#iaedchat Archive
Run by Iowa educators, #IAedchat is on Twitter the first, second, and third Sundays each month at 8:00pm CST. We have added #IAedchat LIVE to the fourth Sunday of the month at 8:00pm CST. This will take place in Google Hangout on Air. We will share the invitation and link to #IAedchat LIVE each month.
Sunday October 30, 2016
Good evening & welcome to ! I’m excited about the next hour of learning about your thoughts on “Authentic Grading Practices”
Good evening & welcome everyone! My tweets for the next hour are dedicated to
Our topic is “Authentic Grading Practices: What is the Purpose?”
Hello! We're BoardOnTrack and we work with charter school boards to improve education. Passionate about !
Hello
My name is Brant.
I'm a MS Principal from WYO
Go Pokes!
Your co-moderators for tonight’s are and
Your co-moderators for tonight’s are and
Ashley Carter- Social Studies at Newton High
Good evening everyone! Derek, MS Social Studies teacher from South Tama. Looking forward to a great conversation!
Take a moment to introduce yourself, your role in schools, and where you are tweeting from tonight.
Hello Nicole- Early childhood teacher with teacher leadership direction
Jason- elementary principal. Springfield, MO. Ready to learn.
Great to see you Dan! Always enjoy spending time with my PLN!
Excited to join you for this evening! Anna - Instructional Coach
Greetings. Sandy from Iowa. Tech instructional coach.
Colin Wikan...Dean of Ss/Interim Associate Principal at Bettendorf HS. Tweeting at you from Bettendorf IA tonight.
We want to hear your voice, ! Take a moment and give some feedback on chat time and future topics!… https://t.co/6jp2Bm88Th
Kim-Kindergarten at Benton!
Jenny Nitchals Techonology Integration Estherville Lincoln Central
Good evening, Sandy. Welcome to !
Arielle up north in Iowa. Kinder teacher.
Sharin, AP from Milwaukee joining tonight
Jon, 5th grade teacher in Tama, Iowa. Ready for a great discussion tonight!
Andrea - Curriculum PD Leader and Instructional Coach at Benton CSD. It’s always a great pleasure to learn with you on .
Allison, 4th grade, Donnellson, IA
Jesse from Iowa, 6-12 instructional strategist.
Welcome, Sharin! Love seeing people from a variety of states on
Hello . Paul, principal, from Hendricks, MN.
There she is! Always good to see you, Allison!
We are just about ready to roll with Q1. We have a great group here!
Q1: Give an example of an effective, purposeful grading practice.
Stellar group already checked in to tonight! Buckle up! It’s going to be a great chat!
Heather Lightfoot, 7-12 Principal, English Valleys Junior/Senior High School, North English, Iowa
A1: Effective, purposeful grading is about authentic, immediate feedback
Welcome, Heather. Always great to see you on
A1 Providing feedback on 1 skill at a time that involves a strength, a question and an area for improvement the learner can use.
A1: Real time feedback
dang it beat me to it :)
A1: Standards based grading is the way to go! Utilizing a rubric when grading is a good practice too.
Joining late. David Brandon, Principal
A1: Rubrics for projects. Kids know what is expected of them. It's an old one, but it's been around forever for a reason
Sounds about right! Timely and authentic! https://t.co/nEhT0wLR7P
A1: Effective, purposeful grading is about authentic, immediate feedback
A1 Assessments geared to measure what students know & are able to do. Providing timely, meaningful feedback in a constructive way.
A1: Giving authentic lessons and assignments/projects to students and learning from them as much as they are learning from you
First time on this chat! Tanya from Pella, IA, Academic Coach.
Agreed Standard based grading is that way to go for all ages! I was just typing that!
A1 good ole running record gives me what I need for instructional feedback and decision-making for next steps
A1: Providing authentic, constructive feedback. This should be used to encourage growth, reflection, and development.
A1: Any type of frequent communication which gives feedback on how Ss can get better.
Megan Morgan Lead Support Teacher in Davenport
Welcome, Tanya! We are honored that you are joining us this evening.
I like how this doesn't include behaviors. Measure those separately. https://t.co/UqsjcBrAOu
A1 Assessments geared to measure what students know & are able to do. Providing timely, meaningful feedback in a constructive way.
The timing of feedback is extremely important...good point! https://t.co/mFF78cyAMq
A1: Effective, purposeful grading is about authentic, immediate feedback
Learning from them is a great suggestion for people to remember. There is always room to learn from others.
