# data[].attributes.body
what does outstanding work in a virtual environment looks like?

# data[].attributes.body
How does this transfer to college?

# data[].attributes.headline
What troubles me is when I give an assessment, a 50% means to me that a student mastered half of the material. By automatically giving them a 50 on an assessment that they didn't take feels like we are saying they mastered 50% of the material even though they didn't prove that they mastered any of it because they didn't take the assessment. I'm struggling with the 50% on assessments when they didn't take it/turn it in. - Sarah

# data[].attributes.subject
What troubles me is when I give an assessment, a 50% means to me that a student mastered half of the material. By automatically giving them a 50 on an assessment that they didn't take feels like we are saying they mastered 50% of the material even though they didn't prove that they mastered any of it because they didn't take the assessment. I'm struggling with the 50% on assessments when they didn't take it/turn it in. - Sarah

# data[].attributes.body
So many of our students succeed in college not necessarily because of academic skills, but because of growth mindset, asking for help, etc. How do we emphasize these skills equitably?

# data[].attributes.headline
Should a grade of lower than 50% stand in the gradebook if that is the true score the student earned?  Yes, they can definitely improve upon their grade if they want to.

# data[].attributes.subject
Should a grade of lower than 50% stand in the gradebook if that is the true score the student earned?  Yes, they can definitely improve upon their grade if they want to.

# data[].attributes.headline
How will this relate to transcripts? (and for colleges looking at student grades, scholarships, etc.)

# data[].attributes.subject
How will this relate to transcripts? (and for colleges looking at student grades, scholarships, etc.)

# data[].attributes.headline
Will the entire school do this? If not everyone, without bias, it will not work.

# data[].attributes.subject
Will the entire school do this? If not everyone, without bias, it will not work.

# data[].attributes.body
How does this work with English standards and assessment? I feel like I have ideas, and I understand using rubrics; however, so much of demonstrating mastery in writing and speaking is based off of mastery in other skills (such as reading), and I just don't know how to tease the bias out of standards that seem so inherently subjected and intermixed.

# data[].attributes.body
I worry about being the "jerk" teacher because I make them keep retrying till I see some evidence of understanding and don't give participation or effort based grades.

# data[].attributes.body
We need to keep working on our biases and work through them.

# data[].attributes.body
My truth is that I struggle with equity at times. How can I push students to better themselves and work on academic skills but they also have this safety net to accept less than ideal grades and still pass? I think we'd REALLY need to explain this to students in bite size pieces because it's a different mentality for us adults, let alone parents and students.

# data[].attributes.headline
Making LTs assignment name -you could just change that grade once they show they've improved upon/mastered the concept based on any type of assessment, instead of one assignment or test

# data[].attributes.subject
Making LTs assignment name -you could just change that grade once they show they've improved upon/mastered the concept based on any type of assessment, instead of one assignment or test

# data[].attributes.body
And you could assess multiple skills/concepts in one assignment/test.

# data[].attributes.headline
Allowing students to resubmit work after teacher feedback

# data[].attributes.subject
Allowing students to resubmit work after teacher feedback

# data[].attributes.body
Getting to redo it until you've got it

# data[].attributes.body
We have to norm this with students that a C is NOT a failure, its average and means they're getting the idea.

# data[].attributes.headline
I would like to see exemplar models for students who have IEP's, students who are EM/EB learners that addresses their proximal learning.

# data[].attributes.subject
I would like to see exemplar models for students who have IEP's, students who are EM/EB learners that addresses their proximal learning.

# data[].attributes.body
How do we make sure everyone is on the same page about what mastery of a specific standard looks like?

# data[].attributes.body
How would we calculate GPA

# data[].attributes.body
allowing students to redo assignments assessments and opening up to the idea of flexable turn in dates.

# data[].attributes.body
How do we teach all of this within 90 minutes a week along with the goal of mastery

# data[].attributes.body
We definitely would need to make time for equitable reteach and enrich periods - what would that look like?

# data[].attributes.body
Personally, not sure how I feel about it.  Right now, assessments get more weight than Homework.  Using the same scale 1 - 4, how would that was out?  Let's say they had 4 homework assignments, got 4's on all of them and a 0 on the test/assessment.  Did they master the subject?

# data[].attributes.headline
How to keep the class moving forward with new information when there are some still mastering the old information

# data[].attributes.subject
How to keep the class moving forward with new information when there are some still mastering the old information

# data[].attributes.body
My first concern is time. I already am on the path to doing this and give students extensive feedback to revision, but it takes A LOT OF TIME. This works in the online environment, because I have the time. I don't know how it will work with 45 minutes of prep a day.

Additionally, I wonder if our school's scale is at odds with grade inflation at other schools (this makes it very hard to get an A). How does that hurt our student's prospects for college?

# data[].attributes.body
When/where can we draw the line between not taking late work? Without having a set date and sticking to it, I find a lot of students wait a long time to turn things in, then get overwhelmed, and then not do it at all. By having hard limits on timetables I feel like we are teaching a life skill. Could we give limits on redos as well? Or you don't start the next level till you show mastery over the first?
Where is the line for equity when it comes to timing in particular?

# data[].attributes.body
Where students with disabilities/EBEM stand with

# data[].attributes.body
I think we need student and family voices in this conversation.

# data[].attributes.body
Using this as a reach towards mastery is important to the success of all students - not allowing for retakes or resubmissions discourages learning for students that may have made an error when submitting or may want to relearn to succeed

# data[].attributes.headline
All the logistics -- how we will make sure that teachers have enough time to fairly and accurately give feedback

# data[].attributes.subject
All the logistics -- how we will make sure that teachers have enough time to fairly and accurately give feedback

# data[].attributes.body
I worry about students having a lack of motivation to keep re-trying a learning target. If they get a semi-good grade then they might just take the win and move on without mastering the target fully.

# data[].attributes.headline
This is silly, but my Sophomore Comp teacher had everyone code themselves with a random 5-digit number, and she wouldn't know whose papers she was grading. The TA would be in charge of getting the papers back to the right person

# data[].attributes.subject
This is silly, but my Sophomore Comp teacher had everyone code themselves with a random 5-digit number, and she wouldn't know whose papers she was grading. The TA would be in charge of getting the papers back to the right person

# data[].attributes.body
Extensive teacher feedback, re-takes, and revision as an expectation. Growth as an expectation.

# data[].attributes.headline
continuous student revision until mastery is met

# data[].attributes.subject
continuous student revision until mastery is met

# data[].attributes.body
Many students are not even motivated to try. I am not sure how to give feedback when I receive nothing to give feedback on.

# data[].attributes.body
Using a number for students instead of a name helps with Bias. I'm not going to go learn all the numbers.... is there a way we can do this?

# data[].attributes.body
Could continuing with A and B days when we are in person again help with the time and feedback piece?

# data[].attributes.body
I