# data[].attributes.headline
If we take behavior (studentship, willingness to try, engagement, class participation, showing up, being on time, being appropriate behaviorally in a classroom, etc.) completely out of grading, where do we turn when those things are getting in the way of our students' learning? There are no rules, consequences, nowhere to turn when students are late, are leaving the classroom, are chronically absent, are not listening, are not participating, are keeping other students from engaging in the subject matter, are acting out in destructive ways.  We have been told recently not to call on the DOS for most of these behaviors.  If there are no grades for this, how do we manage these distractions from learning in our classes?

# data[].attributes.subject
If we take behavior (studentship, willingness to try, engagement, class participation, showing up, being on time, being appropriate behaviorally in a classroom, etc.) completely out of grading, where do we turn when those things are getting in the way of our students' learning? There are no rules, consequences, nowhere to turn when students are late, are leaving the classroom, are chronically absent, are not listening, are not participating, are keeping other students from engaging in the subject matter, are acting out in destructive ways.  We have been told recently not to call on the DOS for most of these behaviors.  If there are no grades for this, how do we manage these distractions from learning in our classes?

# data[].attributes.body
ways in which teachers can choose models within the 4 pillars. It would be great to see how the equitable grading is going for other schools who have already incorporated this into their school programs

# data[].attributes.body
Assuming that because someone who gets higher grades regularly is going to continue with it or can explain it in class since their work was on topic

# data[].attributes.body
grading on how students engage with others including their work. Observing students strengths and deltas are important to gage the culture of the classroom

# data[].attributes.headline
I  have tried to employ the pillars of equitable grading and gotten rid of extra credit over the years, given ample opportunities to redo assignments.  So far students are not using the practice to improve their understanding so I don't feel that I am doing it correctly AND I think we need to do some serious reflection and PD on this to get it right.  

# data[].attributes.subject
I  have tried to employ the pillars of equitable grading and gotten rid of extra credit over the years, given ample opportunities to redo assignments.  So far students are not using the practice to improve their understanding so I don't feel that I am doing it correctly AND I think we need to do some serious reflection and PD on this to get it right.  

# data[].attributes.headline
VPA in some ways has different expectations of students' learning.  We have to major in Creativity, Willingness to be Risk Takers, care for equipment and working in a group setting with equipment or musical instruments.  That is our content. 

# data[].attributes.subject
VPA in some ways has different expectations of students' learning.  We have to major in Creativity, Willingness to be Risk Takers, care for equipment and working in a group setting with equipment or musical instruments.  That is our content. 

# data[].attributes.body
I would say my vision is for equity in grading; I think that can vary from content area to content area. I would love to be able to grade immediately and provide feedback and opportunities for students to improve on assignments. That is what grading should be a silent conversation between teacher and students, informing where they are successful and where there is area for improvement.

# data[].attributes.body
Assuming students understand and seem to show they are well educated or come from a strong academic family.

# data[].attributes.body
Half the time students get grades they haven’t even earned!! So the ceiling is 50% but the student didn’t realistically earn that!! What about the student that was there everyday and showed effort and earned the grade sitting next to a student that didn’t do anything but passes too!

# data[].attributes.body
I wish there was a way to assess students by focusing on their strengths and areas needing improvement.

# data[].attributes.body
I need ways to incentivize engagement with course material if this can no longer be included in grading.

# data[].attributes.body
An exception to the "no zeroes" rule for instances of academic dishonesty

# data[].attributes.body
Clear and meaningful work can motivate our students. Work that is muddled, without a clear beginning and end can demotivate our students.

# data[].attributes.body
students with more resources may come in with broader knowledge, better learning techniques, extensive afterschool resources

# data[].attributes.body
I need a written department grading policy that aligns with the 4 practices, that eliminates elements not in alignment, and that is implemented consistently by everyone in the department.

# data[].attributes.body
I would hope that there could be a culture shift toward viewing grades as feedback meant to drive change.

