Genesis Presentation 1
Genesis Overview and
Adding Assignments
Norms:
• All voices need to be heard (we benefit from everyone’s
experiences)
• Humor is nurturing – sarcasm is veiled hostility
• Follow the Leader – avoid other computer tasks during
training
• Be Professional- phones, time, sidebars.
Comfort Continuum:
• Please use a post-it and place where you feel you
currently are on the continuum
Outcomes:
• GENESIS and Evaluation are two issues
• Proficiency in Adding Assignments in GENESIS
• Grading for learning is ongoing.
Refining our understanding of a “4”
Exceeding indicates that the student:
• demonstrates mastery, with excellence, of the gradelevel standards with relative ease and consistency
• applies and extends the key concepts, process and
skills
• is working at grade level yet at a higher level of
thinking
Long Term Standards
Percents and Rubric Grades
Scores Performance
4
3.5
3
2.5
2
Exceeding the standard or Excelling:
 Demonstrates mastery, with excellence, of the grade-level
standards with relative ease and consistency,
 Applies and extends the key concepts, processes and skills,
 Is working at grade-level yet at a higher level of thinking.
At grade level
Approaching grade level
1.5
1
Current
percentage scale
90 – 100%
83%
80%
63%
50%
38%
Falling far below grade level
25%
New This Year
2011-2012 Grading Changes for teachers

Enter score weekly using 4, 3.5, 3, 2.5, 2, etc.

Use clear and concise labels
Working Towards
2011-2012 Grading Goals for teachers

Understanding criteria of a 4 as applied to all
content

2011-2012 Genesis Changes to system
Developing increased vertical/horizontal
alignment of grading

Disallow weighting


Include ELD Standards

Include Common Core Standards

Align Report Card to Genesis updates
Add special area standards (music, art, PE and
technology)

Allow score entries of 3.5, 2.5 and 1.5


Disallow score entries of Zero


Include Formative and Summative Assignment
types

Remove Test, Quiz and homework Assignment
types
Opening Parent Portal Grading
2011-2012 Genesis Goals to system

Add Pre-school standards
Represent overall grade on progress reports as
rubric score instead of percentage

Ensure readiness of parent view on Parent Portal
Grading
District Grading
Initiative
for 2011-2012
No Weighting ·
Assess Standards w/
Rubric 1-4 ·
Clear and Concise Labels ·
Formative/Summative ·
Weekly score entries ·
No Zeros ·
Fixes for Practices That Distort Achievement
1. Don't include student behaviors (effort participation, adherence to class rules, etc.) in grades;
include only achievement.
2. Don't reduce marks on "work" submitted late; provide support for the learner.
3. Don't give points for extra credit or use bonus points; seek only evidence that more work has
resulted in a higher level of achievement.
4. Don't punish academic dishonesty with reduced grades; apply other consequences and reassess
to determine actual level of achievement.
5. Don't consider attendance in grade determination; report absences separately.
6. Don't include group scores in grades; use only individual achievement evidence.
Fixes for Low-Quality or Poorly Organized Evidence
7. Don't organize information in grading records by assessment methods or simply summarize
into a single grade; organize and report evidence by standards/learning goals.
8. Don't assign grades using inappropriate or unclear performance standards; provide clear
descriptions of achievement expectations.
9. Don't assign grades based on student's achievement compared to other students; compare each
student's performance to preset standards.
10. Don't rely on evidence gathered using assessments that fail to meet standards of quality; rely
only on quality assessments.
Fixes for Inappropriate Grade Calculation
11. Don't rely only on the mean; consider other measures of central tendency and use professional
judgment.
12. Don't include zeros in grade determination when evidence is missing or as punishment; use
alternatives, such as reassessing to determine real achievement, or use "I" for Incomplete or
Insufficient Evidence.
Fixes to Support Learning
13. Don't use information from formative assessments and practice to determine grades; use only
summative evidence.
14. Don't summarize evidence accumulated over time when learning is developmental and will
grow with time and repeated opportunities; in those instances, emphasize more recent
achievement.
15. Don't leave students out of the grading process. Involve students; they can-and should-play
key roles in assessment and grading that promote achievement.
.
O'Connor, K. (2011). A repair kit for grading. Boston, MA: Pearson
Genesis Portal
• Genesis has two areas to work
o Live
o Training
• Both areas are duplicated in format, but not tied
together in any way
• Any work you add to the live site will NOT show in the
training
• Any work done in the training site will NOT show on the
live site
Check for Understanding
• Which portal should I use if I want to experiment with
adding assignments?
• Are the ELD standards in both portals?
• What would happen if I transferred grades in the Live
portal for pretend assignments?
Navigating Genesis
• Review top three navigation bars
• Review Grade book options
After locating each menu, Answer
these questions with a partner:
• How can I limit the view of assignments to just this
week?
• How can I limit the view to show only Formative scores?
• I want to show my grade book to the class, how can I do
this so students can't identify each others scores?
• I have 50 scores in my gradebook. How can I sort them
so the newest ones show first and the oldest last?
Final Grade Config
Genesis Basics
Watch this video on elements of adding a new assignment:
New Assignment Fields
Standard Based Assessment
Pacing Guide
Artifact
Alignment
Rubric
What standards does this address?
Problem Solving
Stacy is going to go to John’s house to play with legos. She is going to bring some legos to share. John knows he
has _____ lego pieces. When they counted all the pieces they found they had _____. How many lego pieces did
Stacy bring to John’s house?
(7 ; 12)
(15 ; 19)
(35 ; 52)
(67 ; 141)
What is the equation?
Show your work by explaining your mental strategy, drawing your model or showing your computation:
Write a number sentence that matches your work:
Pacing
Guide:
OA 1
and OA 2
With a
partner,
decide what
a 4 would be
for each
standard.
Rubric #1
OA1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from,
putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem.
4 – Exceeding/Excelling indicates that the student:

