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types of assignments to include
when to update grade book
percentage of category
make up/ late work policy
last day for late work
retake policy
extra credit

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1. Common procedures for ESS
2. Review make up/policy and 3. procedures and make those common across district
4. Common purpose for grades-how does this fit for students who are college bound (GPA)
5

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1. Horizontal calibration (with ESS input on guidelines).
2. Retake and late work policies common across DUSD.
3. Requirements for numbers and types of assignments in grade book, and frequency of entries.
4. Scale and value that takes into account two things: (a) the needs of our students in and beyond K-12, and (b) input from our partners in college and business.
5. Categorical percentages and weighted values.

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1. A common understanding that grades should measure learning
2. A common understanding of proficiency for each standard
3. Understanding about how this is communicated/translated into grades
4. Makeup/Late work policy and implementation of policy
5. Timelines and Deadlines

If we grade based on mastery, do we need categories??

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Late work policy- consistent through grade bands (ie- common for K-3, 4-5, 6-8, hs)

Re-take policy

Grades should reflect progress on standards- not compliance

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2.retakes- consistant process
3. % for grades- weighted so everything has value
4. late work- last day it should be accepted
5.

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1. retakes should be an exception not an expectation

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1. retakes should be an exception not an expectation

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2.  need a decision for what to do with missing assignments - at the end of the semester, a student with 16 missing assignments should not be getting the same grade as someone with 0% missing
3. homework/classwork needs to be more than 10% of the grade - assignments individually become meaningless
4.  high school and elementary should be having two different conversations about grades (consistency across grade level groups, but not the same as each other)
5. grade categories and weights % need to be changed

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1. grades for individual assignments should be weighted consistently through departments.

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1. grades for individual assignments should be weighted consistently through departments.

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2. Policies for accepting/penalizing late work should be consistent
3. I don't think that a policy should exist that ties all grade levels 7-12.  9-12 would be more appropriate.
4. Guidelines placed on extra credit.  Should never be the deciding factor between passing/failing, or there shouldn't be a case where enough E.C. can have a HUGE impact on their grade.
5. For high school, Final Exams should be weighted far more than 10% to better prepare students for college as well as increase student investment.

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1. Retakes should not be the norm.  Should be a case by case basis, as in to revise an essay to learn and improve, not to retake a test just to retake.
2. ESS grades should be under the ESS teacher if they service the student fully and/or be aligned to standards and students' IEP goals to show growth.
3. Grades should reflect progress towards mastery, not participation.
4. Clear communication of what grades represent to all stakeholders.
5. Finals should be common assessments at all levels to demonstrate common mastery and preparedness for the students' next level of education (high school, college, etc.)

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1.  Grading Categories
2.  Proficiency Scales
3.  Late work policies
4.  Minimum number of grades/assignments/assessments in a given category
5.  Missing work policy

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1. A common understanding that grades should measure learning 

# data[].attributes.subject
1. A common understanding that grades should measure learning 

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2. Grades should reflect progress towards mastery, not participation.
3. Weight of categories
4. Make-up and late work policy
5.

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1. Grade categories & weight % needs to be changed so all work has value.
2. Late work policy
3. Retake Policy
4. Make-up and late work policy
5. I feel these policies should have a minimum, but allow teacher discretion. Teachers know their students best and their needs.