# data[].attributes.body
Recognizing and encouraging students by having conversations with them too. Your time with the students is valuable and important to them. Most students are usually concerned with their grades for the most part as opposed to learning the content

# data[].attributes.body
If it is expected to start in September, everyone should get a book.

# data[].attributes.body
I would like for there to be an indicator in Aspen for assignments that students haven't submitted yet. Currently I enter in -- , which translates into a 0. This helps students know what they're missing. Once they make up the assignment, the -- goes away. If they don't make up the assignment, it doesn't. I'm concerned that having assignments students haven't turned in automatically default to a 50% will be confusing for students and for me when it comes to knowing what they still need to do. I'm not as concerned with it being converted to a 50%; I just think there needs to be a different code so students know.

# data[].attributes.body
Accountablility from both teachers and admin. Attendance, tardies, etc.

# data[].attributes.headline
I want my students to want to be in my classroom and to want to learn from me about the subject I teach.  I don't think about grades very much because my goal is for them to want to be there because they come to learn. This is something that has become clear to me after 20 years.  It works.  I don't care very much about grades.   Grades seem anti-progressive educationally.

# data[].attributes.subject
I want my students to want to be in my classroom and to want to learn from me about the subject I teach.  I don't think about grades very much because my goal is for them to want to be there because they come to learn. This is something that has become clear to me after 20 years.  It works.  I don't care very much about grades.   Grades seem anti-progressive educationally.

# data[].attributes.headline
CRLS is very loose about attendance.  We need to change our attendance policy.  Lateness to P1 classes is VERY difficult!

# data[].attributes.subject
CRLS is very loose about attendance.  We need to change our attendance policy.  Lateness to P1 classes is VERY difficult!

# data[].attributes.body
I would need help removing one of our main standards (speaking and listening) from our grading standards.

# data[].attributes.headline
I have found that ASPINE encourages micromanagement of grades by students.  They choose to do whichever assignments will gain the necessary points to move their grade up to a score they want (A- vs B+) instead of being concerned about learning specific content or improving their own understanding.  

# data[].attributes.subject
I have found that ASPINE encourages micromanagement of grades by students.  They choose to do whichever assignments will gain the necessary points to move their grade up to a score they want (A- vs B+) instead of being concerned about learning specific content or improving their own understanding.  

# data[].attributes.body
outgoing / pleasant personality usually equals to better grades, not necessarily based on academic achievements

# data[].attributes.body
Feeling pressured to respond to "pushy" caregivers who know the buzzwords to use to get what they want for their scholar...

# data[].attributes.headline
A clear grading policy that can be implemented across disciplines 

# data[].attributes.subject
A clear grading policy that can be implemented across disciplines 

# data[].attributes.headline
Different teachers teach totally differently. Some courses are like college lecture courses. Other courses are much more skill based. How can courses with totally different instructional practices have the same grading practices and it make sense?

# data[].attributes.subject
Different teachers teach totally differently. Some courses are like college lecture courses. Other courses are much more skill based. How can courses with totally different instructional practices have the same grading practices and it make sense?

# data[].attributes.body
To accurately reflect efforts and what skills and knowledge they have learned.

# data[].attributes.headline
Students are motivated when they are connected to their classwork and school community. Regardless of the grade, there is an underlying inequality among our students that we cannot control (upbringing, socioeconomic, access to support outside of school)

# data[].attributes.subject
Students are motivated when they are connected to their classwork and school community. Regardless of the grade, there is an underlying inequality among our students that we cannot control (upbringing, socioeconomic, access to support outside of school)

# data[].attributes.body
I'm curious about the participation piece. I often find myself using participation as a way to support students who may not be absolutely crushing the class, but who do the little things--they show up (on time), try super hard, ask questions, etc. etc. I'm not averse to changing how I think about it, but I'd like to know more about it.

# data[].attributes.body
Rubrics that are fair and grade points that make sense. Sometimes it varies and can change the grades of students. For example, if an assignment is out of 6 points, and a students grade was a 4, then they get a 66% but if it was out of 7 points and they had a 5 then it’s a 70

# data[].attributes.body
Some assignments that center on oral participation (presentations, discussions) give an advantage to students who are more comfortable with being the center of attention.

