##
* *Reflection: Checks for Understanding
Progress Reports and Closing Out - Section 3: Progress Reports, Shout Outs and Planning

It is challenging to implement a system of standards-based grading in any classroom. Part of what makes it so is that it requires a shift in mindset from many students. In addition to all of the math, algebra, and problem solving learning objectives I'll try to hit this year, one major objective is to get students to understand this SBG system, and to able to talk about their school experience in terms of what they have learned, rather than what grade they got on one assignment or another.

Today's "SLT Improvement Sheet" is a formative assessment toward that end. When I see that students are able to identify learning targets and talk about how they're going to improve on what they know so far, then I know that they understand what I want them to get. It's still early in the year, however, and today, many students wrote the names of assignments - rather than identifying learning targets - in their reflections.

Initially, I wasn't prepared for this, and it took some effort to set them in the right direction. But then I realized that this is precisely the sort of learning experience that kids will need toward my end goal, and I now know that over the course of the year, that change in mindset does happen.

To summarize: what I have here is a formative assessment about student understanding of the assessment system in this class. It takes just as conscious effort to teach this as it does to teach any algebraic topic, and the upside is definitely worth it. After a quick look at what each student gives me, I'll be able to target students to make sure they understand how they'll be assessed, how they can see their current status on a progress report, and most importantly, how to advocate for themselves moving forward.

*Do Kids Understand SBG? SLT's vs. Assessments*

*Checks for Understanding: Do Kids Understand SBG? SLT's vs. Assessments*

# Progress Reports and Closing Out

Lesson 4 of 8

## Objective: SWBAT think about what they've learned so far and make a plan for the final week of the marking period.

Today's lesson takes place on the first day of the tenth and final week of the first marking quarter. In my district pacing guide, the first Algebra 1 unit is "Linear Equations and Inequalities," and it is allotted ten weeks on the scope and sequence.

At the start of the school year, I laid out ten content-based Student Learning Targets that would be covered in this Unit 1. To date, we have hit four of them. We have also spent a lot of time developing classroom culture, habits of mind, and Mathematical Practices; students have been making the occasionally stormy transition from middle school to high school.

The Unit 1 Exam that students will take at the end of this week will only assess what we've done so far. As for the SLTs we've not yet touched, most of them make great sense to include in an upcoming unit about systems of linear equations, so they will fit there.

An important habit of mind for teachers in high-needs urban schools is to reckon honestly what students know and can do. I do not race through curriculum. I meet students where they are, and I work with them there to take as many steps forward as possible. This week's lessons reflect that approach.

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Today's opener takes us back to the number line. It's the first day of the final week of the unit, and it's time to review what we've done so far.

I post these problems, and encourage all students to get started as they arrive. I coach them: "Do you remember how to get started on these problems? What notes or projects do you have that can help you remember how to do this?" I point out that these problems are related to SLT 1.2, which is on the progress reports that I'll distribute in a few minutes.

I explicitly state the "Mastery Level" for each problem, because I want students to have a vocabulary for rating their strength on these problems. This helps to give them a way to talk about what they'll need to do to prepare for Friday's exam. The successive levels also signify to students that they should be ready for more of an arithmetic challenge from one problem to the next. The difference between the second and third problems is that on the second problem, it's enough just to find a common denominator, while on the third, that's just a first step. Try both to see what I mean - they're fun!

#### Resources

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After students have had a few minutes to work on the opener, but likely while they're still grappling with the second or third problem, I distribute individual progress reports to each student. Students last saw their progress report four weeks ago, so I won't be introducing this system for the very first time here.

There are two things I want to emphasize now:

- How students have improved in the last four weeks.
- How students can use this progress report to focus their work for this week.

To the first point, I give students these notes. On the third slide is an example of what I show each class. Almost all students are excited to see that their own grade has improved. I show them that, at a class level, we're making progress! There is still plenty of room to improve, and we've shown that we're doing it. The conversation is slightly different for each class, but the data shows that we're moving in the right direction.

To the second point, I provide an SLT Improvement Sheet to each student. I advise students that the best way to improve on anything is to focus on ** one thing at a time**, and that that's what I'd like them to do here. "Pick one learning target," I say, "and that's what you'll focus on today."

After they take a minute or two to do that, I poll them and record the results on the fourth slide. This gives all of us a picture of what we'll need to emphasize this week. After conducting this poll, I show students what they can work on first for each learning target, and they get to work on whatever they need to do.

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#### Review Work Time

*25 min*

Here are the assignments that students should focus on, with links to the lessons in which they were introduced:

As I describe in the previous section, what they work on depends on the SLT they've chosen to focus on today. Please take a look at my narrative video for a full description of how this plays out today.

#### Resources

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With a few minutes left in class, I ask students to return to to their SLT Improvement Sheets, which will serve as the exit slip today. On the back, I ask students what they've done today, what they can do tonight, and what they can do tonight to achieve their goal. This work will continue throughout the week, and by having students reflect on their goals now, the stage is set for our week of growth and mastery.

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- UNIT 1: Number Tricks, Patterns, and Abstractions
- UNIT 2: The Number Line Project
- UNIT 3: Solving Linear Equations
- UNIT 4: Creating Linear Equations
- UNIT 5: Statistics
- UNIT 6: Mini Unit: Patterns, Programs, and Math Without Words
- UNIT 7: Lines
- UNIT 8: Linear and Exponential Functions
- UNIT 9: Systems of Equations
- UNIT 10: Quadratic Functions
- UNIT 11: Functions and Modeling

- LESSON 1: Creating Linear Equations in One Variable
- LESSON 2: From Guess and Check to Creating Equations; From Equations to Inequalities
- LESSON 3: Problem Set: Creating Equations
- LESSON 4: Progress Reports and Closing Out
- LESSON 5: Guess and Check is a Bridge to Creating Equations
- LESSON 6: Review and Quality, Day 1
- LESSON 7: Review, Justification, and Critique
- LESSON 8: First Marking Period Exam