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We need to be reporting behavior like Table 4.3 in CH.4 (participation, work completion, collaboration, & behavior). We could go back to doing Rhino Reward to celebrate students who score 4s on their behavior reports each quarter.

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We should be marking missing work as incomplete on Powerschool to send the message that they must complete it. We cannot send the message that students can just take a zero. We must have more accountability to motivate students.

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"Examine the unfairness and poor practice of giving zeros—of assuming that students know nothing because their assignments are overdue or missing. This is not to say that such lack of student responsibility should be encouraged; it certainly should not be. However, we must separate student work habits from their academic achievement." (CH.40. The use of zero is directly opposed to standards-based assessment.

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The author recommended dropping low grades from the beginning, then reporting a student's most recent progress as a more accurate measure of how the student is doing. This is truly reporting growth. But it sounds complicated. I would just rather not report graded assignments early on in the formative process.

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Is spending time in class making charts to graph progress meaningful? A good use of instructional time? How can we better incorporate reflection on progress in our teaching practice?

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Do we teach to 3 (proficiency- meeting the standard) or 4 (exemplary- going beyond/real world application). Do we also include 0 in our proficiency scale? (see table 4.1)

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"Students should know what they need to do to be successful and what actions they can take to improve their grades" (CH.4)

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Could we enforce a policy that enables students to always re-do an assessment? " A student should demonstrate evidence of new knowledge or skills learned before having another opportunity to show mastery. Some teachers require students to take part in specific study sessions or minilessons prior to retaking a test."

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I find the proficiency scales in the book difficult/laborious to understand/interpret. I wonder if rubrics with language for students (rather than teacher-specific language taken from the standards) would suffice.

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Use Marzano's 4 depth of knowledge levels of learning to distinguish proficiency

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Ch.3 goes into case studies about how countries that have eliminated/reduced obtrusive assessments (test, quizzes etc. when then the teacher stops instruction) have students that perform better on the PISA- evidence for more project-based learning.

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Assessment affects both classroom and school culture. Zeros and punitive assessment foster a toxic culture that create compliance or worse: kids who "check-out". So many of our 9th graders are examples of this.

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I think the suggested timeframes for creating proficiency scales and aligning teaching materials are way underestimated in ch. 2. This would take me much longer, especially working on my own.

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Instead of reinventing the wheel and spending a massive amount of time creating proficiency scales (although it would be beneficial for teachers to increase knowledge of curriculum) where can we find them on the internet? Link to Marzano in book didn't work.

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I use (95-85-75-65). I wonder if the transition to high school would be smoother if we used a 65-100 scale rather than 4.0 scale. The reason why I don't use 0-100 is because why would we give such a large margin of failure- 30 points of passing and 70 points to fail doesn't make sense. What's the difference between a 64, 44, 34, 24- they're all failing grades. If we do use the 4.0 scale, half-point scores looks complicated; albeit more precise.

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Reading ch.2 about creating committees with 50+ teachers and an application process to join makes me hesitate about whether we have the capacity, diversity of perspective, experience, and willingness etc. to change. Our turnover rate also means that there always be a need for training if we want this to be effective. Is that possible? Do we have the right skills to train people?

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We should sync our prioritized standards w/elementary. Should we also use similar proficiency scales? What other schools in the network are standards-based? What is Rosslyn doing? How can we collaborate with ISK and Woodland Star?

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Which one is our goal? Standards-based seems more challenging for teachers, but beneficial for high achieving students. But also this probably doesn't align with a transition back to traditional assessment in high school.

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1.  what do we want kids to be able to do?

2. how will we know they can do it?

3.  what will do for the kids who didn’t get it?

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I do believe that grades should be a reflection of what a student knows and is able to do and not a tool for punishment for behavior.

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How do we provide accountability for things like getting the work done/turned in. What is the motivator and/or consequence here? It seems like we will need to get very creative with this.