# data[].attributes.body
Most of my students are not motivated by grades, have given up on ever being a student with good grades, and are also completely demotivated by receiving a bad grade or knowing tests etc are what will affect everything. Putting in tons of effort in a class just to fail because they can't demonstrate mastery of a skill independently makes those students less likely to make that effort. Students often feel motivated and demonstrate growth in my classes as we use a lot of errorless learning strategies, support students in all areas, and the expectation is for students to have the right info and tools, not to test them on if they remember those things independently. There's no point in our students leaving our course without 100% correctly done assignments and materials.

# data[].attributes.body
Motivated by engaging lessons that are relevant to their current age/grade and demographics.
Demotivated by work that is too challenging to engage in and lack of scaffolded options to build upon.

# data[].attributes.body
Students want to feel a sense of belonging in turn this motivates students to engage and perform better.

# data[].attributes.headline
Effort doesn't always account for learning differences and how we view what effort looks like is based on our experiences. Effort can look like hustling and I think many of us want to reward that. 

# data[].attributes.subject
Effort doesn't always account for learning differences and how we view what effort looks like is based on our experiences. Effort can look like hustling and I think many of us want to reward that. 

# data[].attributes.body
Letter grades motivate and demotivate students.

# data[].attributes.body
participation grades can be discussed

# data[].attributes.headline
I tell students that "free time" isn't always free. Students do not have the same free time as many work or help out at home with younger siblings while their parents are working their 2nd job. Many students that do not have these responsibilities are able to do complete assignments more thoroughly .

# data[].attributes.subject
I tell students that "free time" isn't always free. Students do not have the same free time as many work or help out at home with younger siblings while their parents are working their 2nd job. Many students that do not have these responsibilities are able to do complete assignments more thoroughly .

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In what way we grade privilege? That's making me think hard about where out students are coming from. In VPA some take private music lessons.  Others don't.  How do we deal with that?  The ones who can afford private instruction may be more advanced and readier.  I don't have an answer for that.

# data[].attributes.subject
In what way we grade privilege? That's making me think hard about where out students are coming from. In VPA some take private music lessons.  Others don't.  How do we deal with that?  The ones who can afford private instruction may be more advanced and readier.  I don't have an answer for that.

# data[].attributes.body
I had a conversation with my students today and two of them mentioned not being motivated. One said he comes for sports and the other one said he has to! Both do not think they are learning anything new or no type of real progression. A response from another was “classes are just repetitive.”

# data[].attributes.headline
Some of the content is dependent on some cultural knowledge and capital that some students have a hard time accessing the lessons

# data[].attributes.subject
Some of the content is dependent on some cultural knowledge and capital that some students have a hard time accessing the lessons

# data[].attributes.headline
When students struggle with skills or have a disability, how do we ensure they have the repeated opportunities to revise core assignments...where does the time come from?  If teachers expect them to come before/after school, that is not equitable but if they need so much more time to produce and revise assignments (i.e. writing assignments), will they miss other content in class?

# data[].attributes.subject
When students struggle with skills or have a disability, how do we ensure they have the repeated opportunities to revise core assignments...where does the time come from?  If teachers expect them to come before/after school, that is not equitable but if they need so much more time to produce and revise assignments (i.e. writing assignments), will they miss other content in class?

# data[].attributes.body
I believe too many students are motivated exclusively by their grades and have a hard time understanding the point of actually acquiring knowledge.

# data[].attributes.body
having multiple ways to assess students knowledge of content.

# data[].attributes.headline
I think grading students on skill progress is critical. It shouldn't be a final performance. Some teachers base the majority of grades on 2 or 3 test scores and homework has minimal contribution. If students fall behind in courses, especially in math and science, they are often so lost that they give up. How can we help these students stay on track, catch up, and not give up completely in this situation?

