Rik, a MA-based Facilitator of Learning with Math, welcomes you to our Standards-Based Learning & Grading discussion tonight! Be ready to be inspired and Challenged! #sblchat
A1 Change is difficult. When traditional practices are ingrained teachers can be fearful of trying something new. The key is to provide support whether it be an ear to listen, resources, or the time and space to process. #sblchat
A1 - Status quo is often easy and comfortable. However, having an #InnovativeMindset and welcoming educational change can lead to Healthy Teaching, Learning, & Grading Practices. #sblchat
A1 Change is difficult. When traditional practices are ingrained teachers can be fearful of trying something new. The key is to provide support whether it be an ear to listen, resources, or the time and space to process. #sblchat
A1 While I'm all about change, just let me grab it and hold on. Our district "changes" so fast that it's hard to see if any of the initiatives actually work. Frustrating #sblchat
A1: We are dealing with Ss grades and those grades are their only currency to get into good colleges. I always questions myself "What if this doesn't work or a waste of time" #sblchat
A1 Educators work so very hard to hone their craft. Suggesting a change implies something is wrong. Make sure to help everybody see the why behind progressing forward. #sblchat
A1 Educational change is hard because all stakeholders have long, personal histories with traditional practices in education and have seemingly come out fine. #sblchat
A1 if practice worked in the past (good enough for us....most of us? some of us?) it should be good enough for now...even though times have changed and we have learned so much more (about learning...the brain...etc) #sblchat
A1. Some might say habit, but I disagree. I think great teachers have seen their practices help a lot of kids and worry that changing paths might not be in the best interest of students. #sblchat
A1 even if making the change is easy for us to make personally we are fighting against years of the “norm” of how it has been done. This is a hard current to swim against. #sblchat
A1: I think, for some, it is scary to do something that we didn't experience as Ss and it's what we know to be the "right" thing to do, so we continue because it worked for us - as far as we know. #sblchat
A lot of the difficulty in change is because of its immediate invocation of ego, and a general risk aversion we all build around ourselves. In order to accept new ideas, we have to first admit what we were doing was less effective than our ego thought it was.
A1 We have grown up being trained and observing educational practices which have deeply embedded those practices into our beliefs and comfort level. Unlearning is required before change. #sblchat
#sblchat A lot of the difficulty in change is because of its immediate invocation of ego, and a general risk aversion we all build around ourselves. In order to accept new ideas, we have to first admit what we were doing was less effective than our ego thought it was.
A1: I think more people are scared of change than embrace it (the, “That wasn’t how I did it,” syndrome), and we who see need for change have to convince the wrld that change makes sense-my biggest frustrations come from people not agreeing suggestions of change #sblchat
A1 Educational change is hard because educators are passionate about what we do and why we do it. It's hard to challenge your own long held educational philosophies in which you so deeply believe. #sblchat
A1 even if making the change is easy for us to make personally we are fighting against years of the “norm” of how it has been done. This is a hard current to swim against. #sblchat
A1- Not just teachers worry about change. Board members, parents worry about changing a system that might appear to be working, worry about educators “experimenting” on something new with their kids. #sblchat
A1: Many parts to the challenge: fear of failure, institutional laxity, lack of innovative spirit, small or aborted thinking, poor or incompetent leadership, outside pressures/influences, and plain old laziness. #sblchat
I’ll jump in! Angela Newcomb. Principal outside of Louisville, KY. A1: Sadly, many teachers feel that the only power they can exert in the classroom is the grade they give the student. Just one of many reasons... #sblchat
#sblchat It's interesting: I get people who send me manuscripts for their first attempts at published writing, and they are very put off when I edit their work, yet they are often teachers who edit their students work and ask them to receive the critiques constructively.
I’ll jump in! Angela Newcomb. Principal outside of Louisville, KY. A1: Sadly, many teachers feel that the only power they can exert in the classroom is the grade they give the student. Just one of many reasons... #sblchat
#sblchat I have found that teachers and principals who are used to being edited (they are frequent writers, musical performers, artists, scientists, etc) do not invoke self-protection and ego nearly as quickly when asked to change something they do.
A1: Change is scary because it takes us out of our comfort zone. What if it fails? I think if educators are give the time and tools they need, change may not be so scary. #sblchat
#sblchat I have found that teachers and principals who are used to being edited (they are frequent writers, musical performers, artists, scientists, etc) do not invoke self-protection and ego nearly as quickly when asked to change something they do.