Welcome, Megan. Good to see you again, it's been awhile!
Thanks Andrea! Glad I'm able to be here! Love these chats!
Clearly laid out, transparent expectations! YES! https://t.co/cGzpZxOAjf
A1: Rubrics for projects. Kids know what is expected of them. It's an old one, but it's been around forever for a reason
A1: Proficiency scales that describe student behaviors are helpful tool when communicating progress
Welcome, David. Glad to have you here.
A1.More than just a letter on a par. It is feedback that sparks conversation between student and teacher towards a learning goal.
A1. feedback, shared proficiency scales, multiple attempts and students goal setting to achieve their desired outcome
hello friend! Miss you too!
A1: assessing the standard at the rigor required to meet it
A1: timely feedback, using formative assessments along the way to detemine a student's readiness and skill acquisition
Yes! And to make sure that those behaviors are reported separately from the academic grade. https://t.co/QARvTNP8vQ
A1: Proficiency scales that describe student behaviors are helpful tool when communicating progress
Thanks Dan! Much appreciated, love to learn a great deal from a wonderful network of educators
How to you balance SBG with the GPA emphasis of Universities? Our district is wrestling with this... https://t.co/sJXSicQeC1
A1: Standards based grading is the way to go! Utilizing a rubric when grading is a good practice too.
A1: Anything that measures a standard and informs future decision making while focused on learning. Specific feedback as well.
I haven't been winning the bedtime. I think I might have won today
Purposeful and gives leverage for instructional change! https://t.co/tymPd8OH7T
A1 good ole running record gives me what I need for instructional feedback and decision-making for next steps
agreed. What's their thinking on the process they are on to achieve that goal?
Wayne Haskovec social studies and technology teacher from Hudson. Glad to be involved in tonight's chat!
Always good to hear. The Butlers lose bedtime often. https://t.co/d6PI9x0f8S
I haven't been winning the bedtime. I think I might have won today
A1: immediate feedback on skill being learned is important. No growth without timely feedback.
how do you decide on proficiency scales that describe student behavior when teacher's tolerance is so different?
Behaviors being what does that skill look and sound like at each level of proficiency instead of relying on #'s.
Behaviors are SO important, they MUST be measured separately! :) https://t.co/ivWslOeBg3
I like how this doesn't include behaviors. Measure those separately. https://t.co/UqsjcBrAOu
A1 Assessments geared to measure what students know & are able to do. Providing timely, meaningful feedback in a constructive way.
Welcome, Wayne. It is good to see you on this evening.
Yep, that just about sums it up! ;-) personalized learning incorporates the Ss goal-setting.
One of them may reasons why I am proud our building has moved to standards based learning- authentic and reflective
It is just about time for Q2. Stay tuned!
Proficiency scales discussion — check! YES! Communicates progress and look fors! https://t.co/SYmENs92df
A1: Proficiency scales that describe student behaviors are helpful tool when communicating progress
The more I research this, the more I'm convinced they are THE most important thing :)
https://t.co/O8glBlMUFM
Behaviors are SO important, they MUST be measured separately! :) https://t.co/ivWslOeBg3
I like how this doesn't include behaviors. Measure those separately. https://t.co/UqsjcBrAOu
A1 Assessments geared to measure what students know & are able to do. Providing timely, meaningful feedback in a constructive way.
Q2: Authentic grading: what does this meant you?
Multiple attempts are so important! Yes! https://t.co/o8zRIVNKTL
A1. feedback, shared proficiency scales, multiple attempts and students goal setting to achieve their desired outcome
A1 Feedback that is positive and feeds the learner forward is imperative.
The students should be doing the reflecting while the teacher guides them https://t.co/Rahe0Oll2V
Yep, that just about sums it up! ;-) personalized learning incorporates the Ss goal-setting.
Behaviors do need to be measured separately, but how can a scale be developed when everyone's tolerance is so different?
No way! We made the same thing tonight! Great minds... https://t.co/sxZGmJ5YoA
Running a bit late. Had to get the chili in the crockpot for tomorow!
Sorry for coming late! Hi! I'm Amanda and I am a student at UNI
We still assign a grade (%), but our Ss (not in all curricular areas) know what standard they r being assessed on
A1: Performance based tasks..and one on one meetings to discuss growth
A1 Feedback can look different - rubrics, written, oral, peer,
Welcome to , Amanda. We love when students join us!
