# data[].attributes.headline
Even with collaboration, same categories, same test and working to calibrate test scoring, the grades between two teachers will be different.

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Even with collaboration, same categories, same test and working to calibrate test scoring, the grades between two teachers will be different.

# data[].attributes.body
How much does behavior play into what grades are given.

Essential standards work has helped with some of it, but still more to be done.

# data[].attributes.body
Why should mastery and work habits have to be combined into one singular grade?

Omnibus grading makes it so difficult to really understand the student.

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Teachers hold to their beliefs about how grades should work and aren't willing to align curriculum or grades with their colleagues.

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Teachers hold to their beliefs about how grades should work and aren't willing to align curriculum or grades with their colleagues.

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The disparity between the belief and the practice of a growth mindset.

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The disparity between the belief and the practice of a growth mindset.

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Implicit bias, especially in regards to lower expectations of black students, "adultification" of black children, and over referral of black and brown students for special education services

# data[].attributes.subject
Implicit bias, especially in regards to lower expectations of black students, "adultification" of black children, and over referral of black and brown students for special education services

# data[].attributes.body
Grading with a fixed mindset vs a growth mindset changes things.

# data[].attributes.body
Without a great deal of community input it seems like we will have a tremendous amount of bias towards one system or another.

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That I feel like I'm on the right track already and that I'm looking forward to getting better.

# data[].attributes.subject
That I feel like I'm on the right track already and that I'm looking forward to getting better.

# data[].attributes.body
Exploring the idea of coherence across teachers, not necessarily being identical from teacher to teacher.

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We were split in our group. Some think motivation will be a problem from students. Some think that accuracy will be the challenge because accuracy requires teacher buy-in. 

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We were split in our group. Some think motivation will be a problem from students. Some think that accuracy will be the challenge because accuracy requires teacher buy-in. 

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That I know Tangelas and Isabels in my classes. I am influenced by a student's compliance to my expectations of their work habits. 

# data[].attributes.subject
That I know Tangelas and Isabels in my classes. I am influenced by a student's compliance to my expectations of their work habits. 

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We need to separate out academic learning and "citizenship" attributes on our report cards. Both can be indicative of future success or failure in higher education and life. 

# data[].attributes.subject
We need to separate out academic learning and "citizenship" attributes on our report cards. Both can be indicative of future success or failure in higher education and life. 

# data[].attributes.body
creates even levels and it still allows differentiation between no work and little work

# data[].attributes.body
will there still be partial points?  how miniscule will it go on a 0-4?

reeducating students and families about everything they know about percentages and what those ranges mean.

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Not be in distance learning. Assessments are currently unreliable.  In order of grades to be summative based on assessments, we need to be able to assess in secure settings.

# data[].attributes.subject
Not be in distance learning. Assessments are currently unreliable.  In order of grades to be summative based on assessments, we need to be able to assess in secure settings.

# data[].attributes.body
Students need to be able to do test corrections and retake the assessment at a later date. Test corrections should be a prerequisite to retaking the assessment.

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Parents need to know that grades may not be updated with the same frequency and may look different for a time.

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Structure built into our schedules for support

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Structure built into our schedules for support

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RTI is good but we only see our kids for priority weeks every other week.

Office hours built into our structure would be awesome. Currently we have that time to support but kids are not showing up. If we had that during our normal schedule we'd be able to meet with them during school hours. Then students and staff members wouldn't have to sacrifice their lunches to get support. It would be inequitable to have support after school if students are not able to stay after for whatever reason.

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All stakeholders need to understand how the process, such as drafts, and practice will contribute to the success on a summative assessment.  They need to know their progress will not be seen immediately in the grade.

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Time to rewrite assessments to match standards would be helpful.  

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Time to rewrite assessments to match standards would be helpful.  

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Summative Assessments Must Happen During Class Time

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Summative Assessments Must Happen During Class Time

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To make this equitable we cannot expect students to complete these assessments outside of class time where factors like parent support, home environment, and tutors can change the outcome.

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Students have to produce something to show they have worked on mastering skills they previously failed before doing a retake. This should not be a gatekeeper or hoops, but something meaningful.

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A culture of knowledge acquisition that runs contrary to the economy of points. In order for this structure to be effective there has to be a change in motivation.

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A tiered a system.  That builds to that ultimate goal.
Clear very specific guidelines for all aspects including but not limited to retakes, schedules, what constitutes an assessment.

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PD, PD, PD for teachers. This change requires completely rethinking our current system.

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PD, PD, PD for teachers. This change requires completely rethinking our current system.

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Disincentives work completion.
Does not mesh with standard based grading or learning