19:01:25	 From  Nikki  : I feel like i have cheated my students at times... because Of not having been so clear to them about the learning targets and expectations, not having exemplars, etc. I have made changes and will con't to do so. 
19:01:29	 From  Stephanie Richardson : The challenge is to try to do all of that with a letter. What does an A actually mean?
19:01:40	 From  Nikki  : I never really realized the importance of clarity on so many fronts. 
19:01:57	 From  Nikki  : Yes, stephanie, I agree.
19:02:00	 From  Stephanie Richardson : I use rubrics that can give that clear feedback…but I still have to put a letter grade in the gradebook
19:02:01	 From  JoEllen Walters : Students can still have “bad grades” but still move on to the next grade because of the negative results of retention (in Anchorage School District)
19:02:36	 From  Kendall : We are on a 4 point rubric which I think focuses on the ability of a student to demonstrate their understanding.
19:18:16	 From  MH3  to  All panelists : Amnesty day is a day to forgive missing assignments? Not clear what an amnesty day really is.
19:18:47	 From  kathleen.fisher : I think being transparent about why the particular assignments are import is important to
19:19:10	 From  kathleen.fisher : “I want you to learn how to …..from this"
19:19:10	 From  Stephanie Richardson : Since I teach 4th grade, I have to institute make-up days, because 4th graders don’t have the skills to care if they have missed an assignment. I like the idea of having them do additional assignments on what we’re working on…but sometimes that skill was only taught during the previous unit
19:19:41	 From  Kendall : I think you need to consider what the student has demonstrated already and what they need to demonstrate.
19:20:03	 From  Stephanie Richardson : I agree, Kendall
19:21:11	 From  kathleen.fisher : Quit wasting kiddos time on busy work. Worksheets don’t grow dendrites.
19:21:41	 From  Melissa Crane : Resource Page: https://asdn.org/webinar-resource-page-evidence-based-practices-to-enhance-student-learning-spring-2020/
19:25:10	 From  JoEllen Walters : Sounds like a great opportunity to PLC (;
19:28:42	 From  Stephanie Richardson : I think these are all good things to think about. It can be a challenge when there can be such large philosophical differences with grading. I’m on board…but if I have a colleague who wants to give everyone an A just because they finished the project…that can be a challenge
19:28:59	 From  kathleen.fisher : I think there is room there for comparison to exemplars and models
19:29:55	 From  Kendall : Grades are not consistent across classrooms.  If we are given a rubric by our school or district we are more consistent. Though day to day it is very subjective at times.
19:30:07	 From  Stephanie Richardson : I agree with that. I can take some time to continue to have that conversation. As you said, grading can be a very emotional topic.
19:30:27	 From  Kathryn C  to  All panelists : Having a hard time relating this to kindergarten but that impartiality point with “degree of parental involvement” struck me. Just thinking of how somethings we require practice for at home but I know not everyones family is going to be helping them at home. Can’t penalize them for that
19:30:36	 From  kathleen.fisher : I can live with all those perimeters. If all teachers hold those true then I know what their grades mean
19:33:18	 From  Stephanie Richardson : That is what I struggle with probably the most. If I have a student performing 2 years below grade level, it can be so hard for the grade to reflect progress.
19:33:20	 From  Kathryn C : Yes
19:38:41	 From  Stephanie Richardson : I love the idea of getting rid of the average.
19:38:44	 From  JoEllen Walters : So would that eradicate the need for weekly grades, and instead give grades at the end of the quarter?
19:38:50	 From  Diana Kurka  to  All panelists : I love the concept of “On a Roll”!
19:38:55	 From  kathleen.fisher : I think having kiddos help in designing how they prove they know what they know can be powerful too
19:39:09	 From  Stephanie Richardson : Good point JoEllen
19:39:17	 From  JoEllen Walters : 1st Grade
19:40:04	 From  MH3 : Isn't that why it is called a "progress" report?
19:40:32	 From  Stephanie Richardson : Maybe the grades could go in, but just not be counted toward the final grade.
19:41:54	 From  Stephanie Richardson : Oooh, I love the idea of an “in progress” grade for something that wasn’t up to the standard
19:42:25	 From  Nikki  : Who has time to grade everything? I dont.
19:42:32	 From  Nikki  : I do a lot of independent practice
19:42:39	 From  Nikki  : Haha true!
19:48:19	 From  Cameron Metzgar  to  All panelists : Our district does not have grades.  We are a standards based model.  We score students with emerging, developing, proficient and advanced scores.
19:48:20	 From  Stephanie Richardson : I really like having students work on something until it meets a minimum threshold. It can be a challenge to have the time to get students there
19:48:25	 From  Kathryn C : I like that students receive feedback and that they can use that to help resubmit work instead of just receiving a low score
19:48:25	 From  kathleen.fisher : I think you can also narrow focus
19:48:48	 From  JoEllen Walters : In younger grades its hard to give students time for feedback and resubmit, because you’ve already moved on to the next concept
19:48:54	 From  kathleen.fisher : Like one aspect that they can show big growth in if the assignment covers multiple things
19:49:14	 From  MH3 : I thik it would be interesting to grade student BEHAVIOR this way.  I have observed so many behaviors getting in the way of learning.
19:49:17	 From  Diana Kurka  to  All panelists : Can we get a copy of that slide?
19:50:38	 From  JoEllen Walters : Lol flashbacks to teaching my Dad how to use a Mac
19:53:19	 From  kathleen.fisher : Plus you don’t have to do two things
19:55:07	 From  kathleen.fisher : And then you do some scaffolding and build an anchor chart with visual models on them so you can do the more complex tasts
19:56:13	 From  MH3 : I think proficiency or nonproficiency can inform the teacher - where to begin instruction!
19:56:21	 From  Kathryn C : This would be a great way to get some intervention in before going on to the bigger skills
19:56:33	 From  kathleen.fisher : You can map out what the steps are between where they are and where they need to be so you can keep them moving
20:04:26	 From  Stephanie Richardson : Yes! I love this idea! I know it would take a lot of work to create the tasks and rubrics related to this…but it would be worth it
20:07:52	 From  Stephanie Richardson : I like the idea that students can go deeper with topics they are more interested in/passionate about
20:08:19	 From  Nikki  : I agree Stephanie, it reminds me of a passion project. 
20:08:27	 From  Nikki  : I love those
20:09:03	 From  Stephanie Richardson : Luckily, 4th graders are passionate about a lot of things and don’t hesitate to tell us!
20:09:50	 From  kathleen.fisher : Anywhere you can put in choice will be a win
20:12:59	 From  Nikki  : too much going on there lol
20:13:27	 From  Nikki  : much neatness? haha
20:13:32	 From  JoEllen Walters : What about a scale of 4?
20:16:57	 From  Nikki  : YES!!
20:17:07	 From  Stephanie Richardson : Yes!!!!
20:17:25	 From  bais_ashley  to  All panelists : I appreciate you insight. I feel like we do the same thing with SPED goals
20:19:00	 From  Stephanie Richardson : As an aside, those of you who are elementary teachers, the Write from the Beginning writing rubrics are just like this
20:21:15	 From  Stephanie Richardson : *without the exceed criteria
20:21:53	 From  Nikki  : I like that this is a learning target, success criteria, and differentiation all in one. 
20:22:06	 From  Stephanie Richardson : Nikki, me too!
20:22:13	 From  Nikki  : allowing different points to show their learning
20:22:35	 From  Nikki  : Empowering for kids, to be able to choose what they can do
20:26:41	 From  Diana Kurka  to  All panelists : I’m going to watch that movie!