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Finding out the details of the design changes at the beginning of the school year.  So we can build on those skills right from the start.

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we didn't get much but honestly, all I really would have liked is a list like Melinda mentioned. I liked how much our teams were eager to design their own!

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We appreciated the resources and Master list that helped guide some teams that were struggling with what to choose. I know we "stole" (with permission, of course!) a PBA from another school. :)

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patting our own backs but we fielded SO MANY questions & needs from our teachers!

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if I was a parent, I'd wonder about the variance between tasks and the 1 as a passing score

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Our school appreciated the emphasis on SKILLS rather than content knowledge. This is an important distinction to embrace to shift away from content coverage to concept and skill.

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This was so much better for ESOL and SpED students than a 60-item trivia test. I would love to see the PBA for LAVC continue.

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This was so much better for ESOL and SpED students than a 60-item trivia test. I would love to see the PBA for LAVC continue.

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provided lists of who 100% needed each assessment

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Our assessment coordinator provided us with a spread sheet of who needed the verified credit in classes beyond 9th grade. In general, the Social Studies teachers were responsible for getting kids to turn in the PBA, etc.

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They brushed up on the info and helped answer teachers' questions

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This really empowered my teachers to develop PBAs that meet the demands of the Standard 1 rubric AND were accessible to our students at EVERY level.

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loved that there was an adjustment to the post date for the scores

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My teachers had many questions, but jumped right in trying to choose/develop PBAs that were appropriate for their classes.

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Make things REQUIRED None of this fake 50% nonsense, it really impacted how seriously students took this

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Would like to see more about depth of knowledge displayed. Just turning something in to get a 1 seemed cheap

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Our admin, student services department and testing coordinator were all supportive and helpful in making sure that students were able to have a chance to earn the LAVC.

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Glow - Multiple programs, CTs and teachers within the building shared ideas and worked together to put PBAs in place.

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Glow - Multiple programs, CTs and teachers within the building shared ideas and worked together to put PBAs in place.

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Lots of great information shared

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CLT leaders worked their butts off (especially W1 and W1 HN)

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More discussions with guidance department to educate/inform them.

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Consistent messaging from Craig

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CT leads, and in turn CTs, supported the process more so than I thought

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Dept. Chairs share their experience to see the level of variance school to school

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1 for a pass seemed like a low bar (students with a 4 for thesis could pass with 1 good sentence)

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Master list of PBAs

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Guidance for school-based point person (testing coordinator?)

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Zippy school support