{"success":true,"data":[{"ID":995,"Class":"Conversation","Created":1572552810,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"How to Guard Against Biased Grading","Handle":"how_to_guard_against_biased_grading","ShortDescription":"Unless we actively guard against implicit bias in our grading practices, assessment outcomes become inauthentic as they can promote racial inequity. It is only through transparent assessment systems and culturally relevant pedagogy, that we can better prepare our students to be independent learners and assess them fairly. In this session, participants will be guided through a series of interactions around assessment and bias.","Description":"A student\u2019s grade can not be considered authentic if it allows for the existence of bias. When how and what we assess is not transparent or culturally relevant to students, our implicit biases can cause us to grade unfairly. Furthermore, the reliance on habits of work and academic behaviors in assessment systems can potentially foster compliance and dependence instead of independence and critical thinking.   This is particularly true for students of color that have been historically oppressed.  We suggest that teachers only assess content comprehension and skill acquisition and invite students into the assessment process.  We will explore how culturally relevant classrooms place the student in the center of the lesson in order to break the replication of society\u2019s racist power dynamic. In this session, participants will be guided through a series of interactions about assessment and bias. We will ask participants to reflect on their own beliefs and assumptions around assessment, to discuss both the value of specific academic behaviors as well as the ramifications of removing academic behaviors from grading.  Finally, we want participants to question how implicit bias affects their own classrooms and their systems of assessment.","Link":[],"Audience":["High School"],"Practice":"We will begin the session with a \u201csilent conversation,\u201d wherein participants collectively write on a large piece of bulletin board paper to capture their thoughts and interact with one another around three questions: \u201cWhat do you grade in your class\/school?\u201d  \u201cHow are grades determined?\u201d  \u201cWhy is this what\u2019s graded? What practices are in place to avoid biased grading?\u201d The conversational aspect of this activity occurs in the participants\u2019 reactions to what is being written. They will be encouraged to interact with one another silently by commenting on what is written, to add follow up questions, and to identify common understandings and agreement.\r\n\r\nAfter the silent conversation commences, participants will circle up and discuss similarities and themes they notice in the responses.  At this point, teachers will be introduced or reminded of the idea of implicit bias through completing a quiz from Project Implicit.  After taking the quiz, participants will engage in a conversation about that experience and its implications for their grading practices. \r\n\r\nNext, teachers will be asked to participate in a \u201cTake a Side\u201d activity.  We will provide statements about traditional methods of assessment and ask participants to \u201ctake a side.\u201d  Each participant either has to agree or disagree with the statement and defend their choice.  This activity encourages participants to listen to a diverse collection of perspectives and engage in multiple narratives.\r\n\r\nLastly, participants will read the following article about practices around standards based grading:http:\/\/crescendoedgroup.org\/wp-content\/uploads\/2014\/03\/Equitable-grading-Leadership-Mag_NovDec.pdf and discuss text excerpts.  \r\n\r\nIn closing, facilitators will share how they have worked to make their classrooms authentic spaces for learning through the use of standards based grading and a commitment to removing bias from their practice.  Participants will then circle back up and discuss the following questions: How does implicit bias affects the way in which we assess?  Can we prevent implicit bias from affecting our assessment?  What systems or structures can be put in place to check these biases?","Presenter":["Marc Ottaviani and Tricia Stanley"],"PresenterAffiliation":[],"PresenterEmail":["mr.ottaviani@whsat.org","ms.stanley@whsat.org"],"ScheduleSlotID":131,"ScheduleLocationID":4,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":997,"Class":"Conversation","Created":1572609266,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Student-Led Conferences: Assessing Student Growth and Learning through Authentic Conversation","Handle":"student-led_conferences--assessing_student_growth_and_learning_through_authentic_conversation","ShortDescription":"Join us for a conversation about student-led conferences with students and staff members from LaBrum Middle School in Northeast Philadelphia. Explore the possibilities student-led conferences offer for students to advocate for their own learning in a way that empowers them and gives them authentic ownership of their progress.","Description":"At LaBrum Middle School, we are in the second year of our transition from traditional, teacher led parent-teacher report card conferences to student-led conferences. We will answer your questions about the logistical steps we have taken to make this switch and share materials that we feel reflect best practices, but most importantly, the students on our panel will provide us with first-hand accounts of how participating in student-led