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What would you DO-ooo--ooo for a Klondike Bar?

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Punyko
Williams
Blenkush
Collis
Hydukovich

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Noticings:
Consistent numbers of summative and formative assessment (and how they are scored)+
Inconsistent numbers of summative assessments
Large number and large varieties of formative assessments+
Quizzes were put in both summative and formative assessments
Inconsistent on participation and how it is scored ++++
In some places 3 times the number of formative to summative assessments
Arts integrated projects sometimes counted as summative and sometimes as formative
Some posters had retakes and others did not

Wonderings/Questions:
Wondering is the completion rate of the formative assessments
How are special ed students getting accommodations and modifications they need?
Can you build differentiation into our grading policy - how to build that in?
Is formative practice - does accuracy matter or is it just about doing the work?
Can we clarify or modify our grading?
Can we or will be moving to standards-based grading?
How many students did NOT turn in their formative work but did well on the summative or vice versa?
How many students worked their "butt off" in the formative but did not do well on the summative - what effect did that have?
How is racial equity playing into some of these different, inconsistent practices?
How does participation work (especially in a performance-based class) - how do you score participation in a class that is performance based? Is there confusion with that and is that why we have confusion around performance?
How can we build consistency with our formative and summative assessments?
How many formative do we grade and don't bring into the gradebook?
What is the research behind grades and attendance around the 10%?
Formative assessment - how can we have the time/is there that we need to analyze it in order inform teacher practice and return to students instead of just grading them?
When you have students who are NOT turning in formative assessments, it makes it hard to adjust instruction and pacing - how do we design formative assessments that are time efficient to administer and grade?
Is there class time for re-testing?  Is it outside of classtime?  Is retesting even common?  What are the logistics and how does equity play into that (like finding a ride?) What should students do/show before they can retake a test?
When we have students NOT coming to school, how does that impact grade?
Warm-ups: graded or participation?
How do non-Arts teachers grade arts projects?
How does the retaking of test or flexible deadlines impact college and future life?

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Noticings
1) Lots of differences on participation.
2) A variety in the number and types of formative/summatives and how they are scored

Wonderings
1)How does participation work in a "performance-based" class?
2)How can we build consistency with our Formative and Summative assessments?

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How are we aligning grading to post-secondary education?

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How are we aligning grading to post-secondary education?

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Are our MS grading policy resembling expectations of HS and then for HS to college?

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How many teachers are using rubrics for students to self-reflect

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How many teachers are using rubrics for students to self-reflect

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Would it be possible to open up all arts electives to middle and high school students rather than segregating by grade levels?

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1-Formative - Is it completion? Or is it accuracy? (Practice?)
2-Can we build differentiation into grading (standard based grading) policy?
3-Can we as non-art folks grade art?

1-Differences in the participation grade
2-There are a large number of formative assessments

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What is required to earn a passing grade? +60% How do you determine effort?

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There seems to be a lot of students missing for college visits. Are these times rotated? Some of the same kids are missing valuable class time. 

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There seems to be a lot of students missing for college visits. Are these times rotated? Some of the same kids are missing valuable class time. 

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Should participation be less strictly about attendance and more about actual engagement in classroom tasks?

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Are we required to write "comments" on Ds or Ns to explain grade?

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Why are "D"s on the failure report?

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Will we be using both Schoology and Campus again next year?

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Will we be using both Schoology and Campus again next year?

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In the grading practices, can we scrap the 10% Participation points, and instead embrace a 70% Summative and 30% Formative grade?

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In the grading practices, can we scrap the 10% Participation points, and instead embrace a 70% Summative and 30% Formative grade?

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Are we getting served papers?