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P89, "not everything in the gradebook is used to determined student grades." Although we came to that conclusion in our book study, it was reaffirming to hear him say it.  It also underscores the importance of parent/student communication.  Most importantly, PLCs MUST work together to determine what DOES go towards determining the grade and how.

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I really like how he broke down the differences here. These words are clear.

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In my mind, thinking as a classroom teacher, it would be very easy for me to enter/calculate/determine grades based on (essential) standards. However, I get a little fuzzy when he starts talking about strands. How would that work? How would each standard fit into the strand? Are all standards equally weighted? What if a student meets all standard but one in a strand? Do all subjects have stranded standards?

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I think we, OCHS, is already doing (or has talked about doing) a lot of what he advises in this chapter, specifically in regards to IC - what it does now and how it can be configured in the future.

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Pages 96-106 feel like a manual on how to get teachers to agree on the purpose of grades and what to do with that purpose once we have decided. It gave me a lot of ideas for this work.

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p. 85 "The gradebook's primary purpose is to provide families and students with important information that keeps them abreast of all aspects of students' performance in school." I bet most teachers do not think of the gradebook's purpose as a communication tool. They see it as a tool to determine final grades. But rarely is it thought of as a means of communication, first and foremost.

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As he talked on pp. 90-91 about not tallying grades until the end of a grading period that felt really bizarre with our current rolling average. I see the power in it. Once students know their grade, on a paper, they are less likely to revise. Once they know their grade in a course, they are less likely to pursue growth. But eliminating the running grade would be a HARD SELL in our world, I think. Could we even do this?

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I loved the part on p. 105 where he said, " when the purpose of grading is clearly articulated, teachers approach student learning more deliberately." I literally had a coaching meeting this morning with Christina McMullen about grading (how she is playing with a summative that has 4 performance levels and how to put it in IC this year). When we got clear about the purpose of the grade she was working on, our conversation quickly moved to many other instructional points. How can she teach more intentionally to help students be ready to earn that grade. It was POWERFUL!

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I wonder how many types of these communications are utilized CONSISTENTLY by teachers?

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We have to know the purpose of a gradebook, a report card and a transcript. Right now I feel like there is t much difference in the 3.

Also, our gradebook/report card in NO way says how a student can improve. Nor does it say what a student is good at.

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I love the purpose give from The American School in Paris on page 104. Can we use it?

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This chapter makes me want to get a group together and get started on something, but I know we have to let everyone catch us while we stay a step ahead.