o
demonstrates mastery, with excellence, of the grade-level standards with relative ease and consistency
Student can use addition and subtraction to solve the 2nd and 3rd number set with multiple strategies

applies and extends the key concepts, process and skills

is working at grade level yet at a higher level of thinking.
o Student can use addition and subtraction to solve the 4th number set
3- Student can use addition and subtraction within 100 to solve one- and two-step word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions,
e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
2 – Student may need minor assistance to use addition and subtraction to solve within 100 (2nd and 3rd number
sets)
1 – Student may need minor assistance to use addition and subtraction to solve within 100 (1st number sets)
Rubric #2
OA2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
4 – Exceeding/Excelling indicates that the student:

demonstrates mastery, with excellence, of the grade-level standards with relative ease and consistency

applies and extends the key concepts, process and skills
o Student can fluently add and subtract within 20 using mental strategies to solve the first number set easily,
and/or solve parts of the higher number sets by grouping numbers mentally up or above 20

is working at grade level yet at a higher level of thinking.
o Student can fluently add and subtract higher than 20 with mental strategies
3 - Fluently add and subtract within 20 using mental strategies; know from memory all sums of two one-digit
numbers.
2 – Add and subtract with 20 using some mental strategies and some support (fingers, tallies, etc.)
1 – Student needs a lot of support and may not attempt a mental strategy.
Using Clear and Concise Labels
Each assignment's title should indicate the skills that
it covered:
• Example- On the following sample parent portal from
Peoria, the child is earning a B in Algebra. The
parent would like to help her daughter earn an A.
• Which assignments, if any, inform the
parent what skills her daughter needs practice on?
What label could we use for our Math
example?
Problem Solving
Stacy is going to go to John’s house to play with legos. She is going to bring some legos to share. John knows he
has _____ lego pieces. When they counted all the pieces they found they had _____. How many lego pieces did
Stacy bring to John’s house?
(7 ; 12)
(15 ; 19)
(35 ; 52)
(67 ; 141)
What is the equation?
Show your work by explaining your mental strategy, drawing your model or showing your computation:
Write a number sentence that matches your work:
Adding an Assignment
We will go through the process step by step together.
• Log into the TRAINING site
• Hover on "Gradebook", click on "New Assignment"
Adding Assignments Part 2
With a partner, take the sample and add the
assignment. Make sure you and your partner agree on all
the fields and standard correlations.
Be prepared to share how you entered the assignment
Adding Assignments Part 3
Independently take the sample and add the
assignment. Make sure to consider all the fields and
standard correlations.
Be prepared to share how you entered the assignment
Challenge:
• Could I enter the assignment today, and have it active in
two weeks?
• Can I enter an assignment and hide it from parent
portal?
Exit Ticket:
• Make sure to leave any questions you have on the Parking
Lot or your Exit Ticket