A1: Change is scary because it takes us out of our comfort zone. What if it fails? I think if educators are give the time and tools they need, change may not be so scary. #sblchat
Before I forget, I want to encourage everyone tonight to read Thomas Newkirk's phenomenal new book, Embarrassment. It has direct bearing on student AND teacher success (and tonight's topic). 'Probably one of the most pivotal books of the last five years. #sblchat
Never thought of it that way...as a former gymnast myself I had a lot of 'editing' growing up. I like it when people help me improve my writing! I guess I am very used to continual learning and revision. #sblchat
A1 Change is also difficult bc it's tough to balance stakeholders' (perceived) needs with what research tells us is best for students; it's tough to know how far/fast to push the envelop, and communication takes time #sblchat
A1 Ego is a massive factor. Acting as a learner before a teacher helps too.Yet, I firmly believe most teachers teach the way they were taught, unless they have made a mindful, conscientious effort to do otherwise #sblchat
A2 - Several years ago when I transitioned to Standards-Based Grading, I was cautious since I was the only one in my school at the time attempting the transition. #sblchat
A2 With my transition the biggest challenge was changing my language in the classroom so that my kids would follow suit. I had to be very conscious of what I was saying to make sure I used a language of learning (rather than grading) all the time! #sblchat
A1: Also, system rewards uniformity. Teachers who are on the cutting edge are likely to face the harshest criticism. Can make it hard for others to want to get on board. #sblchat
A1 I ask that all the time. If a new medication comes out that’s better, physicians abandon the old one immediately and switch. Why don’t we abandon less effective ed practices in favor of ones with more promising evidence? #sblchat
#sblchat A1: In a split second our beliefs and assumptions filter what we "see" and "know". We're convinced that what we see and know is correct. It's only when we explore our A&B that things can change.
Why in my daily-reflection-blog I’m willing to share some concerns about some of the changes I have made in what I’m doing (thematic day with Finnish schedule) https://t.co/AqQjAUWn5x#sblchat
A2 For me, it was really getting to know my standards. It has taken years and something I revisit frequently! Actually, just analyzed a few again today. :) #sblchat
2) fighting too many fights at once can kill any new strategy. I’ve learned to earn support strategically. Get others to weigh in and stop fighting for buy in. #sblchat
A1 Fear of public scrutiny. Are we trying to please parents and uninformed public or are we willing to make effective changes on behalf of the learners? #sblchat
A@ Ensuring that it is done with fidelity so that it is effective and isn’t unfairly criticized to the extent that schools/districts return to (mostly) traditional grading. #sblchat
A1: Also, system rewards uniformity. Teachers who are on the cutting edge are likely to face the harshest criticism. Can make it hard for others to want to get on board. #sblchat
A1 Also, sometimes Ss do not want changes. They have made an effort to understand and work within a system that is familiar and they understand, they can be resistant too #sblchat
A1: Also, system rewards uniformity. Teachers who are on the cutting edge are likely to face the harshest criticism. Can make it hard for others to want to get on board. #sblchat
A2: deciding how far to push the envelope. With district requirements on ‘like’ grading across collaborative planning team, minimum requirements for summatives/formatives (yeah, really), and Grade policies, I spend a lot of thinking time on how to get around the rules #sblchat
A2 Biggest challenge right now to full blown SBG fidelity is not having the technical capacity due to district adopted gradebook/reporting. But the SBL mindset is more important than its technical execution. #sblchat
Okay, time for an admission: When I had a piece published (in a book!) two years ago, I had to be edited. The editor was gentle, but it was still tough being on the receiving end of "the red pen." I highly recommend this for EVERY teacher. #sblchat
A2: Agree with those saying analyzing standards, but also in created valid assessments that measure student mastery of the standards with scales for scoring the work. #sblchat
A1) fear of the unknown or simply “comfortable” with the status quo. We all can fail to @see” growth opportunities. That can be the hardest change. #sblchat@220858Agatha#edu5720
A2 getting everyone to listen and learn from each other. Understanding the anxiety and being patient as they work through the process of improving and growing. #sblchat
A1: ALSO, I’ll say I’ve worked with many teachers who have put heart & soul into #sbg & sometimes it can get complex- especially at the HS level. Ex. ELA teachers often assess all of their stds simultaneously. What does that look like in a grade book? 😬 #sblchat
A2 having the consistent question: what will the universities and colleges say? (My oldest is revising the efolio her engineering programs are interested in and more Us are looking at interviews to see if Ss are a “good fit” beyond memorizing for tests #sblchat
