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Yes, we think teachers should watch the I.C. training video in May.

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Yes, all teachers should be required to watch the video. The SBG team should be the ones to attend live and field questions at a PD.

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Yes, all teachers should be required to watch the video. The SBG team should be the ones to attend live and field questions at a PD.

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‘Working with the end in mind’: Student level-

This may vary year to year.

This prioritizes fewer items.

This may be different based on content area.  (for example math-prioritize clusters) vs. ELA-This difference could get in the way of consistency.

May be best to prioritize the parent standards for consistency.  Importance shifts grade to grade.

Each content area (especially ELA) may need to get together to compare parent standard level as well as child standard level.

How would this look like?-Once decided-Parent standard would be tight, and once decided-child standard would be tight for the year.  But know that the next year, things may change.  It has to be reevaluated as a team.   Articulation vertically must be ensured to eliminate holes.

Vertical progression

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Our group agreed that PLCs should use a weighted scale to calculate how each parent standard is reflected in the overall grade.

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Our group supports using decaying average to determine how parent standards are weighted.

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People need to unlearn and relearn best methods for the times we are in.

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We must give students multiple opportunities to relearn as we reteach and then reassess.

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When we are doing what is best for kids that means that we are teaching them where they are. Actively monitoring where they are in standard progress is reflected in SBG.

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When we are doing what is best for kids that means that we are teaching them where they are. Actively monitoring where they are in standard progress is reflected in SBG.

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Learning is about change.  We have not learned all that we need to.  Just because we have done something a certain way, it doesn't mean we are right.

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Learning is about change.  We have not learned all that we need to.  Just because we have done something a certain way, it doesn't mean we are right.

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When changing our grading practices we are going to be relearning and unlearning combined with the learning that is taking place. This has to happen to be able to successfully move forward in SBG practices.

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In order to move forward with new grading practices we need to let go of (unlearn) old practices so that we may enter into this new territory with an open mind.

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In order to move forward with new grading practices we need to let go of (unlearn) old practices so that we may enter into this new territory with an open mind.

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It's more about the learning than it is about the grading.  How do we reflect accurately the learning?  Being willing to do things differently. or think differently. 

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It's more about the learning than it is about the grading.  How do we reflect accurately the learning?  Being willing to do things differently. or think differently. 

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We need to be open to learning new and improved strategies when it comes to grading.

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We have yet to learn all that we need to.  Learning is about change.  Just because we have done something a certain way, doesn't mean it's the only way or even the right way. 

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We have yet to learn all that we need to.  Learning is about change.  Just because we have done something a certain way, doesn't mean it's the only way or even the right way. 

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Life is a series of re-dos. If we don't get an opportunity to make mistakes, people will be too afraid to try. We don't want to encourage that.

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Life is a series of re-dos. If we don't get an opportunity to make mistakes, people will be too afraid to try. We don't want to encourage that.

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We are asking students that if they learned something maybe incorrectly to unlearn it, then relearn (retakes) in an ever changing world. Like today I still have several students asking about a grade and not about the learning. My conversations are all about learning.

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We're asking teachers to shift their mindset about grading.

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What we have always done doesn't work anymore. We get something figured out and the rules change. :-) So we figure out the new rules and something else changes. We have to be flexible and keep learning.

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We are asking teachers to change their methods of grading.  The purpose of why is to benefit student learning because we keep learning new and better techniques.