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Will we agree to a format to do quiz/formative assessment retakes? I hear redoing homework, reteaching, and jumping through hoops. But, how many times will they be able to retest.

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We aren't just teaching one skill to one student.  We are working with students from where they are to where they can achieve.  These are known as CTE competencies.

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We aren't just teaching one skill to one student.  We are working with students from where they are to where they can achieve.  These are known as CTE competencies.

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What happens when one district considers a 2 as proficient and meets standard and another district says that is a 4?

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We are struggling with the idea of not using averages. What if a student scores proficient on a subject the first time they are assessed and while we are directly teaching the subject, but then do not score proficient the rest of the year? Are they still proficient because they did it that one time, or are they not proficient because they did not continue to do it?

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We need to look at offering more apprenticeship / certificate programs for our students.  Not everyone needs a four-year degree to get a job with good pay and benefits.  We also need to have more career tours at the MS & HS levels to showcase what is available in our city and county.

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We need to look at offering more apprenticeship / certificate programs for our students.  Not everyone needs a four-year degree to get a job with good pay and benefits.  We also need to have more career tours at the MS & HS levels to showcase what is available in our city and county.

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Grading:  We think that employability skills are important especially if you are preparing students for work.  In the workforce, employees are evaluated on not only their performance but also their ability to be on time, be a team player, ability to work with others, etc.  If you don't meet a deadline in your job, you could get fired.  

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Grading:  We think that employability skills are important especially if you are preparing students for work.  In the workforce, employees are evaluated on not only their performance but also their ability to be on time, be a team player, ability to work with others, etc.  If you don't meet a deadline in your job, you could get fired.  

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Students are on F list and ineligible to practice/play if we record scores as students are learning.  Are we entering grades to meet deadlines when we're not really ready to assess a student?  Students are penalized if they don't know something yet.  State needs to change mindset. We don't mean at the end of the semester, but during the semester.

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Grade students on knowledge and skills not responsibility.

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Grade students on knowledge and skills not responsibility.

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If a student scores a 1, we pull them for interventions. If a student continues to show little or no growth, how do we address that? Is that solution any different from what we do now?

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Is averaging grades penalizing the learning process? If we remove this would we encourage students to be okay with making mistakes?

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Do we have the prep time to reassess with 150+ students?Is 45 minutes enough prep time per day to adequately implement SRR?

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Do we have the prep time to reassess with 150+ students?Is 45 minutes enough prep time per day to adequately implement SRR?

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Will all teachers shift to SRR?
What if a teacher has 6 different classes?

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A zero for missing work in a grade does not accurately reflect their achievement. Once they get in that hole it is hard for them to get out.

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The article suggests we use an A=4, B=3, C=2, D=1, F=0 grading scale. We've been taught to not associate proficiency scale values with a letter grade, but it seems to make the process of converting a lot easier. How are we going to reconcile these conflicting ideas?

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How do we help students understand that the mode they see as a grade may not necessarily reflect their final grade.  If students do not master the concept until final assessment, I'm inclined to give credit for the final understanding and not AVERAGE  or MEAN (article advocates against this practice), but students and parents only see the mode when they look in PowerSchool.

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"absence of a grade does not imply the absence or rigor"
How to get be shift mind set of "points in the grade book"  to "what is the student learning  and how?

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Agree, if curriculum and instruction are rigoruous, then all students will make mistakes and egage in the learning proccess.
There is a difference between being great memorizing and reguritating, and thinking/problem sloving.

SRR takes us in the direction of demanding students to think at deep levels and have a better understanding of themselves as learners.