Yes, there's a lot of fragility, perpetuated by our system, and a general sense that, "I only have value to the adults in my life based on my test score," and other external validation issues. #sblchat
A2 Biggest challenge with SBG: communication with Ps that balances listening to their needs and pushing the envelope with what I know is better for Ss; also the time it takes to create a mindset shift in Ss, although it's worth the wait! #sblchat
And Ben, you just gave dozens, if not hundreds, of educators license, encouragement, and permission to do just that -- Thank you for that gift. #sblchat
A2.2 discussing with team peers who feel that extensive formative assignments (that I believe should be ungraded) should be ‘valued’ - I.e. graded, to ‘reward’ the work. I struggle with the concept of rewarding by grade #sblchat
A2 Soo many challenges. One is Time. When do teams get together to create and analyze skills, create learning pathways/proficiency scales, redesign lessons promoting S Choice. Soo worth it, though. #sblchat
A2 having the consistent question: what will the universities and colleges say? (My oldest is revising the efolio her engineering programs are interested in and more Us are looking at interviews to see if Ss are a “good fit” beyond memorizing for tests #sblchat
A2: One of the biggest challenges is actually reaching consensus on where the lines are. Which performance actually meets the standard? Which is close but Not Yet? #sblchat
Yep - done many “examples” of giving students a letter or number vs descriptive feedback....eventually the descriptive feedback loop kicks in and the learning becomes more important than the “sticker” that shows learning is done... #sblchat
A2- Have a look at Ontario’s Assessment and Evaluation policy, Growing Success. Grading is based on learning goals derived from curriculum expectations with focus on professional judgement #sblchat
A2: As a teacher, getting it to work with our silly grading scale and Infinite Campus grade book. 🙄 As an admin, helping teachers with those things (especially those out of my content areas), and getting naysayers to buy-in. #sblchat
Ss had to be recommended certification after finishing courses. We rated on dispositions as part of that process. I told Ss that although I didn’t penalize their achievement grade in 4 punctuality/attendance, I’d consider both in their ratings 4 certification. Worked! #sblchat
And some really great teachers are in systems where they feel raising those test scores is all that is valued. Too many school cultures uniquely punish the best educators they have with philosophies which are not student-centered. #sblchat
Those are such essential (but sometimes tough) conversations. What is our common understanding of the standard? What evidence elicits each proficiency level? #sblchat
A3 - A first step could be to educate others to the benefits of Standards-Based Learning & Grading. Once I became more knowledgeable, I dove in the deep end FOR Learning. #sblchat
A2: Also as an admin, having patience. @mikemattos65 once told me to hold off on #sbg until we have strong PLC/RTI in place. He’s right. Strong systems are critical, but then think about the senior failing a class because of HW. He doesn’t have time for teacher buy-in. #sblchat
A3 In truth, SBG has not worked at our school because it has been modified/revised from authentic SBG to fit a grading policy that fits with our district's perspective. I have yet to see SBG work authentically. Sad, isn't it? #sblchat
#sblchat Ask the initially concerned colleague to consider what they want for the students in their classes. Usually they'll say, "to learn the material well, and to grow personally." Agree, too, that grades should be accurate, evidence based. Start with what you have in common.
"A summative score is based on formative scores collected throughout a unit rather than a single final assessment.” NO, formative assessment should be NO score, comment only. #sblchat
A3 our job is to find the better way for our ss to learn and b successful...#sblchat change ur classroom to a culture where f learning not grading it will b rewording to u and ur ss
That's a hard one. I had the good sense to listen to my students when I first started ... they suggested conferencing. One of the best things in my room now. #sblchat
A2 Another concern I can't shake is the ways in which social studies AP classes aren't exactly congruent with best practices for standards/skills etc over content. Looking for resources to support my AP teachers wanting SBL w/o sacrificing good AP test prep. #sblchat
A3: Let the Ss make the argument -- show the colleague Ss reflections or responses to the focus on deep learning rather than on meaningless grades. #sblchat
#sblchat Additionally, we can give testimony from our own experience with hesitations and concerns, and what happened when we gave some of the ideas a chance. We can also invite them to try just one, two, or three elements in the first year, not everything.
Andrew Maxey, “an educator with clear and strong opinions about educational practice” (as I was called this week), jumping into #sblchat late to join the convo the clarify and strengthen my knowledge about grading practices.