Welcome to , Amanda. We love when students join us!
A2: Authentic grading gives true feedback and truly measures where a student is at... it is not a chance to ding a student.
A1 trends -
timely feedback, multiple attempts, progress over time, rigor, proficiency scales, clear targets
A2: To me authentic means that the learner has some actionable next steps toward improvement
A2 Grading that leads to authentic conversations based around how I can improve on a skill rather than how I can improve my grade
A2: Authentic grading means it is pure. It measures progress toward one specific criteria.
A2: Grading what is truly learned rather than what is completed.
A2: To me, authentic grading means grading without biases and giving sufficient feedback that is specific to each student's work
A2: Communication verbally with students is key...it can't be just a grade on an assignment.
A2: It means focusing on ways to improve rather than having Ss put down for problems or wrong answers.
A2: The student is doing something relevant to them, not spitting back answers on a test.
A2: Authentic means that it means something to the student. They have ownership in their learning. Multiple ways to assess.
yes we want ss to worry more about being able to perform the std instead of the letter grade it represents.
A2. The students are involved in the conversation and the feedback guides them in achieving the next level of learning
Communication is essential...point! https://t.co/QAcTgn98tK
A2: Communication verbally with students is key...it can't be just a grade on an assignment.
We love the inclusion of progress. It is important to measure and watch progress.
A2: Assessing through different ways. Using what students strengths to guide the assessment process.
A2.2: If we are truly being authentic, we are open to multiple forms of assessment. Visual, literary, performance, etc.
ownership is key.. Without ownership we might as well put a star on the paper and hand it back
A2: Authentic grading requires going deep for students. This usually allows some Ss choice & few parameters. Skill as the target.
A2: It shows where the S is on their climb.
A2: Authentic means it gives feedback causes the S identify the next step on the learning journey
We are just about ready for Q3!
Absolutely! https://t.co/wFgpChP8lX
A2.2: If we are truly being authentic, we are open to multiple forms of assessment. Visual, literary, performance, etc.
I def agree, inclusion is needed.
Q3: What are challenges of specific types of grading practices?
A2 Authentic grading also requires us as Ts to let go of some of the control in the classroom. True learning is done w/ Ss leading
Looking at a body of evidence is key — must have multiple attempts to show what they know. https://t.co/PmOIEYWaRy
A2.2: If we are truly being authentic, we are open to multiple forms of assessment. Visual, literary, performance, etc.
Unobtrusive assessment (observation of defined criteria) authentic tasks, task and process feedback
Authentic feedback is a time for the student to learn to take the information given to them, process it, reflect on it and improve
Students having a choice in how they demonstrate learning! Not always paper/pencil! https://t.co/eJN68McFN7
A2: Authentic means that it means something to the student. They have ownership in their learning. Multiple ways to assess.
A3: A wonderful word in education...tradition https://t.co/cKqfZ9leZV
Q3: What are challenges of specific types of grading practices?
Right! Sometimes that’s the hardest part in truly making your grading authentic. https://t.co/AfFfRHIApV
A2 Authentic grading also requires us as Ts to let go of some of the control in the classroom. True learning is done w/ Ss leading
A3: fitting running records in on a daily/weekly basis for many ss. Not enough time in a day. https://t.co/wS74Rzy7yh
Q3: What are challenges of specific types of grading practices?
A3: Concrete evidence of progress
A3: A challenge with authentic grading is that it takes a lot of time. ..the one thing we as educators can spare very little.
Choice in the learning path is a much needed step to being authentic. https://t.co/Cg1fdvyr9x
Students having a choice in how they demonstrate learning! Not always paper/pencil! https://t.co/eJN68McFN7
A2: Authentic means that it means something to the student. They have ownership in their learning. Multiple ways to assess.
A3: Breaking down the barriers of how it has always been. The belief we have to prepare for standardized tests.
A3 Fighting the "change is hard" mindset. Ss/Ts/Admin/Community fall into this trap and forget that we're in business of kids!
A3: Challenge-traditional %s aren’t always able to give specific feedback on areas for growth. % =/= clear path of growth.
A3: A challenge in communicating new practices to families and stakeholders. Different than how they were scored.
Time is the biggest factor as we already have so much on our plate.
