UAI Staff News
Birthdays This Week
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Staff Circles Committee (Members: Annie, Jennifer, Juelle, Marsha, & Nakita) The Circle Committee hosted Staff Circles on Friday, 20NOV.
School Restructuring Committee (Members: Annie, Courtney, Jen, Kiri, Laura, Marsha, Nadine, Nina, and SarahM). The SRC rolled out three new policies for feedback (UAI Grading Policy, UAI Google Classroom Policy, UAI Zoom Policy). We will meet on Monday 23NOV to integrate staff feedback into final policies for release before Thanksgiving. If you haven't had a chance yet to submit feedback, please click on any of the links (in blue above) or reach out to anyone on the committee with your input!
The Equity Team (Suzannah, Nina, Elana, Kelly, Phillan, Annie, Nakita, Rebecca C, Damon, Ms. King (Kianna’s mom), Ms. Barnes (Alyssa’s mom), Ms. Martuscello (Veronica’s mom), Kianna King, Emily Payamps, Jerlai Tyner, Jamilah Alshawish, Salia Naschel). The Equity Team met this past Thursday to analyze GPA and SAT data by race. We were able to draw conclusions about disproportionality that provoked questions to drive our work in developing more equitable grading practices. Check out our jamboards to see the work we did this week. Our next meeting will be December 2, 2020, and will be co-facilitated by Cassie Magesis, Director of Post-Secondary Access at the Urban Assembly.
- Participation (MIN- 1 grade per week): These can be done/not done, non-quality based assignments. For example, did the students participation in the chat (yes/no)? Did she ask/answer a question or add to the discussion in some way (yes/no)? These "signs of life" challenges should occur through the live zooms at least 2-3 times, and then your yes/no measure can be quantitative based on how many times out of total challenges the students participated. For asynch days, participation grades could simply be did they turn in the asynch work (yes/no)? Over the course of the week, you can upload a single participation grade for the week. If you're tech fancy, you can also use google forms or excel sheets to help you. If you tend to lower tech, if you keep a roster next to you, you can check off names as you "challenge" the students through the zooms and week. Either way, you can enter a grade each week as a point or percentage (# of yeses divided by # of total challenges). All of this is suggested if you need it - NOT MANDATED. If you have a working system, and you're able to easily upload weekly Participation grades, great and keep it going!
- Progress (MIN - 1 grade per week): There is a wide variety of what can count for a progress grade. These can be practice assignments (self graded with a key or peer graded with a rubric). These can be assignments for feedback. Feedback assignments require intensive teacher time and these assignments should be give with intentionality and include teachers scheduling time for providing feedback to students within 1-2 days of assignment submission. Feedback assignments could be first drafts, exit tickets, test corrections, debates, discussions, work in breakout rooms, other class activities or asynch work, etc. If you're trying to get student to upload information practice assignments that are autograded (e.g. google form autogrades) or self/peer assessed is a way to hold students accountable for information upload. If you are trying to assess the quality of student learning and mastery, you need to include feedback assignments so that you can correct/refine/support their learning. Make time for both and be intentional about planning time for giving feedback.
- Performance (MIN- 1 grade per 2 weeks). These are summative assessments that students do independently and after teachers have had the opportunity to provide feedback. They can be things like exit tickets if the exit tickets follows teachers providing full class, small group, or individual feedback in the live zoom (or in writing). These can be quizzes, small writing assignments, or labs. These happen after practice and feedback from peers/teachers. These can also be major assessments like unit tests, essays, research papers, debates, socratic seminars, projects, etc. All of the major assessments should occur after several minor assessments and many opportunities for feedback and student implementation of that feedback.