That is the good part but there are lots of deep flaws in Growing Success. I hope some of them will be eliminated as a result of the review due March. #sblchat
#sblchat Good point, Jason. IB programs have a much more robust and sound assessment policy and practice than does the College Board AP course system. The College Board wants AP tchrs to practice good assessment and reporting, but they don't always support it w/resources.
A3: This should depend on the one who is fearful. Do they need logic, emotion, data, or something else. All of the above and more is there; response should be responsive to the nature of the anxiety #sblchat
A3: Start off small and change 1 class. Realize that it’s a work in progress. When you add the 2nd class, you’ll know what changes need to be made. #sblchat
Just ask any school secretary if Ts have ever been given extensions on deadlines for paperwork! :) Or ask any principal if Ts have ever been allowed to 'revise' a lesson before giving again. Even as Ts, we are given opportunities we fear with SBG #sblchat
I want to jump in too, but in HS ELA, I decided to shift to a workshop model with feedback I first. Once I work out those challenges, I think I’ll be more prepared to go to #sbg; I needed to re-frame my teaching and more fully align my assessments first
A3: It's powerful to see an actual assessment with standards-based feedback/ratings vs. another with a single summative grade. Which would help the student know what to work on? Which would help YOU as a teacher know specifically how to support the student? #sblchat
I think these conversations sometimes become battles between opposing camps rather than a chance for genuine dialogue and shared understanding. A sincere commitment to finding commin ground is key. #sblchat
A3: I would share my personal experience with it. LESS grading, MORE understanding of student learning, STRONGER instruction, BETTER communication with parents & kids, and most importantly, GREATER and ENSURED student success!!! #sblchat
A4 - The main resource for Standards-Based Learning & Grading is our #sblchat PLN. These dedicated educators seek the highest learning for our Students day in and day out.
I have worked hard many times to make the case that SBL gets grades to do what they actually should do - it results in marking & grading that is more honest & pure. That outcome is what students deserve #sblchat
That's a great first step! Before grading practices can change, curriculum, assessments, and instruction must first be aligned with standards. The workshop model will begin shifting the mindset to learning over evaluation. #sblchat
In reply to
@NAEmmanuele, @wolfsciedu, @koliver555, @RoweRikW
That's a great first step! Before grading practices can change, curriculum, assessments, and instruction must first be aligned with standards. The workshop model will begin shifting the mindset to learning over evaluation. #sblchat
In reply to
@NAEmmanuele, @wolfsciedu, @koliver555, @RoweRikW
These are so important, Angela. Thank you. You made me remember, too, that in schools in which faculty have a strong background in how the minds learns, cognitive science, SBG is embraced far more readily, than in those schls without such professional knowledge. #sblchat
Thanks! Trialing some #sbl with an independent study course I’m overseeing at the college level with a teacher getting her SpEd cert. I’ve got our learning targets, some planned measures, and discussions and feedback to trial some #sbg
Signing off, everyone. Thank you for a wonderful evening of chats. I haven't had a chance to hang out w/ my twitter pals for a long time. This felt great. Thank you again! #shelfietalk#kidsdeserveit#sblchat#BeTheOne
A4 Sometimes the best resources are the people willing to admit the mistakes, setbacks and challenges they had in adopting new practices. Unadulterated cheerleading can come across as insincere or out of touch. We must also hear the bad w/ the good. #sblchat
I would also add that schos in which large portions of the faculty participate in the larger, regional/national associations in their subject areas often embrace SBG sooner and more successfully than faculties w/limited numbers of tchrs who participate in those groups. #sblchat
Yes, yes. If you aren’t part of the Standards-Based Learning and Grading Facebook group please join today. @garnet_hillman and I will approve you!!! #sblchat
A4 research surrounding districts, internet, colleagues and the professional books. Specifically, looking for electronic versions and implementation. Summit was suggested and very promising. #sblchat
On Your Mark by @tguskey has really helped increase understanding of hte flaws in the current system. Read by BOE members, administrators, teachers. #sblchat
A4: On Your Mark by @tguskey has really helped increase understanding of the flaws in the current system. Read by BOE members, administrators, teachers. #sblchat