# data[].attributes.subject
I think grading students on skill progress is critical. It shouldn't be a final performance. Some teachers base the majority of grades on 2 or 3 test scores and homework has minimal contribution. If students fall behind in courses, especially in math and science, they are often so lost that they give up. How can we help these students stay on track, catch up, and not give up completely in this situation?

# data[].attributes.headline
Having so many students with different backgrounds and home situations, I think we often assume that completing homework every night is a given. But in actuality, they might have to work or provide for their families/watch siblings. On the flip side, we don't want to lower our expectations for students. Tough one!

# data[].attributes.subject
Having so many students with different backgrounds and home situations, I think we often assume that completing homework every night is a given. But in actuality, they might have to work or provide for their families/watch siblings. On the flip side, we don't want to lower our expectations for students. Tough one!

# data[].attributes.body
Our students are motivated by learning, but they are looking to get "paid" by their grades.  They also want to hear us acknowledge their successes in their learning.

# data[].attributes.headline
Checking the names before checking the work submitted - It is better to check the work (when possible) before taking a look at the student's name 

# data[].attributes.subject
Checking the names before checking the work submitted - It is better to check the work (when possible) before taking a look at the student's name 

# data[].attributes.body
concrete disctrict grading policies, consistency about all grade related student punishment (AV) and reasoning behind the new grading policy

# data[].attributes.body
based on previous  knowledge and skills that are built upon. Not everyone has the same opportunities or support.

# data[].attributes.headline
Let me just say that in VPA to grade creativity is challenging.  It may not be possible at all.  Grading in effort may be the only think we could do 

# data[].attributes.subject
Let me just say that in VPA to grade creativity is challenging.  It may not be possible at all.  Grading in effort may be the only think we could do 

# data[].attributes.body
1. Teachers can study and practice ways to juggle planning, teaching, and providing specific and helpful feedback to students.
2. Teachers and students will have time to review teacher-given feedback, peer feedback, and self evaluation to help students implement and practice specific skills or increase content knowledge to develop as scholars and above all human beings.
3. I wish there were no grades. Narrative-based assessments (with department-based rubrics) might better help students understand their strengths and areas in need of growth.
4. Do grades keep students from taking on the challenge of learning new materials or new content? Do grades encourage students to stay in their comfort zone?
5. In terms of the process of grading, how can we help teachers find tools to embrace multiple revisions while still grading present work, planning, teaching, and taking care of self and own families?

# data[].attributes.body
Grading should be a holistic experience into the student's work - their potential, growth and mindset. This allows the teacher and student to interact with results/data to improve both parties.

# data[].attributes.body
No grades...I would like to see us focus more on skill development and knowledge acquisition than on "testing" kids. Let's become a more standards based school where students strive to meet certain benchmarks, and have more autonomy to determine how they would like to demonstrate competency. This ties into one of the pillars we discussed where students are not penalized just because they become proficient at a later point in time.

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Assuming all students have the communication skills/self-advocacy skills as others

# data[].attributes.subject
Assuming all students have the communication skills/self-advocacy skills as others

# data[].attributes.body
demotivated by:
unequal / unfair grading / lack of clarity

motivated by:
clear expectations, applicability

# data[].attributes.body
There are high schools that don't have grades. It can be done. As long as there are grades, that extrinsic motivator will override other motivations for most students.

# data[].attributes.body
Students are motivated when they see that they are making progress. Students are often acknowledged for their progress, but grades don't often represent progress, but comparison.

# data[].attributes.headline
With students who are in a substantially separate classroom, with students with such highly differentiated needs, it is very difficult to determine a universal standard. So a grading system based on their individual growth and skill acquisition would be better in my opinion.

# data[].attributes.subject
With students who are in a substantially separate classroom, with students with such highly differentiated needs, it is very difficult to determine a universal standard. So a grading system based on their individual growth and skill acquisition would be better in my opinion.

