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Model conference structure (guide for having the conversations). Column for students next steps and column for teachers next steps with a timeline

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NX Support Plan doc that includes a box for 3 check in dates which suggests teachers are doing this on an ongoing basis with students who may not be submitting assignments

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NX Support Plan doc that includes a box for 3 check in dates which suggests teachers are doing this on an ongoing basis with students who may not be submitting assignments

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Student - Teacher Conference structure based on Hammond - Learning Alliance

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Student - Teacher Conference structure based on Hammond - Learning Alliance

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Contains a list of remedies for each reason why a student got an NX

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Contains a list of remedies for each reason why a student got an NX

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Principal has communicated an expectation to teachers that they are responsible for working WITH each student who has been given an NX mark in a proactive move to support students who may be falling behind for a range of possible reasons (tech, social-emotional, family/work responsibility, and other.

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Principal has communicated an expectation to teachers that they are responsible for working WITH each student who has been given an NX mark in a proactive move to support students who may be falling behind for a range of possible reasons (tech, social-emotional, family/work responsibility, and other.

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focus is on a standard or key skill not a particular task

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focus is on a standard or key skill not a particular task

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Asks for Skills/Standards missing (not Assignments not completed)

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Asks for Skills/Standards missing (not Assignments not completed)

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Shared accountability

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Component of “SEL” in the conference structure

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Expectation is that teachers are responsible to move students toward mastery 

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Expectation is that teachers are responsible to move students toward mastery 

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I wonder about the strategies for Attendance Challenges.  If attendance was the reason for missing a skill, do the strategies indicated support the skill?

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I wonder about the strategies for Attendance Challenges.  If attendance was the reason for missing a skill, do the strategies indicated support the skill?

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2. columns for a standard/skill
3. 2nd page has resources: recommended strategies and Zaretta Hammond (list is on-going)

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There is clarity for everyone what the process is and the steps that are expected to happen. Onus on teachers

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There is clarity for everyone what the process is and the steps that are expected to happen. Onus on teachers

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Wondering to ViVian point where in the process the parent is looped in

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Teachers must be clear on standards and skills that need improvement

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Teachers must be clear on standards and skills that need improvement

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I wonder if the 2nd column, as it is currently worded, will get to the heart of the issue. I wonder how the school will push teachers to truly be reflective and not always blame the students.

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I wonder if the 2nd column, as it is currently worded, will get to the heart of the issue. I wonder how the school will push teachers to truly be reflective and not always blame the students.

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wonder if it is used with parents. Would be helpful in a number of ways.

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wonder if it is used with parents. Would be helpful in a number of ways.

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School demonstrates that the times we are living, require new and flexible ways of supporting all students and families and that time is repurposed to ensure all students are able to get the additional supports they need.

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School demonstrates that the times we are living, require new and flexible ways of supporting all students and families and that time is repurposed to ensure all students are able to get the additional supports they need.

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what is missing perhaps from the doc is a parent/guardian sign off so that all parties who are working on behalf of child are aware of what is expected.

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If "understands concept but did not complete assignment is true" then should the student really have an NX if they have the skill?  

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If "understands concept but did not complete assignment is true" then should the student really have an NX if they have the skill?  

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Are there opportunities for students to demonstrate using a different form of assessment?

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Are there opportunities for students to demonstrate using a different form of assessment?

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Implements a common practice that also speaks to values

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Implements a common practice that also speaks to values

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1. It encourages teacher-student conversations.

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1. It encourages teacher-student conversations.

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2. Admin may need to work with staff, to Vivian's point earlier, to take ownership and approach this from a supportive and reflective stance.
3. Creates more clarity as to what exactly a student and teacher need to accomplish.

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Onus is on the original teacher to do the work of identifying what skills are missing. 

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Onus is on the original teacher to do the work of identifying what skills are missing. 

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Shifting some of our check in points with principals during our support visits.

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Shifting some of our check in points with principals during our support visits.

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Asking schools who have few NX grades to share their work with others.

Identify some readings for school leaders to use with teachers from the text: Grading for Equity.  This text would have helped me when I was a teacher!

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Potentially allows teachers to collaborate in supporting a student who may have multiple NXs at the middle/high school level.

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Potentially allows teachers to collaborate in supporting a student who may have multiple NXs at the middle/high school level.

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1. I don't necessarily see evidence of the 4 Flexibilities, other than "difficulties with tech/wifi" there may be other reasons a student can't get work done(there isn't an SEL Lens), do we need to review or emphasize the 4 flexibilities again?

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1. I don't necessarily see evidence of the 4 Flexibilities, other than "difficulties with tech/wifi" there may be other reasons a student can't get work done(there isn't an SEL Lens), do we need to review or emphasize the 4 flexibilities again?

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2. The recommendation of adjusting the NX question on visits makes sense to do.

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Establishes a school wide CRSE practice of Alliance

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Establishes a school wide CRSE practice of Alliance

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frustrating that we have been asking for this data since the summer and while we don't want to mandate a model this is urgent and we are behind. need to get to the schools we have already checked in with as well

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frustrating that we have been asking for this data since the summer and while we don't want to mandate a model this is urgent and we are behind. need to get to the schools we have already checked in with as well

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How can we standardize a process across the district - particularly for those schools who don't have a clear strategy? 

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How can we standardize a process across the district - particularly for those schools who don't have a clear strategy? 

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How can we ensure that our NX discussions with Principals/Stakeholders "trickle down" to teachers?

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How can we ensure that our NX discussions with Principals/Stakeholders "trickle down" to teachers?

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Damaris- How have we communicated a district “no harm” policy (is that what’s it’s called?) 

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Damaris- How have we communicated a district “no harm” policy (is that what’s it’s called?) 