A4: Perhaps a national speakers bureau needed for SBG and learning promotion. Community colleges a fertile ground for this change in learning assessment! #sblchat
I would also add that schos in which large portions of the faculty participate in the larger, regional/national associations in their subject areas often embrace SBG sooner and more successfully than faculties w/limited numbers of tchrs who participate in those groups. #sblchat
A2: As a #SpecialEducation T, standards based grading truly puts into perspective where those Ss are. They grew up with As for effort...but suddenly the effort doesn't count if they don't get it. Pushes sped Ts to truly innovate to give Ss true access to content. #sblchat
Thank you, @rickwormeli2! The conceptual framework for #sbg doesn’t have to be complex if we focus on the big picture and keep the end in mind! Share successes and be hedgehogs! #sblchat#level5leadership
These are so important, Angela. Thank you. You made me remember, too, that in schools in which faculty have a strong background in how the minds learns, cognitive science, SBG is embraced far more readily, than in those schls without such professional knowledge. #sblchat
A5 - Traditional letter grades are often clouded by Extra Credit, bonus points, deductions from 'late learning', and 'Kleenex' points. Please #STOPIT with all these. #sblchat
A5 Standards based grading isn’t just a change from letters to numbers. The symbol isn’t the important part, rather being criterion referenced, evidence based, and secure in the separation of academic achievement, behaviors, and growth. #sblchat
A4 So many resources: Wormeli's videos are beyond compelling. Marzano, O'Connor, teacher testimonies, and the piece de resistance... student testimony. #sblchat
When I first starting teaching PK a number of years ago, the grading was done based on a set of standards. It was the most comprehensive, thorough, authentic evaluation of Ss performance. However, a far more generic grading system has been used in the years since. #sblchat
A4: Also https://t.co/asyYePuUkh has great resources, including letters of support from colleges pledging that #sbg transcripts won't hurt college admission. Important to share with parents who are concerned. #sblchat
A5 Personally, I don't care if we have grades, levels, symbols, or flying panda bears. What matters most is a culture that focuses on learning. With that, anything is possible. #sblchat
A5 - Our Standard-Based letter grades are based solely on the proficiency level demonstrated by our Learners. There is nothing to muddy their grades. Keep grades meaningful! #sblchat
A5 The subject letter grades are kept for external reasons; the grades for standards provides a useful profile of student’s strengths and areas for improvement for internal use. #sblchat
A5: just bc letter grades may still exist in your district, #sbg gets us there in a different, more meaningful way. Ss can chase points less and focus o learning and progress more #sblchat
While it is by no means easy, it is certainly worth it.
Here is a blog we wrote a few years back about the challenges and struggle...guessing it might ring true. #sblchathttps://t.co/7FJQT0BtWo
A5: Letters mean nothing in life after school. They serve are a means to an end. Your boss won't care you got an A in biology! They will care what you can do with what you know. #sblchat
A5: SBG accurately portrays Ss specific abilities, when you drill down into the standards, passed just the letter grade, instead of traditional grades that show arbitrary numbers associated with random assign. and possibly attendance, behavior and buying supplies. #sblchat
A5: This seems like the easy part - grades don’t do what they are designed to do. They are symbols that have lost their meaning and/or are a grossly insufficient method of communication. #sblchat
A5 The change to SBG is important because it better communicates to students what is needed in order to achieve those respective letter grades. It is the expectations, processes, assessments and feedback which become clearer. #sblchat
A5: The system seems to possess a stranglehold over the gains made by SBG implementation. This is the same system that will greet Ss when they enter college. Change in K-12 must extend to higher ed! #sblchat
A5: Because of eligibility, letter grades aren’t going away for me. I encourage my teachers to only score assessments and take a hybrid approach. No homework grades. No extra credit. Each assessment may have 4 or 5 “grades” #sblchat
A5 most jobs have their employees rated by standards when evaluated. Especially teachers. I can’t remember the last time I got an 85% on my evaluation! #sblchat
#sblchat Such schools have an elevated professionalism, wanting to reflect modern pedagogical practice in their own efforts. 'Also see emphasis on SBG & similar topics at these national conf's, and while attending, 'can have thoughtful conversations/sharing w/out local politics.
