at all levels.
Implementing Classroom Assessment for Student Learning
This one- or two-day workshop is designed to deepen participants understanding of the five keys to classroom
assessment quality. At the close of the workshop, participants will be ready to use the text to create high-quality
classroom assessments and to use their results both formatively and summatively. This workshop teaches participants
how to do the following:
Differentiate formative and summative types of assessment and their uses
Establish clear learning targets
Deconstruct complex content standards into classroom-level learning targets
Select assessment methods that match learning targets
Involve students in the assessment process
Continue the study and application of quality assessment practices with the book
Classroom Assessment for Student Learning: Doing It RightUsing It Well, 2/e
Implementing Seven Strategies of Assessment for Learning

This two-day workshop is designed to deepen understanding of research-based, high-impact formative assessment
practices. At the close of the workshop, participants will be ready to use the text in continued study and implementation
of these practices. This workshop teaches participants how to do the following:
Develop student understanding of the learning targets at the focus of instruction
Provide descriptive feedback effectively and efficiently
Teach students to self-assess and set goals
Continue the study and application of formative assessment practices with the book
Seven Strategies of Assessment for Learning, 2/e by Jan Chappuis
Implementing Sound Grading Practices

This two-day workshop is designed to deepen understanding of standards-based grading practices that support learning.
At the close of the workshop, participants will be ready to use the text in continued discussion and implementation of
these practices. This workshop teaches participants how to do the following:
Understand basic perspectives on grading from current experts in the field
Determine grades so that they are accurate representations of student learning
Identify and control for sources of bias that can distort grades
Work with colleagues to establish grading practices that support the learning process
Understand how to report student achievement using standards-based grades
Continue the study and application of standards-based grading practices with the book
A Repair Kit for Grading: 15 Fixes for Broken Grades, 2/e by Ken OConnor
Contact us at ati-info@pearson.com to learn how to bring these seminars to your district.
15
11/25/14 2:58 PM
UPCOMING EVENTS
Leading Professional Development in
Classroom Assessment for Student Learning
March 5-7, 2015
Portland, OR
Learn how to ensure that high-quality classroom assessment practices are in place
in your school or district at this two-and-a-half day workshop designed to give
participants the knowledge and materials they need to introduce the concepts of
assessment quality to others and to manage ongoing learning and implementation
with the book Classroom Assessment for Student Learning: Doing It Right-Using It
Well (CASL) as the central text.
Leading Professional Development in

Seven Strategies of Assessment for Learning
March 9-11, 2015
Portland, OR
This two-and-a-half-day workshop with Jan Chappuis is based on the content

of the new second edition of Seven Strategies of Assessment for Learning. The
session will deepen participants understanding of how assessment for learning
can be woven into daily teaching activities and prepare participants to lead
others in their study of these practices in learning teams.
22nd Annual Pearson Assessment Training Institute

Summer Conference
June 23 - 25, 2015
Portland, OR
Join nationally and internationally known keynote speakers and presenters at

Pearson ATIs annual summer conference focused on the importance of quality
assessments and assessment for learning. Session topics will include accurate
assessment, sound grading practices, assessment policy, homework, school
leadership in assessment, clear learning targets, effective feedback, and student
self-assessment and goal setting. Extend your learning by staying to attend one of
two full-day post-conference workshops offered on June 26.
Find us on Facebook:
https://www.facebook.com/PearsonATI
Check out our blog:
http://pearsonati.wordpress.com/
ATI.Pearson.com
Copyright 2014 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Follow us on Twitter:
https://twitter.com/PearsonAti or @PearsonAti
11/25/14 2:57 PM

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Portland, Oregon

December 45, 2014

9th Annual Conference

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Continental Breakfast & Conference Check-in

Opening Remarks by Rick Stiggins

Keynote Presentation by Ken OConnor

Keynote Presentation by Tom Schimmer

FRIDAY, DECEMBER 5, 2014

Keynote Presentation by Rick Wormeli

Access to Exhibit Hall

Access to Exhibit Hall

3RD FLOOR CONFERENCE LEVEL

3RD FLOOR CONFERENCE LEVEL

23RD FLOOR SKYLINE LEVEL

2014 Sound Grading Practices Conference

Access to Exhibit Hall

BOARDROOM SERVICE BOARDROOM

Access to Exhibit Hall

2014 Sound Grading Practices Conference

General sessions and

Continental Breakfast and Conference Check-in

Opening Remarks by Rick Stiggins

Lunch in the Pavilion Ballroom

Panel Discussion with Rick Stiggins,Tom Schimmer, and Ken OConnor

Lunch in the Pavilion Ballroom

2014 Sound Grading Practices Conference

Continental Breakfast and Conference Check-in

Lunch in the Pavilion Ballroom

Panel Discussion with Rick Stiggins,Tom Schimmer, and Ken OConnor

Lunch in the Pavilion Ballroom

2014 Sound Grading Practices Conference

Opening the Path: Moving

Giving Effective Feedback to

Grades on individual assignments represent levels of achievement, but do not communicate

Stories of Success: How and

Next Steps with Learning

9:45-11:15am Concurrent Sessions

High School Standards-Based

Ken O'Connor Grading: Why So Little Progress

Implementing Sound Grading

Grade on What Student

2014 Sound Grading Practices Conference

Collared Shirts and Canned

Igniting and Implementing

Defining the Path to Mastery

Changing School Culture

Grading from the Inside Out

1:00-2:15pm Concurrent Sessions

Myron Dueck &

Mary Peters &

continued on next page

2014 Sound Grading Practices Conference

2:30-3:30pm Panel Discussion

The Future of Grading: Challenges and Opportunities

FRIDAY, DECEMBER 5, 2014

Making the Shift: Designing

On the Move: The Prince

Next Steps with Learning

9:45-11:15am Concurrent Sessions

Laura Brake &

2014 Sound Grading Practices Conference