# data[].attributes.body
Giving someone an extension who knows how to ask for it.

# data[].attributes.body
I find students are hypereconomic: they will follow to the letter any behaviors or practices that earn their points and completely ignore things that don't. How can I incentivize students to be appropriate in the classroom when they are resistant to verbal direction?

# data[].attributes.body
grades can demotivate students as well because they get overwhelmed if so much instruction or assignments are missed and making up all of it is impossible without support.

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I aim to assess students' demonstration of the targeted skills built by each unit. Also, a part of their grade is their demonstration of understanding and maintaining a safe lab space.

# data[].attributes.subject
I aim to assess students' demonstration of the targeted skills built by each unit. Also, a part of their grade is their demonstration of understanding and maintaining a safe lab space.

# data[].attributes.body
One of my wishes is that students would focus attention on what they learned, rather than the grade earned at the end of the course.  In addition, I  would like to see students apply the information they've learned by assisting or giving back to the local community.

# data[].attributes.body
I don't do much "grading." I give feedback and students have to engage with it, ask questions about it, and revise in order to finally--at the end--see a grade. At first, this is scary for students, but students tell me that they learn to appreciate it once they conquer the initial fear. It takes some of the letter-myopia out of the equation and allows students to think critically about a) their work, and b) my comments about how to improve it.

# data[].attributes.body
Students who have had more access to enrichment activities that touch on the topic matter in our classroom will be able to complete assignments faster / better than those who don't.

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I am on board with most practice, except for the no zero policy. I believe in the premise that there should not be 59 ways to fail; but I also have a really hard time issuing a 50% for work that was not done at all.  

# data[].attributes.subject
I am on board with most practice, except for the no zero policy. I believe in the premise that there should not be 59 ways to fail; but I also have a really hard time issuing a 50% for work that was not done at all.  

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I will need help with the 50% floor when students do not show up for weeks at a time and do not do much make up work or make up assignments at all. How can we give those students 50% on assignments?

# data[].attributes.subject
I will need help with the 50% floor when students do not show up for weeks at a time and do not do much make up work or make up assignments at all. How can we give those students 50% on assignments?

# data[].attributes.body
There are times I find myself factoring into the rubric the effort I observed the student investing in the assignment (in terms of how much they focused during class writing time).

# data[].attributes.body
There is a fine line with grading privilege and having high expectations for ALL students. How do we define equity between students who do not have the access and those who do?

# data[].attributes.headline
Different for different students. Some just want to get the work done and do not care about quality or revising their work. Others  love to have feedback and always strive to improve.  And others are so used to failure that the don't even want to try anymore.

# data[].attributes.subject
Different for different students. Some just want to get the work done and do not care about quality or revising their work. Others  love to have feedback and always strive to improve.  And others are so used to failure that the don't even want to try anymore.

# data[].attributes.headline
I would say the majority of students are motivated by grades. However there are certainly a handful (who often have low grades) who don't think feel as motivated to earn a higher grade.

# data[].attributes.subject
I would say the majority of students are motivated by grades. However there are certainly a handful (who often have low grades) who don't think feel as motivated to earn a higher grade.

# data[].attributes.headline
We grade privilege occasionally by only giving more opportunities to students who advocate for themselves. Many students are coming from backgrounds and cultures that don't really encourage that. 

# data[].attributes.subject
We grade privilege occasionally by only giving more opportunities to students who advocate for themselves. Many students are coming from backgrounds and cultures that don't really encourage that. 

# data[].attributes.body
grades; rising to the expectations

# data[].attributes.body
Challenging students are often not given the benefit of the doubt or the opportunity to improve that "better" students do

# data[].attributes.headline
I think most of our students who are not motivated by grades have no idea what motivates them.  For many, they haven't enjoyed learning for learning sake in a long time.  How do we help students understand understand and improve their motivation, no matter where it stems from?

# data[].attributes.subject
I think most of our students who are not motivated by grades have no idea what motivates them.  For many, they haven't enjoyed learning for learning sake in a long time.  How do we help students understand understand and improve their motivation, no matter where it stems from?