Alignment between S evidence and success criteria
A3: Traditional grading practices that create uneven playing field; doesn't demonstrate mastery
A3: So many kids learn differently, as well as, respond to various feedback differently.
A3. Culture and the time it takes to have authentic conversations.
I agree . Everyone has to be in the growth mindset.
A3. Uniform assessments create barriers when assessing a variety of learners which results in inaccurate data
A3: In SBG, separating the levels of the expectations of a 1-4 Marzano scale - takes a great deal of research and implementation
yes changing fixed mindsets is hard but don't give up. Keep plugging away.
A3: Time... Our system is set up backwards. Time is a constant, success is not.
Yes sir! You could not be more accurate! https://t.co/eDZx5aNIsn
A3: So many kids learn differently, as well as, respond to various feedback differently.
A3: I haven't done many assessments, but the time it takes to grade meaningful assessments
A3: our non traditional and often most authentic, student driven evidence of learning isn't what's reported to the state.
-A3 - Enough information for parents w/out overwhelming Ts with recording.
A3: not only the time it takes to grade like this, but the time it take to change mindsets, to teach new processes
This is a huge challenge in moving the dialogue from report cards to communicating student learning … https://t.co/Ypi9aDaihE
A3: A challenge in communicating new practices to families and stakeholders. Different than how they were scored.
A3 trends: Challenges —
tradition, culture, buy-in, time, alignment, number of Ss, fixed mindsets, communicating to SHers
Agreed! That is why parents should have the opportunity to learn along side.
It does take time to assess in an authentic manner; however, doesn't this practice teach us more about our Ss and inform us?
Q4: What types of grading practices keep you up at night?
If the purpose of education is to prepare our young people for their next step then it is the only way to do it!
It's difficult, but necessary,to move the conversation from reporting false % to actually communicating how students are learning.
Yes! We have to get creative about providing authentic feedback. Parents and students want/need it!
And over time as we learn to be less and let our students do more, it takes even less time! https://t.co/f4yWF77In0
It does take time to assess in an authentic manner; however, doesn't this practice teach us more about our Ss and inform us?
A4 Ohh boy..
1) Grading EVERY piece of homework ever invented
2) Giving extra credit for bringing items into class
Reteaching takes a ton of time too. If you measure the wrong thing in the wrong way, you're just burning… https://t.co/kFv2jXcKiY
It does take time to assess in an authentic manner; however, doesn't this practice teach us more about our Ss and inform us?
A4: Those that do not match instruction & those that are meant to ding rather than give a true measure of where a student is at.
A4: B- ... What the heck does that even mean?
A4: using stats to determine where a student is on the continuum of learning.(Averaging test scores, when learning takes time)
A4- Confusing reporting with a grade. Also, behaviors instead of learning.
A4: Teaching Strategies Gold
A4: Ones that don’t reflect how a student is doing in relation to a specific goal, w/o feedback, & only happening 3-4x/year.
A4: the toxic grading I did at the beginning of my career-Extra Credit for supplies
A5: FAST progress monitoring and writing pieces.
YES! These two are great examples of thing that are NOT needed! https://t.co/LaUBWHFo7B
A4 Ohh boy..
1) Grading EVERY piece of homework ever invented
2) Giving extra credit for bringing items into class
yeah parents not understanding SBG can be difficult.
A4: Homework that is standardized, not related to individual student need, to teach "responsibility"
A4 subjective practices :/ Ts not agreeing, or the "does that S really understand that? What can I do to help them?"
Without a doubt! The ding part of grading has to evolve for kids to evolve. https://t.co/tO86EkhEYe
A4: Those that do not match instruction & those that are meant to ding rather than give a true measure of where a student is at.
A4. State assments that are used 2 rank schools.I often stay up thinking of ways we can tell our story other than a # in the paper
Progress Monitoring and looking over S data to plan next steps in lessons.
A4: how some assignments are for practice and some are for points. How does that get determined? Which one measures learning?
I feel as though these would be the types of grading that will "keep me up at night" too
You do a great job with this though ! Keep up the great work with those 5th grade kiddos! https://t.co/QarpqbBJE1
Progress Monitoring and looking over S data to plan next steps in lessons.
Connecting grades to behavior always bothers me. The two should be kept separate.
Hey , I got this one...
MIKE DROP
https://t.co/CnpuU9q5BK
A4: how some assignments are for practice and some are for points. How does that get determined? Which one measures learning?
Nice work, my man! Proud of you.
