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Pull together for department members the documents we explored today, especially the start, stop, continue.

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Clarification around what level of achievement / demonstration of knowledge constitutes a "4 - Exceeds Expectations" for each subject.

TIME to develop short CFAs that connect to to current curriculum.

Reducing the length of report cards so they are more manageable to complete. (And clarify expectations around comments. Many special areas do not add any comments at all. So... is this now optional?)

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What will the new report card look like, and how will teachers "build it?"

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Time to go through common assessments and grading district wide that can help with WIN as well as report card benchmarks

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Examples or models for what SchoolTool would look like using student centered language. Examples or guides on how to communicate sb grading to students and parents.

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TIME!

Continued professional development on best practice (for both leaders and larger staff)

Consistent reminders on what collaboration is

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It would be helpful to have premade ways of assessing students for WIN groups and how to track to the progress they've made each cycle.

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Clear and consistent guidelines for the whole building.

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We need time to work through some of these major shifts. Also, it would be helpful to see what other gradebooks and report cards look like. This will help teachers conceptualize how this works.

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Meet with PLT grade-level teams across the district to have consistency with grading efforts.

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Time

Opportunities for feedback

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Common time to work is very important.

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Support team understanding of grading mission and vision beliefs to ensure consistency among the grade level. Also encourage teachers to communicate with parents clear targets and standards for the grade.

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Time to develop/align CFA's.

Time to reteach/reassess.

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Teachers are in alignment with the expectations, consistent

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Some time during half days and PLT time, specific directives for weighting recency and frequency.

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Help grade level teams decide on standards based assessments that align with report card grades/expectations

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Parents should get communication from admin of how 1-4 scale works. It should be explictly taught that some skills or standards on the report card are meant to be mastered by the end of the year (multiplying fluently) , and that 2s - mean that they are building that skill and is not a negitive score. The goal is 3s by the end of the year for many of the skills.

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Guidelines and examples of how to setup gradebooks and TIME to implement changes.

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Maybe looking at grade books that reflect standards based grading to help teachers accurately record their grades.

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#1) Time

#2) Examples of what standards based grading looks like at the HS.

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Creating more CF/SAs and using time (in and out of class) to review data with team, students and families.

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PLT leaders could work to coordinate PG Time to more accurately reflect student needs across grade level. Identify areas of growth and reteach/reassessment but also opportunities for extension and enrichment.

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Continue to guide consistency in the department with assessments and SB grading.

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Examples of standards based report cards to help educate and reassure resistant staff.

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PLT leaders can meet with their team to discuss a consistent grading for assessments, and we could meet district wide to have common assessments and grading system.

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time to go through assessments to streamline them for standards based grading, or create new ones if needed

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Need time (lots of it), these conversations take more than an hour sometimes, on top of actually creating new rubrics/materials.

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Consistency, time with teams, and programs

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Time to go through standards and plan accordingly with our teams.

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Consistency, Clarity, and Transparency across grade level in grading efforts within a PLT

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Grade level and/or department teams can participate in shared grading so they can see if they are consistent with definition of 1-4 scale.

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Time for assessment writing, coding, analysis, AND unit planning.

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Assessments are designed to effectively align with the standard.

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assist in making sb assessments clear across the grade with CFA's, etc.

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All teaching directly aligned with standards, so when we assess it we are assessing the standards and skills.

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Time to work in teams

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Help identify key standards and assist in creating ways on how to communicate what these standards mean to students and caregivers.

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Discussing consistency with grading and assessing, grading together in PLTs

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Stop grading homework. Share the 'why' with colleagues, and be the initiator of best practices.

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streamlining assessments to make them more standards aligned so that it can streamline report cards, as well as making sure the team teachers all understand the standards

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Decide what standards are most important for that marking period and create a grade book that will go with it to help with report cards.

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Facilitate conversations regarding current grading practices and the shift to standards based grading to ensure consistency within a department.

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Ensure an understanding of SB grading and provide examples to assist in the transition at the secondary level.

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For math benchmarks/quizzes: Checklists of standards that can be stapled onto the assessment and sent home to clearly communicate which skills were mastered and which weren't.

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Pilot group at CHS?

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Develop SHORT assessments aligned with standards / report cards. Label current assessments with standards.

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Better (more clear) alignment of CFA's to standards.

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share the information that I learned today.

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PLT leaders can make sure all teachers on their team have the same understanding of standards and are therefore grading them the same way. They can also make sure standards are being communicated to parents in the same way.

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Continue to build formative and summative assessments that align with the agreed upon essential standards

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Time to work with teams and departments.

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Encourage and push PLT group for consistency and the difficult conversations to move to a 0-4 scale and what that looks like for their content.

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Revisit department grading norms to ensure alignment to core beliefs

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Ensure CFAs and CSAs are standards aligend and coded by question