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What trainings and supports will be required or offered to buildings as they implement proficiency scales.

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Are proficiency scales going to replace grades?

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It seems to be a strong predictor for MAP performance. Is there data to show effect on student growth.

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This is not how colleges look at admissions (from experience in the last 4 years and currntly).  How do you perceive this will change in the future because most college do not understand "Standards Based Grading" or "Proficiency Scales" at this time.  It affects their admissions rate, scholarships and grants.

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How do you keep subjectivity out of criteria and the focus on skills and knowledge that are directly tied to the standard?

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Grades are ever changing?  Students do not have to overcome lower grades in order to get to higher grades?

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This instructional strategy seems very similar to benchmarking, how is it different?

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If a student goes back to raise a 2.5 from a previous topic and ends up getting a lower grade. How would you approach this situation? Does their grade go down or do you take the better of the two grades?

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Do students reassess and then do we change their grade to show mastery.

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How would you use a proficiency scale differently for K-2 students versus 4-6 students?

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Is this an evidence or research based strategy? Is there any empirical data that demonstrates a significant positive impact on student outcomes when proficiency scales are implemented across a school system? What factors are critical for the success of proficiency scale implementation according to the research?

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Who will create proficiency scales in KCPS, Classroom teachers or
district C & I coaches?

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In a district with high mobility consistency across classrooms and schools is important. Will there be a resource distributed that connects the purchased curriculum resources to the proficiency scales be used to ensure that students have similar content and experiences across classrooms and schools?

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How do we ensure that Teacher's biases on what students "can do" do not have students just having access to level 2 curriculum?

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How do we ensure that Teacher's biases on what students "can do" do not have students just having access to level 2 curriculum?

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How does this look at the district, building, teacher, and student level?

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What is the balance between teacher assessment and student self-assessment?

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What is a good way to keep Proficiency Scales fun and pertinent for students?

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What really is proficiency scales?

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What is the difference between rubirc scale and proficiency scale?

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How are proficiency standards adapted for ELLs and Sped who have huge variations in education and skills?

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What is the best way for teachers to utilize proficiency scales?

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How is this different from what we have used in the past, and how will we monitor implementation and measure the effectiveness of this strategy compared to previous instructional strategies?

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How would this affect our current grading system for grades 3-6

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Creating scales is time consuming.  Will the time be afforded on PD days for this work to be done?

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Will we be provided with explicit models for each level of the scale?

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Will we be provided with explicit models for each level of the scale?

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Different people can interpret criteria in different ways...

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How can proficiency scales be used so that students can track their own progress and data?

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How fluid are the levels?

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How do we create proficiency scales and what resources are needed to do so effectively?

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What interventions can be used to close gaps?

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How will we be implementing proficiency scales especially as it relates to our district's grading policy?

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How will we be implementing proficiency scales especially as it relates to our district's grading policy?

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In what ways might proficiency scales be biased against students of color?

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How can I integrate proficiency scales into my instruction and running records?

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How is proficiency measured?

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What is the connection between task analysis, rubrics, and proficiency scales as related to high leverage standards? How do we norm on this?

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How do proficiency scales connect to grades and our grading system?

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How will proficiency scales be rolled out to families?

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How are proficiency scales culturally sensitive to the varying needs of our scholars.

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How often should students be assessed using scales?

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How many times do we test until   we get proficient?

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How is this going to be made accessible and easily understandable
for parents and students?

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On average how much training (is it days, months, or years) before schools have successfully rolled out proficiency scales? This seems like a major shift in thinking for a lot of teachers.

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How can you train students to use proficiency scales to self-assess?

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Should scales be created and consistent as a district or school specific?

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What evidence pieces are used in order to show a student's mastery of a standard.

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What role will curriculum play in the develop of scales

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