LUSD Curriculum & Instruction

"Sometimes our grading practices create a culture of grading, rather than learning."  

@PrincipalMKelly 

With recent discussions in our district on grading practices, grading policies, and homework, the topic of grading is becoming a daily conversations among many teachers across school campuses.  Our teachers are beginning to reflect upon their current grading practices and asking themselves hard questions: 

• What purpose do grades really serve?

• Are letter grades the best way to inform students and parents about a student's progress? 

• Do my grades communicate an honest reflection of a student's learning? 

Many of these rich discussions are starting in our after-school book club as we focus on the book, "15 Fixes for broken grades...". And it's not too late to join in the discussion! Use this link to learn more and sign up: After School Staff Development 

Resources

Video: A Recovering Perfectionist's Journey To Give Up Grades | Starr Sackstein

Video: Good grades, bad grades - they both lie about learning

Video (8 min) Rick Wormeli: How Much Should Homework Count? http://bit.ly/2Ms08EE

Twitter: #hackingassessment

Podcast: Cult of Pedagogy: Could you Teach Without Grades?

Article: Redos & Retakes Done Right by Rick Wormeli

Article: Why It's Crucial -- And Really Hard -- To Talk About More Equitable Grading Del Oro High School teachers are currently working with the author of this article, Joe Feldman, to develop equitable grading practices. A local teacher from Colfax High School shares her experience with the shifts in grading.

Lindsay Unified School District Grade Reporting and Progress Guidebook