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Need to be conscious of how we as educators communicate in order for parents to "get on board" with PBL. It's just like with students how we act positive and excited about learning things that maybe we don't personally love, so that in turn students will be positive about it and assume our outlook.

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A tool/"cheat sheet" to give/show parents in order to talk to them about PBL. All of our guides are too complicated and wordy. We need a kindergarten friendly picture guide to help make it clearer to parents!

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Be more clear and purposeful with communicating to students about targets. Using better visuals to do so.

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How we can communicate to parents about what scores on a report card are trending and which ones are using the most recent? (i.e. so that if they see a 1 for a math skill, but it's the first formative assessment, that they don't freak out and think their kid is failing math-- without having to explain this in several emails to parents :-P)

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Parents seem to not necessarily need or want a letter grade as we've been using the 1-4 system for a while.  They, do, however, often want a narrative about how their child is doing socially and academically.

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This makes developing what a 4 looks like in remaining academic and 21st century targets even more important. I think the parent in the article just wants her daughter to be able to stand out if she's preforming above her peers. This is they way to get her there.

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Agree with the need above

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The acknowledgement that PBL is a work in progress and is confusing for both teachers and parents is reassuring

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Here, here to the above  Looking at the scoring document made my head spin.  I would have a very difficult time if I were to try to explain the math behind the trending and power law to a student or parent.

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Here, here to the above  Looking at the scoring document made my head spin.  I would have a very difficult time if I were to try to explain the math behind the trending and power law to a student or parent.

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How I can translate this for my students on IEP's who might be working on behind grade level goals and still make sure I am reporting fairly on the work they are doing in and outside the classroom

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Agreed! A "cheat sheet" or some sort of tool like that would be very helpful for myself and when explaining to parents

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I totally agree with the above statements. We need to simplify the documents/conversations for greater understanding for everyone

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I totally agree with the above statements. We need to simplify the documents/conversations for greater understanding for everyone

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As a parent I feel these concerns are valid. Somehow we need to differentiate the achievement of students for parents in order for them to get a realistic picture of where their child with a particular skill.

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As a parent I feel these concerns are valid. Somehow we need to differentiate the achievement of students for parents in order for them to get a realistic picture of where their child with a particular skill.

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How we are supposed to fully assess. each and every ELT realistically and with fidelity considering the number of ELTs we have for each grade level. It is overwhelming especially now after rereading the scoring document. I wonder how we can make it more manageable.

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How we are supposed to fully assess. each and every ELT realistically and with fidelity considering the number of ELTs we have for each grade level. It is overwhelming especially now after rereading the scoring document. I wonder how we can make it more manageable.

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I guess i knew this, but it was useful to think about how parents think they understand the old system, when really it was just familiar. They didn't understand how their kids were being assessed or what elements went into a grade. This system is supposed to clarify that.

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As have others, I wonder where teachers are supposed to find the time to assess all of these ELTs and record the information. I also wonder if all ELTs are clear enough and if parents understand how/which assessments lead to those ELTs. The numbers may seem arbitrary if not.

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I agree that the "Understanding What it Means" sheet was utterly confusing. I had to read it three times. I think if an actual standard had been broken out, it would be clearer.

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How to shift my mindset so that the idea of proficiency does not create so much confusion.  I think it is the confusion/lack of understanding that sometimes causes resistance

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How to shift my mindset so that the idea of proficiency does not create so much confusion.  I think it is the confusion/lack of understanding that sometimes causes resistance

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Teachers having the power to positively guide parents to seeing the benefits of proficiency based education. Negative feelings about the new grading system can be contagious and will not help parents want to understand the changes.

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How I can not feel overwhelmed at the expectations placed on assessing multiple ELTs, several times a year for all grade levels. At times it feels redundant to the visual documentation of ELT evidence that we post on Artsonia. I'm wondering what matters more to parents: the number score for Art ELTs or seeing the visual progression of artistic skills.

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I'd like to get in the practice of remembering to using my "Lightbulb Check-in" more often with my classes. This translates directly with how I would assess an ELT and allows students to take ownership for their learning and understanding.

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To figure out a way to make Jump Rope and Artsonia workloads more manageable and streamlined.

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Recognizing that grades told students whether they were "good" or "bad" and if they were "smart" in a specific subject area and how it could become self-defeating. I like that we're moving away from that.

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This article has done a good job of identifying why so many people, both educators and parents, have difficulty adjusting to proficiency based education/grading.

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How can we better educate our families so that they don't see "proficient" as "just average"? Our grading systems of the past have been so focused on comparing each student to either an average expectation for the group or some teacher constructed standard - how do we develop a new culture that accepts individual proficiency as the goal?

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Take a breath, and recognize that we are actively involved in a changing process -

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A recording program that is more intuitive and user friendly than JumpRope.

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"We used our grades to tell ourselves which subjects we were "smart" in and which ones we weren't." This was me-100% and this quote gave me pause...

