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How will weekly academic eligibility be determined for student-athletes?

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Do other school districts give parents access to the primary level gradebooks?

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Would it be possible to have an example of a student's view?

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How does IC Power Log calculate the grades without using an average? As stated in the video?

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What if a student does not turn in a classwork or homework "evidence opportunity"? Will this negatively impact their grade?

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Is there a difference between these two? Is one weighted more than the other in the final calculation for their grade?

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How do we ensure that the grading remains equitable per standard per teacher? (ensuring each standard is graded with same amount of evidence inserts per standard and student/teacher)

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If the IC Power Grading puts a numeric equivalent to each performance descriptor, then essentially we are still doing grading based off a scale similar to letter based grading with different letters? Can we just use a numeric scale?

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How is a number equivalent with "power law" in Infinite Campus Standards Based Grading?

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What is the benefit for putting in the "practice" assignments in IC if we are only counting the summative assignments?

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What research shows the SEL component of students when their grade is based on all assessments? In particular, what is the psychological/emotional affect for students with test anxiety?

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Will the district define how "Exceeding Expectations " be awarded per standard so it is consistent across the district or at least grade levels and subject areas?

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Will teachers be given criteria for what pieces of evidence can/can't be used? Will we know how many pieces of evidence the district expects per standard?

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Why is this being pushed out so quickly when there is clearly much work that needs to be done?

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Since the standards are at grade level, how will it impact grading and assessing our special ed student population that are below grade level?

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How will Infinite Campus calculate the final performance descriptor per standard or will they be manually entered in one at a time by the teacher as currently done by the primary level? (requiring a separate grade book to be kept by the teacher)

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Are teachers creating their own rubrics? How would this be a common assessment if teachers are using their own judgements?

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Will teachers be given criteria for narratives/scores required for standards based grading? (ex. one narrative per standard or one narrative that encompasses all standards/ What does a 1 look like? What determines a 2 or 3? etc)

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Will teachers be able to choose their own assessments? Who will decide on which assessments will be given for specific standards?

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Will all of the four performance descriptors for standard based grading be the same PreK-8 or will it be different between grade level centers?

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What kind of professional development or training will we received specifically on standards based grading?

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Will teachers get the Standards-based system guidebooks before the last day of school SY22-23?

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Will we be moving to a self-contained classroom model in 3-5 in order to give teachers a more manageable case load for standards-based grading?