May 11, 2016

Two big pieces - Should we break up into two groups and hash through some of
the considerations? We could open these groups up to the staff again.
CBG - Would we want to consider a 5th criterion?
Ellen, Erin, Teresa, Tommy, Colleen, Daniel, Noelle,
Kari
11th & 12th grade - Wed create a progression of a gradual
release of responsibility
Darsow, Anne, Diane, Tammy, Colleen, Noelle, Kari
We need to go with best practice.
We wont be changing from CBG.
What is the behaviors that we need to see from students? How can we marry this
with CBG? This needs to become part of our school culture. We need to name it, and
students need to own it. Could we create a college/career readiness rubric?
We need consistency around deadlines for our students. We may want different
expectations across the grade levels.
We need a consistent message about formatives and summatives.
What is happening at RMS?
What are the expectations that are already in place? What do we need to firm
up?
We have trending in the 9th and 10th grade.
We have 70/30 in 11th and 12th.
Some PLCs are using the criteria in 11th and 12th
grade, but not necessarily on an 8-point scale.
We need to keep the parent viewpoint in mind as we do this work. We need to
keep our student population in mind; we know them best.
Key messages
Weve separated into two groups.
May 16, 2016 - 11th/12th sub committee (Anne, Reham, Kari and Colleen)
Deadline is a due date. Anything turned in or submitted is considered late.
Do we want consistency around late credit?
Should we have consequences for late work? If so, what does that mean? If so,
should have two different expectations, one for juniors and one for seniors?
Support curriculum around test-taking strategies.
Excused absences (1 day for excused absence)
We need to define formatives and summatives.
Do our formatives align with the summatives?
What are the potential summative task types teachers can use?
Are our summatives authentic?
How do we evaluate the value of our assessments, formative and
summative?
Grading breakdown (percentages)
Right now we use 70/30.
Should we have two different percentage pairs, one
for juniors and one for seniors?
Where do finals fit in? Teachers are not being
consistent with this.
What about quarterly exams?

Should we align with postsecondary ?

What is a formative? What is a summative
There are teachers now who put all nonsummatives in the formative category.
May 16, 2016 - 9th/10th sub committee
We need to evaluate whether or not we have good assessments?
Should we have final exams? Or some sort of quarterly assessment?
Should we use assessment (i.e. formatives) and final assessments (i.e.
summatives)?
Kids are not doing the formatives.
College readiness grade? A 5th criterion? Do we want to count it as part of the
grade? Or do we just want to report it to parents? Is it part of the letter grade?
Retake/redo days - I dont send retakes down. I send down the summatives that
students havent done in the first place.
How many summatives do we need to determine the trend?
Should students have to have all of the formatives in order to take the
summative?
Deadlines
At what point dont we accept a summative?
Should students have the summative done by the time of the next
summative?
Should we have 2 weeks to get a summative taken? After the
grade is posted.
Should we have 1 week for sophomores?
What about redos?
Do we want to put the formatives in the summative category? We
could put the factors at ). Is it about how we label the assessments? Well be
able to code differently next year.