conferences has given them authentic opportunities for reflection, engagement, and agency. Student-led conferences are one more layer of our journey toward living out our mission of creating a school in which we aspire to create productive global minded citizens by providing an inclusive, safe, student centered learning environment where learners are empowered and held accountable for demonstrating meaningful learning and understanding through inquiry driven, project based learning opportunities in a culture of care. Please join us as we examine how student-led conferences are helping to drive our mission forward. We encourage participants to bring their own successes with student-led conferences to share with the group.","Link":[],"Audience":["All School Levels"],"Practice":"A fishbowl protocol will provide the platform for guiding this conversation.","Presenter":["Stacy Schwab and Kevin Kelly"],"PresenterAffiliation":["John Hancock Demonstration School: Labrum Campus; Temple University School of Education"],"PresenterEmail":["kmkelly@philasd.org"],"ScheduleSlotID":133,"ScheduleLocationID":4,"SubmitterID":79,"AdditionalComments":"Our presenters are both committed elsewhere on Sunday 1\/26. We are hoping it is possible to present on Saturday 1\/25.\r\n\r\nWe are interested in bringing a couple students from our school to help facilitate the conversation and give the perspectives of relevant stakeholders. We used a similar approach last year to great success, but had to pay $50 for each child to attend. We are hoping that, since the students are School District of Philadelphia students who do not attend other sessions during the weekend, that the $50 fee may be waved for them.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":1041,"Class":"Conversation","Created":1573512217,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Stories Behind the Stories: A Student Created Textbook","Handle":"stories_behind_the_stories--a_student_created_textbook","ShortDescription":"In this workshop, students and graduates from Jubilee School will present stories and illustrations from the textbook they have written, called \"Journey to the Core of the Twentieth Century\". They will discuss the learning process behind their work, and for the alumni, what it means to them years later. Workshop participants will discuss paths to discover under-told stories from their local and global communities, and will work together to find ways to make the stories known through writing and the arts.","Description":"Jubilee students in grades 5 and 6 have been researching, writing and illustrating pieces for a student-created textbook that they are publishing. In order to learn truths about their history, our students learn to dig below the surface and find under-told stories of African American courage, resistance and collective accomplishments. This builds a strong sense of the richness of their culture and their legacy, as well as their vital place in history.","Link":["http:\/\/jubileeschool.net"],"Audience":["All School Levels"],"Practice":"The whole presentational will be conversational. Lashe Miles, a graduate who was vitally involved in the formation of the textbook, will ask present and former Jubilee students questions about about the research, interviews, writing and illustrating they engaged in, and what impact the process it has had on them. Workshop attendees will be encouraged to ask questions throughout the presentation. After the presentation, discussion groups will be formed to come up with ideas for their students to engage in research about under-told stories from their own communities, or about the stories behind the stories in American and\/or world history. Participants will be encouraged to keep in touch with each other as their projects are tried out in their classrooms.","Presenter":["Karen Falcon","Jamila Carter"],"PresenterAffiliation":["Jubilee School"],"PresenterEmail":["kfalcon@jubileeschool.net"],"ScheduleSlotID":134,"ScheduleLocationID":4,"SubmitterID":79,"AdditionalComments":"A workshop similar to this was led by Jubilee alumni last summer, and was very well received. One teacher participant said it was especially meaningful to hear about the project directly from the students who were involved in it.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9},{"ID":974,"Class":"Conversation","Created":1570470112,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Ally and Accomplice Work: What does that look like?","Handle":"ally_and_accomplice_work--what_does_that_look_like","ShortDescription":"What is an ally? What is an accomplice? Come to this session where we discuss social justice and equity work from the lens of how to intercede and actively work daily to eradicate injustice and inequity in our schools.","Description":"Can I be marginalized but also an accomplice? Why is there a need for more accomplices in our schools and classrooms advocating for marginalized individuals? How can accomplice work improve pervasive inequity and injustices in our schools? How can this work as an active advocate and accomplice\/ally also make our school spaces safer and more inclusive for all?","Link":[],"Audience":["All School Levels"],"Practice":"Open ended discussion questions.","Presenter":["Kristina Ishmael","Sabia Prescott"],"PresenterAffiliation":[],"PresenterEmail":["kristinamishmael@gmail.com"],"ScheduleSlotID":139,"ScheduleLocationID":4,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":9}],"conditions":{"Status":"Accepted","ConferenceID":9,"ScheduleLocationID":4},"total":4,"limit":false,"offset":false}