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It is difficult teaching some SLG classes and some traditionally graded classes.

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Was switching to PowerSchool from Schoology easier for parents, teachers, or students?

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Was switching to PowerSchool from Schoology easier for parents, teachers, or students?

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Like how PowerSchool isn't set up for SBL and figuring out how to make Schoology and PS understand what I want kids to know

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If SBG is focused on the whole student and growth, what is the rationale behind not allowing students to retake assessments?

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time, students actually using the feedback provided

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time, students actually using the feedback provided

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Wen students accept and understand the system, they excel. 

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Wen students accept and understand the system, they excel. 

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When a student is stressed that they missed a component of a formative assessment, it is easier to convince them to let it go and improve the next time.

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When a student is stressed that they missed a component of a formative assessment, it is easier to convince them to let it go and improve the next time.

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I've found it helpful to have a visual when describing the 0-8 scale to students and parents. It helps them realize its a continuum and it's not about where they are now, but at the end of the year!

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student participation in all formative tasks

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student participation in all formative tasks

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A lot of students still just care about the grade. Instead of worrying about an A, they just worry about receiving a 7 or 8

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A lot of students still just care about the grade. Instead of worrying about an A, they just worry about receiving a 7 or 8

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Feedback is most effective when students have to use it to improve their work - it needs to be actionable. Finding the time and space to do this is challenging.

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Implementation of SBG with the MYP standards

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Implementation of SBG with the MYP standards

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Only having a grade at the end of the year means they're always building skills

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Summatives that align to SoI and formatives

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Summatives that align to SoI and formatives

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I feel like some of the guidance we have received is vague and that makes it difficult to be common.

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Does using the same language in all gradebooks, rather than the language specified by the separate curriculum guides best achieve MYP practices? 

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Does using the same language in all gradebooks, rather than the language specified by the separate curriculum guides best achieve MYP practices? 

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Feedback and grading are not adversarial - it's about how students can improve, not why they lost points.

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Feedback and grading are not adversarial - it's about how students can improve, not why they lost points.

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Less focus on performance, more focus on learning

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Less focus on performance, more focus on learning

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I always feel like the formative has to be this big formal thing, so giving students enough time to work on it while not having it eat up a day or 2 in class (especially if its a lab or project) and then providing ample meaningful feedback before the summative.

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Less busywork for both me and kids -- If I front-load work by putting together clear rubrics and expectations, it's not as much time on the grading end

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How will we be able to reduce the focus for staff and students on converting SBL to a traditional grade?

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How do I know that my assessments are really aligned and precise?

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less focus on grades - more on what they can do to improve

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less focus on grades - more on what they can do to improve

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TIME! Providing feedback and entering it into PowerSchool seems to take forever. 

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TIME! Providing feedback and entering it into PowerSchool seems to take forever. 

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I think I finally have changed my brain to the SBL model.  NOT to the implementation of it, but at least I understand that it is a better model for students

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I think I finally have changed my brain to the SBL model.  NOT to the implementation of it, but at least I understand that it is a better model for students

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Student Beliefs. No matter how we articulate the why and purpose to our students, they are only concerned about the emphasis placed on summatives and why they earned the grade on each assignment. They are not interested in the level of feedback provided.

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Student Beliefs. No matter how we articulate the why and purpose to our students, they are only concerned about the emphasis placed on summatives and why they earned the grade on each assignment. They are not interested in the level of feedback provided.