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Strehlow - Learning Targets as Categories 

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Strehlow - Learning Targets as Categories 

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Made it easier to filter the gradebook and look for progress

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Greater balance of assignments across the different learning targets as well as balance of formative and summative assessments within individual learning targets

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Strehlow - Folders as Weeks but still LTs as Categories

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Strehlow - Folders as Weeks but still LTs as Categories

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The students seemed confused last semester when I had the Schoology Folders as Learning Targets. "Where do I go Ms?"

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I would like to implement equity grading this semester.

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Be more transparent before beginning any assignment/unit by telling students which LTs will be assessed and guiding students to feel more comfortable/confident in understanding rubrics.

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Strehlow - Being more clear which overarching  Learning Target we are practicing in each lesson 

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Strehlow - Being more clear which overarching  Learning Target we are practicing in each lesson 

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I realized that my assessments are numbered but there is no clarity as to WHAT the assessment was about.
i.e. Assessment #1 -

I will begin labeling as:
Assessment #1: Corresponding Parts and Congruency

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I want to change my grading scale. I don't want to use "F" on my gradebook.

Ramírez

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Differentiated learning targets for each grade period.

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Differentiated learning targets for each grade period.

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Looking at units to see if there are specific learning targets that can be unique to each acting grade level- i.e. entering a group ensemble grade for Professional Ensemble assignments.- ADDISON

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Planning which formatives will be graded ahead of time so I ensure students know what they need to improve on before a summative and can keep track of them themselves on schoology - Tercero

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Identifying assignments with Learning Targets

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Identifying assignments with Learning Targets

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Explicitly identifying an assignment as a learning target so students know what is being assessed. ADDISON

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Setting up my grade book and assignments with learning targets helped me and the students focus on what they needed to learn and practice.
- Adams

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Strehlow -Structure during Practice Time

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Strehlow -Structure during Practice Time

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7 minutes of quiet, individual work, where students jot down ideas and try to solve problems on their own
15 (ish) minutes of team/group work, where they share strategies and work together to solve problems
7 minutes (ish) of whole class discussion where I can address some concepts that are confusing multiple people

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Providing choice boards/options for students to show LTs on different assignments. It was something I started towards the end of the semester, but there was a big increase in student confidence when they had the liberty to choose how to meet a LT.

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Learning Targets as categories
4point grading scale
having the grade period override column
including the LAHSA outcomes and linked learning project in the categories
offering students re-takes/revision of their assessments

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Keep using rubrics for the main assignments.

Ramírez

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Using Learning Targets to adjust to demands of the realities of the subject.

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Using Learning Targets to adjust to demands of the realities of the subject.

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I think having essential issues such as attendance and participation in the performing arts in a Learning Target as Professional Practice helps us give honest assessments about where a student is succeeding or failing in the professional world without penalizing the entire grade. ADDISON

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Figure out how to best grade things like warm ups/Do nows. -Tercero

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Asking students to improve and progress then seeing the trend and giving them a grade where they've showed they have moved towards proficient or advanced is encouraging to see for me and the students.
- Adams

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Finding more opportunities/ways to check for understanding (Lukach)

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Finding more opportunities/ways to check for understanding (Lukach)

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Especially during the lecture / note taking process

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ALLER: integrating science practices with content in LT

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ALLER: integrating science practices with content in LT

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Designing the lesson with specific learning targets in mind helped both me and my students with grading and reflecting student-progress.

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Having the 4 point grading scale, and offering students the opportunity to re-take quizzes/assessments.

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Clear communication of purpose and learning targets for each assignment - Loer

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Clear communication of purpose and learning targets for each assignment - Loer

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The categories I used were the 10 learning targets which caused me a lot of stress to calculate and manage, therefore, I've shrank it to 4 categories with the learning targets grouped into one of the 4.
- Adams

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One thing that worked well in my gradebook was using mastery (0-4) grading.  It was easy to see progression and where my students fell short.  -Parada

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One thing that worked well in my gradebook was using mastery (0-4) grading.  It was easy to see progression and where my students fell short.  -Parada

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I would like to have more clarity and use of Learning Targets in my GRADEBOOK.

-Lima-Anaya

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Ingram - student-facing AND teacher-facing learning targets docs

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Ingram - student-facing AND teacher-facing learning targets docs

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The student-facing are a concise and more approachable version of the lengthier, SBAC-based LTs as a whole. For planning, I could consult the teacher-facing version for more extended specific details, while not overwhelming students with 250 words from the SBAC skill domains.

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Audibly stating which learning target we are focusing on for each lesson - Tercero

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I will be re-structuring/refining my rubric and create rubric for all the LT I have that will have more student-friendly wordings for easy self-monitoring.

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Ingram - 0%-based "participation" category in the grade setup (or something like that)

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Ingram - 0%-based "participation" category in the grade setup (or something like that)

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So students can see things like "binder check" more formally, at the same time as sticking to EGI-based grade setups. This can provide more extensive feedback to students on which they may reflect.

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Continuing to record and create presentations so students can submit assignments even if they miss class. Removes my tension from the having to individually teach lessons to the rotation of students who are absent. Grade is truly about the work.

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Agendas with the Can Do Statements.

Ramírez

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Incorporating EGI into my Gradebook- Mora

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Incorporating EGI into my Gradebook- Mora

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* Learning targets as gradebook categories
* 4-point grade scale
* Assignments are weighted at zero to avoid averaging
* Using the Added Grade Column for each grading period and LT to look at what students are able to do consistently, instead of averaging (This was the biggest change for me!)

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I think a clearer and more student-friendly rubric will be something I will focus on this semester.

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Printing out a copy for students to reference.

Hondo

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I would like to try to adjust my learning targets to allow for more time. I would also like to develop an organized make up folder. 

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I would like to try to adjust my learning targets to allow for more time. I would also like to develop an organized make up folder. 

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I want to include more rubrics and models for the assignments I give so that the students can see examples of at 4 out of 4 writing, speech, presentation, etc.
- Adams

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I'd like to provide specific rubrics for each assessment, including the learning targets.  -Parada

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I'd like to provide specific rubrics for each assessment, including the learning targets.  -Parada

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How to grade equitably for students who are absent 50% of the time, and neither submit work nor build cumulative skills leading to an EGI-based summative assessment... AND/OR submit work for a certain LT, but not another(s)

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ELA dept SBAC-based rubrics accessible from highlights email thread

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Figure out a better way to "grade" formative assessments 

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Figure out a better way to "grade" formative assessments 

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Lukach

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Mora- Cycling Skill Sets with Discussion Seminar

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Mora- Cycling Skill Sets with Discussion Seminar

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I started incorporating Discussion Seminar into my government class. The first time, many students were reticent to participate and it showed in the marks they received. Too many people barely participated or didn't know how to. This gave me time to reflect and to build in structures to support student learning and participation, so the next time we had seminar, every student had an opportunity to contribute and facilitate the discussion resulting in a more engaging experience with a lot more student participation. By the final and third time, students were familiar with the process and the space for natural dialogue was engaging, vulnerable, and student driven. I think cycling in the practice of preparing for seminar and engaging with each other was important for student learning.

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How to approach EGI-based non-"graded" formative assessment for students who say "well then I'm not doing it" even after explanation of the purpose of EGI/formative assessment

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Mora- Offering a balanced opportunity for all of the learning targets

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Mora- Offering a balanced opportunity for all of the learning targets

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I noticed that some learning targets have way more assignments than others. And at different grading periods, some of the grades stayed the same because I didn't offer any new opportunities to show growth in a specific LT. I will try to be more mindful of these opportunities, or lack there of!