Yes! How do we tell Ss that the tests aren't "that big of a deal" while culture and state funding say differently
A4 trends that keep us up -
Letter grades, including behavior, unclear expectations, extra credit, toxic grading, and FAST :)
A4.2: When Ss have to guess at what they are being assessed on...should NOT be a guessing game.
A4: On a positive note I stay up at night reflecting about whether my grading is truly reporting what Ss know and are able to do.
Q5: What it the purpose of a report card?
Yes. I'm all for doing what works when it comes to discipline, but you can't force it.
Yes. People should not be afraid of failure or mistakes.
A5 In its most authentic form, a Report Card is meant to report out what a student knows & is able to do related to the standards.
A5: A report card is suppose to communicate how effectively your Ss are learning the material you are presenting in your classes.
A5: to inform the student and their parents of the progress being made towards a standard
A5: To give a quick easy snapshot of grades to share with parents about their student. Doesn't explain much thought.
A5: Report cards are for parents. Need to make sure we're helping them understand it. Should be different than they saw as a Ss.
A5: Report cards are about COMMUNICATION toward a specific goal and to clearly share a S’s current reality.
A5: At best, it is a snap shot of S skills
This might be the most sacred of all educational cows
...and man do I want to tip it!
A5. To report progress on standards and meet legislative requirements... In my opinion it's more for the adults than the students
- A5 Communicate to future generations what was learned - my mom's report card from Traer, IA in the 1930's shows challenge! LOL
A5: Report card is another effective step in communication on progress to share with the student & parent to monitor-
A5: RCs are intended to be a communication tool between home and school, informing parents of what Ss know and are able to do.
A5: should be to report progress toward learning targets based on multiple assessments over time-a snapshot of a body of evidence
A5. I would say to give a view of current progress (If standards based.) I hope conversations are more frequent than quarterly.
A5: A communication tool...unfortunately some see it as a way to reward
Discussing report cards lately has felt like, "Is my S doing the work?" Rather than "Are they grasping the skills?" Compliance.
A5: Progress in each subject area. Although...equality in assessment types is not always exhibited at a given point per report
A5: Report cards are a way to show student progress to parents or guardians.
We are just about ready for Q6!
It’s NOT a guessing game! https://t.co/EVDRdnIvC7
A4.2: When Ss have to guess at what they are being assessed on...should NOT be a guessing game.
A5 - Love it when Ss share what they learned in a quarter - meaningful , real. Ts record what Ss learn.
Q6: What types of comments/feedback are the highest leverage?
A5: Views of RCs need to change. They need to be springboard to authentic convos bt Ps and Ts and Ss.
A6 Feedback that leads to S reflection. Comments that push Ss towards growth. Limit the "good work" feedback. Be more specific.
A6: ones that identify where my child is and the next steps
Agree. Do grades really tell what a student knows? RAI for college entrance is better but not perfect. https://t.co/s40i7n01ly
A5: RCs are intended to be a communication tool between home and school, informing parents of what Ss know and are able to do.
A6: Those that are meaningful and intended to improve the student in his/her learning. They are not negative/hurtful in any way.
A5 trends-Report card purpose-
communication tool, current, for Parents, progress, conversation springboard, body of evidence
A6: Comments that are specific to student. Stop allowing computer generated comments. I already know my kid is a pleasure.
A6: Ss and Ps need to know how to get where they need to go, frequently. Strengths, needs, and goals are great types of feedback.
agree, agree, agree! Have to change the way RCs are viewed.
A6: Feedback that is specific and actionable. Words matter and we want to use those that lead to more learning.
A6 a. I would say honest and constructive feedback. Showing S and P where student is at, communicate frequently.
A6 b. Communicate issues with parents early on. Don't leave issue as a surprise at conferences.
A6.2: This is not to say that all feedback has to be positive. Build social capital with people to deliver bad news better.
Positive mixture with personal comments.....with ways to specifically improve. I really enjoy giving these verbally individually
I so agree. Frequency is key. High frequency allows for honesty.
https://t.co/jIpZW4QW1i
A6 a. I would say honest and constructive feedback. Showing S and P where student is at, communicate frequently.
A 6: feedback that is specific rather than general. Let students know what they did good on and what needs work.
A6: Saw this at Write to Learn last year: "You can [skill]... Now try[skill].." on Ss papers.
