Thursday, August 29, 2013

oh me oh my oh SBG

I cannot even believe it is August 29.  I have been back at school for 6 (school) days and I feel like I am still under water.

It was non-stop Professional development and meetings until yesterday afternoon when we finally got some free classroom time. 

On top of moving in to my new classroom, I was moving into a new home.  (poor timing to be sure!) so the blog has fallen to the BACK BACK burner.

The year has gotten to a busy but wonderful start.  I have a brand new CLT (my fellow math 7 teachers) and a new IT (interdisciplinary team).  I was a bit nervous about moving down from 8th grade but has had a great experience thus far!

This year I am implementing SBG in both my Math 7 (pre algebra) and my Algebra 1 class.  To help with this I have created I can statements for each unit that the students can reference.  My idea is for this to be the first page of each unit.  They will glue it on the right side and on the left side they will list what they know (in green), what they know they have heard but don't know remember (in yellow) and what they have NO IDEA about (in red).

Here are the math 7 files for quarter 1

here are the algebra 1 files for quarter 1 

Here is the stoplight I am handing out for the first unit.  I will make it available for students who want to use it for other units, but will encourage them to just write in the specific color.

Just one more day before I meet my students!


  1. I'm switching to SBG in my 7/8 prealgebra classes also. I came up with I can statements as well for each unit, but I'm having them date and score it on 4 separate occasions then graph (see my blog). It looks like you had training on this? I am doing it independently, so just based off of what I have read I am hoping I'm doing things right. Do you have input on the following?

    I gave my first quiz today, and in some aspects I felt like I was giving too much credit for answers that were wrong, but then I remembered I was giving credit for processes. For example, there was a question that had a fraction + fraction x fraction. If they were able to add the fractions properly, they got a point towards that target, if they multiplied correctly, a point towards that target, and if they used PEMDAS, a point towards that target. Instead of getting one percentage score, the got one score between 1 and 4 per learning target and then 5 grades went into the grade book. (I have a rubric I am using for this). I like that I can see exactly what skill they are struggling with and what skill they can complete, but the answer was wrong! It was a big struggle! Is this how they told you to grade things or am I totally wrong in how I'm interpreting what I'm reading?

    Thanks in advance for any help :)

    1. Hey Brittany,

      sorry to be getting back to you so late. I too feel like sometimes I am giving the students credit for wrong answers. I always try and remember to look at the standard and their process. It is still really hard for me to give credit when they have a blatant miscalculation but I hope that will get better with time.

      What you described sounds exactly what we have been told to do. Breaking everything down so both you and the student can see where they are struggling and where they are finding success.

      I have found that rubrics are KEY because sometimes your grading can end up being semi subjective. If you have more questions or want to swap materials you can email me at at