# data[].attributes.headline
I wish grading actually reflected student learning. I wish grades were based on data that included student growth so that grades could be motivating rather than demotivating. I wish students could see that their efforts make a difference in their grades.

# data[].attributes.subject
I wish grading actually reflected student learning. I wish grades were based on data that included student growth so that grades could be motivating rather than demotivating. I wish students could see that their efforts make a difference in their grades.

# data[].attributes.body
My grades (physics) often wind up inadvertently biasing towards kids with better math skills, either because of ability or prior preparation in their academic careers.

# data[].attributes.body
Overall, I think our students are much more motivated by their grades than by their learning, and most of our students conflate grades with learning.

# data[].attributes.body
My vision is that grading is an accumulation of assessments that consider multiple ways of knowing/understanding course content.

# data[].attributes.headline
Grading should reflect content knowledge and/or the progress and effort toward mastery 

# data[].attributes.subject
Grading should reflect content knowledge and/or the progress and effort toward mastery 

# data[].attributes.headline
I wish grading could be based on individual progress and mastery and not in comparison to others or standards. 

# data[].attributes.subject
I wish grading could be based on individual progress and mastery and not in comparison to others or standards. 

# data[].attributes.body
Grades should reflect how students apply knowledge in a new given situation, how they use their language skills to communicate their ideas or understand someone else's.

# data[].attributes.headline
Students have opportunity to revise the major assessments after having time to conference and work with teacher

# data[].attributes.subject
Students have opportunity to revise the major assessments after having time to conference and work with teacher

# data[].attributes.body
Respectful kids get more opportunities. As do the pushier kids. Likable kids as well.

# data[].attributes.headline
Clear and concise grading policy across the school. I think we should also consider if grading should be different based on subject area.

# data[].attributes.subject
Clear and concise grading policy across the school. I think we should also consider if grading should be different based on subject area.

# data[].attributes.headline
As a non-classroom teacher I wish there were more diverse grading structures and opportunities for students to show their knowledge of the material.  

# data[].attributes.subject
As a non-classroom teacher I wish there were more diverse grading structures and opportunities for students to show their knowledge of the material.  

# data[].attributes.body
In an ideal world, assignments build on one another. Classwork is practice (noted in Aspen only as completed or not completed, or "graded" but grade not included in the average). Only assessments are graded. Teachers offer infinite redos until end of quarter.

# data[].attributes.body
Most students seem primarily motivated by grades.

# data[].attributes.body
I think that in ASPEN and google classroom there need to be tweaks to the set ups to allow for accurate representation of missing work counted as 50% vs zero. I also think that there needs to be student and parent education on how this will work and what it means. ASPEN could have the “count as extra credit” functionality deactivated to help maintain this new standard.

# data[].attributes.headline
Most students imo are solely motivated, and focused on grades.

# data[].attributes.subject
Most students imo are solely motivated, and focused on grades.

# data[].attributes.body
grading privalege is expecting all students have the same amount of time and the same academic support outside of school in order to complete homework

# data[].attributes.body
Grading should be
a) a measure of the academic achievements within the given expectations
b) a reflection of the effort by the student given their abilities

# data[].attributes.headline
I would like examples (clear models) of how to implement the 4 grading practices.

# data[].attributes.subject
I would like examples (clear models) of how to implement the 4 grading practices.

# data[].attributes.body
Levels of reading and writing comprehension vary tremendously between students based on factors that include various aspects of privilege - parental education levels, families speaking English as a first language, etc. When we grade writing, we inevitably grade privilege.

# data[].attributes.body
Students who get good grades are the ones who understand academic expectations well. Children of professors for example, understand what's being asked of them on assignments and assessments.

# data[].attributes.headline
challenging personalities get penalized or reluctantly praised...those with glowing personalities are likely to be helped more and teachers don't want to "ruin" their good relationship

# data[].attributes.subject
challenging personalities get penalized or reluctantly praised...those with glowing personalities are likely to be helped more and teachers don't want to "ruin" their good relationship