Do you think frequency or quality of feedback is more important? We often debate this
A6: Specific and detailed comments and feedback
This.
Do NOT use “student is a pleasure to have in class” as the only feedback/comment! https://t.co/1eevdUNFvD
A6: Comments that are specific to student. Stop allowing computer generated comments. I already know my kid is a pleasure.
A6 trends - high leverage feedback -
reflection, next steps, meaningful, specific, NOT computer generated, actionable, honest
Q7 is right around the corner.
A6: Positive comments, even necessary improvements can be stated positively!
Exactly. RCs should NOT be the only form of communication along the way. https://t.co/qccD2CP1g7
A6 b. Communicate issues with parents early on. Don't leave issue as a surprise at conferences.
Highest leverage comments are honest & meaningful. Need to build the relationships with Ss and parents tho.
What about computer assisted learning where students only get a badge but never constructive feedback? https://t.co/cgiVG7CUAL
This.
Do NOT use “student is a pleasure to have in class” as the only feedback/comment! https://t.co/1eevdUNFvD
A6: Comments that are specific to student. Stop allowing computer generated comments. I already know my kid is a pleasure.
I'd argue both. Without quality, it's meaningless, without frequency Ss lose interest.
I say frequency. The more you give feedback, the better you become. Frequency leads to quality.
A6.3: Feedback should not occur only during P/T conf or reporting periods. This is a constant process in effective classrooms.
Q7: Name a step you’d like to take in the direction of more authentic grading / purposeful communication?
I agree...frequency helps squash surprise and anxiety. https://t.co/0GbEEo2p8X
I say frequency. The more you give feedback, the better you become. Frequency leads to quality.
A7: Standard based grading pk-12.
A7: Continue to support our Ts & support staff in creating authentic grading practices & continue our work in the PLC process.
A7 Planning to have 1 on 1 conferences this week w/ Ss to discuss progress towards standards. This will be a new experience!
I think you nailed it for me. Continue to build social capital & provide ALL feedback better https://t.co/ESJHsSPPN7
Q7: Name a step you’d like to take in the direction of more authentic grading / purposeful communication?
I hope you blog about it when you're done and share the post with us!
We want to hear your voice, ! Take a moment and give some feedback on chat time and future topics!… https://t.co/K8fRV3Aa16
We enjoyed speaking with all the great minds in and . Thank you all. Please feel free to connect.
A7: Support teachers in creating the types of feedback to help move Ss forward and keep Ps informed & engaged.
Agree it is a great motivator for students. We just cant let it take over quality teaching practices. Great follow up!
Will do. Planning on creating a reflection for Ss to fill out before we meet as well. Want it to be an authentic convo.
Ex. SBG: Failure to complete reassessment procedures has resulted in standard not improving
The best feedback to students and parents is honest feedback. Sugar blowing does nobody any good.
Want to do a better job of explaining standard and skill before and during learning. Move toward SBG
A7: Was honestly going to start feedback journals this week with Ss. Post a Q or A everyday in personal notebook. Experiment!
A7: Need to have more convos with teachers about moving away from conversion of raw score to SBG mark.
Thanks for sharing tonight on ! Love learning with you all and hearing your thoughts on Authentic Grading Practices!
A7: Giving feedback in a more timely manner to students.
A7: Team up with grade level staff...get an idea of what others are doing...zero in on potential changes.
A7. Increase the useage and detail of our proficiency scales to continue empowering students to be the owners of their learning
Thank you Great discussion on feedback, grading, and schools!
Thanks for participating in tonight's chat...have a great week everyone!
Thanks to tonight's participants and and for co-moderating! Follow some new friends to grow your PLN!
A7: tearing down walls, so what happens in a school bldg is not secretive but transparent. Communication the key both ways!
Thank you everyone. Really enjoyed being involved with
Have a great night!
Have a good night all. Thanks and for putting on another great
A7 trends - Next steps-
Timely feedback, move away from raw scores, feedback journals, authentic discussions, focus, p scales, SBG
Go out and make Monday matter! Join us again next week! Let us know how we can make this chat best fit your needs!
Thanks for the great discussion tonight. One of my favorite and most passionate topics! Great to learn with all of you!
Thank you for joining us & sharing your thoughts on . It is always great learning with all of you.
Thank you to co-moderators and . Bringing greatness since January 2016!
Be sure to also follow some of the new friends you met on to continue the conversation & grow your PLN.
