The document discusses erasing inequities in schools and provides guidance on assessment practices, grading practices, and personal leadership goals. It lists six types of inequities that can be addressed, including issues around access, tasks, formative assessment, summative assessment, grading, and response to intervention. Key recommendations are provided around ensuring grading practices are accurate, fair, specific, and timely. Educators are asked to reflect on practices in their own schools and set goals to stop, continue, and begin actions to reduce inequities.

1. ELPS 465 – Choose to be an Inequity Eraser! In PLC’s - Assessment is no longer viewed as a teacher isolated act or event. Assessment is understood as a major inequity creator if left unattended… June 9 th , 2011

9. A look at #5 - What is the Vision for Grading Practices in Your School or District? How are Summative Assessments used to measure program and student performance? High Quality Grading Practices and Boundaries : Think about the current grading practices in your school or district. Think of it as the “Rules of the grading game”. Judge your current practices against these Four boundary Markers of a PLC approach to Grading “Vision”

10. What is Your Vision for Grading Practices in Your School or District? Grades must be accurate : How do you know if grades in your school and grade levels actually reflect expected student knowledge, effort and performance? Does there exist inter-rater reliability?

11. What is Your Vision for Grading Practices in Your School or District? Grades must be fair : How do you know whether or not your grades reflect teacher bias toward certain assessment types or formats? Is it “fair” across a grade or course level TEAM?

12. What is Your Vision for Grading Practices in Your School or District? Grades must be specific : Do grades provide sufficiently specific information to help parents and students identify areas for improvement (formative use and not just diagnostic). Descriptive Feedback…

13. What is Your Vision for Grading Practices in Your School or District? Grades must be timely : Do grades in your school provide a steady stream of immediate and corrective feedback long before the final summative “grade” is assigned?