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-Does not grade for standards but competencies

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-Aligned to the field in digital design.
-Multiple rounds of feedback and iterations with the work to get toward a strong final product
-Has benchmarks around the products they produce, but also rooted in the processes and effort toward those products
-Less about exemplars, take on a role as a mentor or as a coach

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-Grade their own process
-Give feedback during the process and not wait until they turn their next assignment teacher starts grading

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-Connected to process rather than product.
-Lots of "at bats" with the process before going to a final product.
-Value of : lots of practice and students getting lots of at bats.
Value of growth mindset, and opportunities to fail in low-stakes environment.

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Students do some self grading around their process as they create their products. Wants to experiment with getting feedback before grades. Stopped grading first attempts and just doing feedback.

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Grounded work in effort and mastery grades. Use this with student work portfolios to start to understand their connections to the effort and the product.
Have been able to see students understand this connection and the value of practice.  (COVID or not)
Have worked to conceptualize the difference between effort and mastery, but also that there is a connection.

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Mastery is rooted in a rubric score, which can help take the bias and contextual factors that may affect grades.

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BVIS - Asessment 45% assignment: 30% Participation 25%
In an ideal world: flip the effort to 45% in the language classroom.

JFK: 20% participation; 80% Mastery
Katanna (also at JFK) - 1st semester started to follow. Wasn't getting much participation.
Not as much of a vision into student work daily to assess effort/participation/process.

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Has transferred the rubric use at the university level down to the HS classroom.
Rooted in the creative competencies of digital design.
Communicated and re-iteration of these practices over and over again. Has even been playful with grade structures to break them down.

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Erika: What does "participation" mean for your classroom?

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Erika: What does "participation" mean for your classroom?

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P: Depends on the type of work students are engaged in. It may sometimes be about volume and other times it's about depth?
Katanna: Doesn't "grade" on participation. Hard to define for everyone. Asked students why they weren't turning in other homework. Found out that participation was hurting students and moved to 100% assessments, which results in large majority of students having strong assessments scoring.

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Required re-do:
Take the assessment, grade it. Privately email the student if they got a C or lower. Sends students feedback.
Then ends class early to follow up withs students to get them into a small group meeting.
In small group, follows up to make sure studnets are attending.
Goes through with students and highlights what they missed and why they missed this.
Do re-takes to reinforce this work.
Re-iterates the process over and over until students get to a C.
Standard connection on the test, not the test in entirety.
What mindset does a teacher need?
Homework isn't a mandatory practice. Needed to step away from that.

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-30 min time T and SS discuss what they missed, why and what they can do to catch up; feedback on their assignment as they feel confident about their learning;

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-Homework is not mandatory
-100% Assessment for grades

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-Use of flexibility in student responses and content knowledge to assess ...

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Challenged by the balance of honoring where students are at right now, with also holding high expectations and giving students the opportunity to build resiliency.
I can create a space that's safe to learn, AND to be human.

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Inconsistency of systems and the difficulty to  trying to standardize in the name of equity.
Sometimes the "culturally responsive" conversation is had, but with little action.

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-Weighing factors outside of the classroom and expectations
-Teaching skills during challenging covid times. Teacher still prioritizes learning for our students

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"When and where" do we give grace?
We are giving a lot of grace, but knowing when it's time to jump in and give a push.

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-Trying to define CRE practices with language learners who are struggling, inconsistency

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-figure out when there are difficult situations that are getting in the way, but still keeping high expectations, Teachers still have to teach them

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"I see you and I'm also going to hold you accountable because I believe you can do it."

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"I see you and I'm also going to hold you accountable because I believe you can do it."

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Provide opportunities for students to "Fail fast" and "fail early" and let students know that this is okay and part of the process.

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Differentiating and creating task for students based on where they're at. Making sure that the teacher role is a guide on the side, not the primary cognitive lifter.

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The whole grading policy is a little different this year. But this pushes students to take more ownership over their work. Emphasizing over and over that students should make mistakes over and over and that this is okay.

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Use of DDI cycles and sharing the data with students consistently so students can see how all tasks and items relate to one another. Use this to build student metacognition about the content and gain reinforcing the idea that the mistake making is cyclical.

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Trust. I won't let you fail, I'll be here to support you no matter what.

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Always go back to the rubric. Because even though I have a strong relationship, the rubric is the guide for the competency.
It's the truth of the mastery of where they are.

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-Trust, not failing, positive mindsets about their learning

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-Connect with students in the morning to check on what's going on

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-Communication about design cycle as component that will support their learning in other areas

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-Trust, seal-steam and feel free to try different things without penalization