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Conversations - formal and informal. - Andy C

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Conversations - formal and informal. - Andy C

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Grade associated with levels on the rubric. - Andy C

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Grade associated with levels on the rubric. - Andy C

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Yes. Try to ensure that all assessments include opportunities to demonstrate skill development. - Andy C

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Yes. Try to ensure that all assessments include opportunities to demonstrate skill development. - Andy C

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Working on this. Parents appreciate it and as more teachers do it they are less surprised. I find a lot of parents receptive to the need for improvement if you give them anecdotes they can relate to. KJG

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We have checklists as our grades that they go into, in addition, I use them as part of the grade in participation, organization, collaboration. Kristen J Goggin KJG

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but it is certainly a challenge for me. I have worked through rubrics with the students and I do hear them using the words and skills more just by having them talked about. Which is good.

KJG

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I had a big meeting at the start of the year with parents. The purpose was to share how different my class is from the "traditional" sage on a stage classroom. I hit home that I'm more interested in getting students to understand the skills they need for success. There were about 120 who came to my two sessions. I also have an open invite to parents, faculty, staff, board members - they can stop by my class anytime. Last term I had one parent come to observe class. The last two term projects, parents came by in droves to help me with the symposium. Parent by-in is #1 b/c if they are not on board, forget it.

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I'm lucky. I don't teach HS, don't have to worry about prepping kids for AP, and i'm not married to the idea of grades so it's easier for me to incorporate these skills into my grades. Content for me is no longer king. Getting kids to learn these skills is the main focus and content is the way i get there.

-Sarah S

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Each class webpage has a parent section

which highlights our strategies and methodologies and the

research supporting their use. We also highlight these areas in

our back to school night sessions.

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This is a big issue for me. Its very hard

to translate proficiencies in 21st century skills

into a grade system still based on content mastery

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In my 7th grade science classes i try to make a point of having them work cooperatively. I use Kagan techniques which really help me. I've also started to incorporate for their end of term projects, a public speaking aspect of presenting their information. Last term I invited parents and faculty to come to our "symposium." The kiddos did a great job of presenting.

-Sarah

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In my upper level high school courses, we often work in collaborative groups to

come up with creative solutions to problems in the real-world. We do a lot of PBLs

and case studies.

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If students have a chance to show their best work in a portfolio, and we can communicate how that relates to grades/report cards, that helps a lot. - Andy

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It's a challenge, and one I'm working on w/colleagues. For skills-based and content-based stuff, a numerical scale showing mastery of skills & materials has worked reasonably well. - Andy

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For my advanced research classes, I think we integrate computer skills, teamwork skills, long-term project skills, and professional communication skills pretty well. In the freshman bio class I co-teach, I think things can still improve but are getting much better--in no small part due to some fantastic colleagues who are taking the lead in this area. - Andy

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This is hard since many did not experience it when they were in school. Clear communication at open houses and on reports works. Also highlighting competencies through student generated blog posts, messages home, projects shared etc. - Tim

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Our final reports are narratives which makes translating observations easier. Each student also has a digital portfolio to show growth over time. - Tim

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Progressing towards this goal. Slowly discovering ways for students and teachers can reflect and provide feedback on capacities. Favorite method is to capture vide reflection of work in progress. Process over product allows students to highlight creativity and problem solving. -Tim

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I try to talk about real world work experiences that parents may have themselves. -Asa

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Isn't this the reason for a growth in the use of portfolios? Although my MS doesn't use them, I often arrive at conferences with a folder for parents or send one home. Maybe with a new LMS online late this spring I can do away with paper for good finally! We had an e-portfolio committee that I was a member of all last year but it dead-ended with a HOS switch and a DH switch this year. -Asa

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I'm intentional about asking whether or not what I'm assessing the students on is just a click away. Instead, I'm looking for the process, the tools, and reflection on how they "got there." In a way, Math teachers have always had to address this issue. -Asa

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3.  

How
do you articulate the benefits of this approach to teachers, parents, trustees,
etc.?

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3.  

How
do you articulate the benefits of this approach to teachers, parents, trustees,
etc.?

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2.  

How
do you translate competency (or rubric) based assessment into grades and
report cards?

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2.  

How
do you translate competency (or rubric) based assessment into grades and
report cards?

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1.  Do you feel you are 

 assessing for 21st century learning competencies?  If so, how? 

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1.  Do you feel you are 

 assessing for 21st century learning competencies?  If so, how? 