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Later grades see value in their grades. Shifting from hours in a seat to what can be understood by the students. Not all students can be in their seats, and others do not participate (just show up).

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Students need to understand the meaningful nature of the classes. Some students just show up instead of working in class. We want them to attend, but it's more important to see what they are learning.

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students compare themselves to others from an early age which creates animosity and anxiety.  

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students compare themselves to others from an early age which creates animosity and anxiety.  

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Self-Advocacy is a skill that our students need to own (esp credit recovery/SpecEd populations

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Self-Advocacy is a skill that our students need to own (esp credit recovery/SpecEd populations

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Many students (especially those who have not had success in school in the past) think that if they get good grades, they must be smart and if they get a bad grade, it means that they are dumb. Often, this leads to them giving up.

SBG could be a great chance to change the way students feel about themselves. They can better see how they are in control of what they get.

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Relationships are key so we can differentiate for their needs to develop a "self-directed learner." 

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Relationships are key so we can differentiate for their needs to develop a "self-directed learner." 

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Implement a gradual release of control (faith in our students).

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Implement a gradual release of control (faith in our students).

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Teachers should become experts in their standards and use that knowledge to focus in on the key ideas to drive their teaching.  

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Teachers should become experts in their standards and use that knowledge to focus in on the key ideas to drive their teaching.  

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Students need to take feedback more seriously and use it to improve their grades. They need to take ownership of learning, but they really haven't been taught how. We need to teach self-advocation and feedback is a great place to start.

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-How can we change our mindset?  How can we use Assessment FOR learning?

-Seems to be a lot less intimidating for students.

-An ongoing "FORWARD" moving way to grade students.

-HOW DO WE DO IT?

-A change in mindset to make it FLUID.  "This is how I did, but I can improve and bump it up later in the week."  Re-takes and opportunities to improve ANY TIME.

-Deadlines potentially cause students to continuously re-take quizzes without taking time to actually improve.

-Seems like something that can help students with a "growth mindset."

-Nice to be able to advocate for the student based on WHAT YOU SAW, not necessarily how they "graded" on a quiz or test.  Things feel a little more open for teachers to make decisions.

-"It's not where you start, it's where you finish." Very inspirational song that relates to this topic! Students can have the TIME they need to adjust and learn the standards. This system seems more fair and equitable to students!

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Notes from Discussion - J.W.- C.M. - D.M

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Notes from Discussion - J.W.- C.M. - D.M

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Behavior component - shake out learning/behavior
Curriculum builds - how to get away from including "all" assignments
Pass/Fail - doesn't give feedback for whether or not students mastered material
Why is grading everything bad?
Teaching deadlines, responsibility, accountability is important - How does that fit in?
If an assignment is not graded, students may not complete it and not get the practice.
How do we grow to mastery if they do not practice? Should we do more formative assessment and less graded assignments?
Provide multiple attempts on assignments - reteaching - differentiation or modified assignments
Is FA considered in the overall grade or assignment grade?
Careful not to make a stigma of traditional teaching style (grading)

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Standards were written based on years of research and expertise in the field.  They are not written based on one school's wants or opinions.

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Standards were written based on years of research and expertise in the field.  They are not written based on one school's wants or opinions.

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Multiple grades, not just one need to determine mastery.

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I like the idea that as a students improves in their mastery, then their first few assignments/assessments of that standard fall off the gradebook to only show the most recent assignments with the mastery they've accomplished.

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Teachers should pick their own standards, not looking at a test and then picking the standards that students are lacking in

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Teachers should pick their own standards, not looking at a test and then picking the standards that students are lacking in

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https://www.youtube.com/watch?v=88GNBzrhlZI

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Anna Kendrick - It's Not Where You Start, It's Where You Finish (HD)

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discussion of concepts tends to be more insightful than scoring

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discussion of concepts tends to be more insightful than scoring

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SBG encourages a growth mindset.
Students do not feel like they have failed just because they weren't an expert on the first assessment.

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Thank you, Matt Phelps, for being our notetaker!!! You're the BEST!!!

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SBG encourages a growth mindset.
Students do not feel like a failure just because they failed an attempt at an assessment. There are other options for growth and showing proficiency.

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Having the students compare themselves to the standard level instead of comparing to peers, removes pressure and allows room for growth. 

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Having the students compare themselves to the standard level instead of comparing to peers, removes pressure and allows room for growth. 

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With SBG we can make the "units" focused only on the LTs so that we can direct remediation better.

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I agree with this. I don't know how we can cultivate a growth mindset without including responsibility and deadlines. There needs to be a happy medium.