Assessment practices are always an interesting conversation. Systemic over reliance on assessment, often for the sake of assessing w/o clear focus/purpose can seemingly devalue authentic, real and relevant assessment that can help pinpoint needs and show growth. #sblchat
Change is difficult if I am not self reflective. I must challenge my thinking about what I say I believe about learning and teaching and what I do. There's an Indonesian saying, "Learning from a teacher who has stopped learning is like drinking from a stagnant pond." #sblchat
A5 SBG is more than a grading reform--it's an education reform; SBG improves teaching and learning by communicating more meaningfully and focusing on growth over evaluation #sblchat
A5: The Grade is irrelevant. #sbg is about mastery of standards. You could communicate that with a color, picture, emoji, or whatever. We have to communicate where Ss are on individual concepts to know their true learning of the content, skills, and process. #sblchat
A5 because it’s about creating a culture of learning and constant feedback & assessment...once u put a grade on an assessment the learning stops #sblchat
Hey #sblchat - has your building or district started down the SBG path and since turned back? (In past 1 or 2 years) @MeganKnight85 & I would like to learn more!
My apologies...allow me to introduce myself #jayz reference (#Brooklyngirl speaking) I'm
Jessica Dueñas, teacher for all but specifically a #specialed teacher and 8th grade team leader in rural KY. #sblchat
@garnet_hillman I can't agree strongly enough. Standards based grading allows for student choice in texts, topics, ways to demonstrate learning, timing/pacing, and more. #sblchat
A6 Standards based grading works at all levels. As the grade levels increase the focus on grades also increases. If our grades are going to clearly communicate achievement, being standards based is essential no matter what grade the student is in. #sblchat
A6 - I teach Math at the secondary level and our Learners will be the first to tell you how Standards-Based Grading combined with a Culture of Feedback have been instrumental in their heightened learning. #sblchat#MHSLearns
A5 For my dissertation research, 6/7 participants said they would never return to TG because SBG "makes sense" for improving learning and communication... it's not about the letter, it's about the learning #sblchat
My apologies...allow me to introduce myself #jayz reference (#Brooklyngirl speaking) I'm
Jessica Dueñas, teacher for all but specifically a #specialed teacher and 8th grade team leader in rural KY. #sblchat
In this age of boldly casting off paradigms and norms that we have lived with for CENTURIES, why can’t we let go of a grading system we have only had for decades? #sblchat
A5: Also, when they come back with “the Grade is relevant in college,” tell them we can use outdated practices because higher-ed is behind. Ours kids will be better prepared. I can say that because I work in higher-ed as well. 😂😂😂 #sblchat
A5: The Grade is irrelevant. #sbg is about mastery of standards. You could communicate that with a color, picture, emoji, or whatever. We have to communicate where Ss are on individual concepts to know their true learning of the content, skills, and process. #sblchat
#sblchat That would depend on the "someone" - Ts seem easier to convince than parents without a deliberate and thoughtful implementation plan, preferably inclusive of them instead of foisted upon them.
A6 It is actually more necessary at the secondary level because at the secondary level they are high stakes. No one’s future was ever decided by elementary level grades. #sblchat
A6 It is actually more necessary at the secondary level because at the secondary level they are high stakes. No one’s future was ever decided by elementary level grades. #sblchat
A6: One of the sad differences between ElEd and HS is how much more our younger kids love school. If SBL is working at the ElEd level, perhaps it can bring a sense of ownership and progress in our secondary students #sblchat
A6: Learning is a cognitive act that transcends age or grade level. Where there is a learner, there can be effective standards-based instruction. #sblchat
#sblchat 'Wrote a piece countering the idea that we have to prep students for next year by re-creating next year's policies THIS year: We Have to Prepare Students for the Next Level, Don't We?: https://t.co/7X8yyjGYlB
A6: I would tell them what absolutely does NOT work. And that’s failing kids and letting them drop out of school, or passing them without making sure they have learned, and watching them underperform on assessments. Then I’d say, “Your turn...give me a better solution.” #sblchat
A6: SBG is about showing what kids know. There is no age limit. I think that a hybrid approach may need to be taken in ms and hs for eligibility purposes, but it can still be done. #sblchat
A6: One of the sad differences between ElEd and HS is how much more our younger kids love school. If SBL is working at the ElEd level, perhaps it can bring a sense of ownership and progress in our secondary students #sblchat
I would add that ensuring that students have mastered anchor standards is so vital in high school. Assessment has to give accurate feedback on what they have learned—not if they are compliant. #sblchat
A6 It is actually more necessary at the secondary level because at the secondary level they are high stakes. No one’s future was ever decided by elementary level grades. #sblchat
Hey #sblchat - has your building or district started down the SBG path and since turned back? (In past 1 or 2 years) @MeganKnight85 & I would like to learn more!
