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None for me. I plan on implementing retake/review days within my curriculum and including it with my  grading policy.

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Retakes are essential to a student's success.

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Retakes are essential to a student's success.

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Most students want to retake an exam for a higher grade but give students that passed the choice to do so or not.

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I like the way I've formatted my class grading policy. I will be tweaking it next year. I'm sure you all have questions that would be helpful to me as I listen.

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Creating opportunity for retakes to happen effectively require feedback and review, so finding the time for that might be a challenge in a class that is regent based. It might also require extra work from teachers creating retake exams, reviews and tutoring sessions.

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It's been tough keeping up with all of the retake grading. I know I'm grading less because I'm not as meticulous about attendance or classwork grades, but I just transformed my grading time towards retakes.

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-Not all students feel that it is necessary to retake an assignment for a higher grade.
-Retakes should be for mastery based assignments.

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Nearly all students expressed wanting an opportunity to retake, if they desire, and spoke very empathically about wanting to ensure their peers had a second chance if they needed it.

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Having the retakes imbedded in their pacing already, agreed and worked on before the unit is over. Promoting retakes from the beginning of the school year will have more buy-in and students will see the benefit of it.

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My answer got erased!!!!

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How much leverage/freedom will individual teachers have to tinker with this model? Are we agreed that top students do NOT need retakes if they have performed above a certain threshold?

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What are the specific guidelines each department will work under to determine where to implement mandatory retakes.

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What are the specific guidelines each department will work under to determine where to implement mandatory retakes.

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I think we should generally follow guidelines that follow the spirit of the text, but not hard and fast policies. We should be flexible for the different types of courses.

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Im not sure if making retakes mandatory is the best way to promote a positive learning curve and positive learning mentality to students. Renaming it might be better. I also learned that some students will take advantage of the opportunity when given.

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How can this be delivered to full staff in a concise way

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How do teachers achieve more universal buy in? Higher performing students may not want or need to retake anything after having accomplished what was previously asked. Making retakes appear as a benefit and not a punishment.

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Difficult to implement in group work. Difficult to have all students do mandatory retakes - high achieving students may feel it is a waste of their time, and retakes for low achieving students can slow the pace of the class down.

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Difficult to implement in group work. Difficult to have all students do mandatory retakes - high achieving students may feel it is a waste of their time, and retakes for low achieving students can slow the pace of the class down.

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Of course students who fail must retake their assessments. Students who are on the lower end of passing should retake an exam for a higher score. Should it be "mandatory"? I think so, but that's something for our staff to agree on. I definitely do not want to make retakes mandatory for our higher achievers, but I would like it to be an option.

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How do we implement mandatory retakes in an equitable way? How do we implement this without increasing teacher workload?

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The phrase "mandatory retakes" is not the correct language to use. My sense is that it comes across as punitive for students, especially when they have already passed or excelled. It's really about providing structured opportunity to reflect on/learn from teacher feedback and applying that feedback to further strengthen a skill/task/project. One of my outstanding questions is - what do we call this?

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Have every department determine where mandatory retakes fit best and are most productive for students.

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Have every department determine where mandatory retakes fit best and are most productive for students.

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Be flexible. Keep considering the challenges that ALL students face, and provide multiple opportunities to succeed.

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I think mandatory retakes should be structured around differently for each class. This would look different for Production vs Earth Science.

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I chose this pilot group because I felt it was the faster and more productive way to start making changes to grading to equity. My personal goal is to not make it seem like it's just another mandatory thing to do in school, but have students see that retakes will help them and promote learning. 

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I chose this pilot group because I felt it was the faster and more productive way to start making changes to grading to equity. My personal goal is to not make it seem like it's just another mandatory thing to do in school, but have students see that retakes will help them and promote learning. 

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We can use mandatory retakes, but we must be selective about what assignments we use them for. Not practical to use it for every assignment.

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We can use mandatory retakes, but we must be selective about what assignments we use them for. Not practical to use it for every assignment.

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That mandatory retakes may not be feasible for every student (if a student earned 90, etc)

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A lot of students are in favor of this, but it is definitely not universal. Specified and accurate language will be very important.

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After reading the book, I was inspired to change my thoughts on grading. Unfortunately, I'm not too good with theory, or jumping into the deep end. I chose mandatory retakes because it seemed like a practical tool which I could implement immediately. My personal goal was to maintain the rigor of my course, but allow students  opportunities to tread the same ground and eventually demonstrate mastery.

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Understanding/seeing what the potential impact would be on having all students retake/strengthen their learning through learning from their mistakes.
Being more intentional in having more students revise/retake assessments, other than just students who did not achieve mastery.

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I chose this group because I believe that giving students opportunities to be improve their grade is essential to their self-esteem, and it will give them more confidence. My personal goal was to explore different ways of doing it.

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I chose this group because I believe that giving students opportunities to be improve their grade is essential to their self-esteem, and it will give them more confidence. My personal goal was to explore different ways of doing it.

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I felt it was something we already did to some degree and that we could build on. I thought I could be most productive in this discussion.

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I felt it was something we already did to some degree and that we could build on. I thought I could be most productive in this discussion.

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Learning how to put mandatory retakes into actionable steps.

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Multiple strategies/entry points for kids who need more than one type of assessment.