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In deciding whether to grade homework, keep in mind that completion of and performance on
homework reflects students’ work habits, home environment, and access to other people who
may assist them. Students have unequal access to out-of-school time and resources to support
homework completion. Consider giving feedback on homework, rather than grading it.

How do teachers use HW in their classes?  How is HW entered in Skedula or aligned to the student's grade?

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We agree that grading scales/codes should be consistent for all student populations.

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Creating individual plans for each student who receives an NX is too cumbersome and there should be a system set up if this was to be carried out.

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How as a school do we help students with stamina?  The pandemic held students back and now we have to build that back up.
Multiple skills at one time are difficult.

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We must teach executive functioning skills in class.

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What are the effects that will come from parents/families getting to decide on P or CR codes for final grades?

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I agree that teachers should offer assessments in multiple modalities to ensure that the method of expression does not interfere with the student's demonstration of their proficiency. pg. 7

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While I agree that course goal rubrics will be beneficial to allow student to measure their progress over time, I do not agree that they should take the place of task specific rubrics. Particularly that the text is suggesting glow/grow feedback early in the term. Many of our students are driven by grades and completeness of tasks. I believe that this could would in tandem, but not as separate entities. pg. 8

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"Allowing students to re-do assignments emphasizes to them that they have control over their learning. Depending on the assignment type, this might mean revising the work, completing the work in a different way, or a new assessment specifically targeted at areas where the student did not initially demonstrate proficiency." pg 7
Does this mean that students don't take ownership if not given multiple opportunities to complete assignments? How does this translate to real world/ college and career level scenarios? I agree with revising the work and differentiating for student with language or learning needs, however, creating new assignments to help a student earn a higher grade seems excessive.

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On page 6, the document states that students should not be penalized for lateness. This makes we wonder where the link to grading is to college and career readiness? Handing in assignments late in college or career can hinder our students' ability to meet deadlines contributing to the low retention rate we see with many of our students post-secondary.

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I agree that offering assignments in multiple modalities provides students with varied ways to show mastery. pg 7

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On page 6, the document states that grading student work for understanding and mastery is different and should take precedent to grading student work for completion of task. This seems inherently wrong because most assessments are designed holistically. If a student does not complete the entire task, how does completing some of the task help you gauge their understanding of the content.

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I would like to start providing students with embedded and structured opportunities for revisions and retake. I allow students to redo work if they desire but it isn't something I provide space for during class time. I'd like to change that.

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Teaching and instilling the Executive Functioning Skills

We need to instill these skills in our students on a more widespread basis.  We have Elevate that addresses theses skills but we need more.

Possible ways to address

-Checklists w/Assignments are one way
-Schoolwide Google Calendar Initiative
-Firm deadlines for late work