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Community-wide consistency.

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Not just a suggestion to do the book study on our own or over the summer. In addition to those systems, chunks of PD should be dedicated to streamlining our messages and our mission, communicating with each other across department lines, communicating with SIS leadership, etc.

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Strategies in order to promote student buy-in/shared understanding of these grading practices as well as getting on the same page school wide about grading practices to limit discrepancies in grading by class

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Strategies in order to promote student buy-in/shared understanding of these grading practices as well as getting on the same page school wide about grading practices to limit discrepancies in grading by class

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guidance from administration - clear definition, clear parameters

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time, training, getting kids on board and acclimated to the system, consistency

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time, training, getting kids on board and acclimated to the system, consistency

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Continuous collaboration with other teachers who are also grading for equity/SBG

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Continuous collaboration with other teachers who are also grading for equity/SBG

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Let kids have a chance to pass at the end of the semester even when they failed everything previously.

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Let kids have a chance to pass at the end of the semester even when they failed everything previously.

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SIS grade book formulas - moving towards Standards Based Grading

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SIS grade book formulas - moving towards Standards Based Grading

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I still haven't figured out the perfect SIS system to align the grading to standards based format (4, 3, 2, 1)

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All of my preps grade significantly different ways.  Trying to keep track of what to do from hour to hour is difficult.  

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All of my preps grade significantly different ways.  Trying to keep track of what to do from hour to hour is difficult.  

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With getting rid of a general classwork category, I only put assessment grades in the SIS grade book. I still have quick practice quizzes in Canvas, but they are much lower-stakes for students, so it feels like the pressure is off mine and the students' shoulders.

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PLC needs the time this year to create the retake assessments.

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PLC needs the time this year to create the retake assessments.

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Some students don't understand the link between them not doing any formative work (homework isn't part of their grade) and their low scores on assessments

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Finding the time for students to retake an assessment.  We need another AN in our weekly schedule.

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Finding the time for students to retake an assessment.  We need another AN in our weekly schedule.

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Keeping track of retakes and creating retake policies (like completing a review/practice quiz before retake)

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Keeping track of retakes and creating retake policies (like completing a review/practice quiz before retake)

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There is a disconnect between school-wide, department-wide, and PLC-wide expectations

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Students feeling overwhelmed by weighty summative grades

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Students feeling overwhelmed by weighty summative grades

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The translation of SBG-language and practices from Canvas>TylerSIS has been lackluster so far

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Greater opportunity to assess where a student is actually functioning

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Greater opportunity to assess where a student is actually functioning

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Clear and specific criteria of "equitable"

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Clear and specific criteria of "equitable"

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Department cohesiveness on evaluative standards

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Department cohesiveness on evaluative standards

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Revision opportunities (though I've already been doing that, to varying degrees of success).

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Revision opportunities (though I've already been doing that, to varying degrees of success).

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Opportunities to experience meaningful struggle without worrying about their grades plummeting 

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Opportunities to experience meaningful struggle without worrying about their grades plummeting 

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Students who struggle with turning in homework are still getting a fair chance to get a grade based on what they know /  have learned

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Students who struggle with turning in homework are still getting a fair chance to get a grade based on what they know /  have learned

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need great assessments if they are going to tell the true story

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need great assessments if they are going to tell the true story

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Having trouble accurately communicating in SIS

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Kids (especially honors kids) interpreting "Meets Expectations" as Bs, rather than "Meets Expectations." That's an issue with SIS, really, though.

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Kids (especially honors kids) interpreting "Meets Expectations" as Bs, rather than "Meets Expectations." That's an issue with SIS, really, though.

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Feedback is more narrative and less arbitrary

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Grades are more accurate to student skill level

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Opportunity for students to learn from mistakes.

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Opportunity for students to learn from mistakes.

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More opportunity to focus on student feedback rather than grades.

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More opportunity to focus on student feedback rather than grades.

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kids not doing their homework because it isn't worth anything

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kids not doing their homework because it isn't worth anything