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"We used our grades to tell ourselves which subjects we were "smart" in and which ones we weren't." This was me-100% and this quote gave me pause...

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The shift to PbL may continue to be "uncomfortable" for a while and that's okay! However, as the article mentions it is educators that lead the change. We need to continue to grow in our PbL practices to help guide both parents and students.

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The shift to PbL may continue to be "uncomfortable" for a while and that's okay! However, as the article mentions it is educators that lead the change. We need to continue to grow in our PbL practices to help guide both parents and students.

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"Works in progress" are ok. We can't be 

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"Works in progress" are ok. We can't be 

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completely comfortable or knowledgeable about something in a short period of time.

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completely comfortable or knowledgeable about something in a short period of time.

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What resources would be helpful to parents to help them understand PbL and the mind shift from the grading systems they are most familiar with. I know the progress report comes with a breakdown of the ranges but perhaps something else is needed?

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What resources would be helpful to parents to help them understand PbL and the mind shift from the grading systems they are most familiar with. I know the progress report comes with a breakdown of the ranges but perhaps something else is needed?

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Stay up to date with the common language we are using, and incorporate this with my communication in IEP goals and with parents.

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Stay up to date with the common language we are using, and incorporate this with my communication in IEP goals and with parents.

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Really interesting how they explained the percentile system as giving a fake sense of objectivity. It can appear very accurate and objective because it uses such precise measures and percentiles when this is not actually the case.

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Really interesting how they explained the percentile system as giving a fake sense of objectivity. It can appear very accurate and objective because it uses such precise measures and percentiles when this is not actually the case.

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Remember to use common and consistent language with parents when talking about their child's progress. Sometimes I use terms that I am more familiar and comfortable with but forget that it may not be as familiar to others. 

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Remember to use common and consistent language with parents when talking about their child's progress. Sometimes I use terms that I am more familiar and comfortable with but forget that it may not be as familiar to others. 

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How colleges are going to manage tricky acceptance decisions without a % or ranking system...

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How colleges are going to manage tricky acceptance decisions without a % or ranking system...

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To take a deep breath and remember that I am continuing to evolve as an educator. 

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To take a deep breath and remember that I am continuing to evolve as an educator. 

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Involve kids in the development of a product that will meet the standard so they know what to shoot for. I do it often, but not enough and I know kids usually do better when they can aim for a high quality finished product. 

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Involve kids in the development of a product that will meet the standard so they know what to shoot for. I do it often, but not enough and I know kids usually do better when they can aim for a high quality finished product. 

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Refine the language I use when discussing proficiency based grades with parents

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Refine the language I use when discussing proficiency based grades with parents

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To continue to practice very quickly inputting grades into Jumprope in the moment while assessing/making observations. 

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To continue to practice very quickly inputting grades into Jumprope in the moment while assessing/making observations. 

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"Reactions like hers are to be expected when identities are threatened, and eliminating traditional grading practices poses a threat to many people's identities."

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"Reactions like hers are to be expected when identities are threatened, and eliminating traditional grading practices poses a threat to many people's identities."

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Using assessments as vehicles for discussion instead of the grade. Explaining what the student did and how this proved proficiency related to certain standards is much more effective than saying they "meet" the standard.

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how to give parents of kids with IEPs a realistic look at their child's progress. Yes, the child might be making gains compared to what s/he was able to do at the beginning of the year (which is awesome) but it pales in comparison with what is expected to meet many standards. Some parents must struggle with not really knowing if their kid is doing alright because while yes, growth is being made, but no it's not on par with peers.

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how to give parents of kids with IEPs a realistic look at their child's progress. Yes, the child might be making gains compared to what s/he was able to do at the beginning of the year (which is awesome) but it pales in comparison with what is expected to meet many standards. Some parents must struggle with not really knowing if their kid is doing alright because while yes, growth is being made, but no it's not on par with peers.

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How to become more confident giving 4s to students. In addition to this- how to not lose sight of the students who are exceeding standards and how to extend for them.

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How to become more confident giving 4s to students. In addition to this- how to not lose sight of the students who are exceeding standards and how to extend for them.

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How students who have experienced both feel/will feel as they get older...(preference between the two, building confidence, etc)

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How students who have experienced both feel/will feel as they get older...(preference between the two, building confidence, etc)

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If we are clear and purposeful with our understanding and attitude about grading, parents and students will follow.

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How do we help teachers to see/ believe that PbL is what is in the best interest of our students?

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Develop a growth mindset about our grading system and try to make it work with us not against us.

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Time to input grades and use the jumprope tool as a planning tool.

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Understanding proficiency and explaining the grade. 

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Understanding proficiency and explaining the grade. 

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As far as our SPSD system of proficiency goes and the grades students get... I do not think I have shared explicitly with families the range of 2.7-3.0 as being proficient. I feel like I have focused solely on the 3 so reframing that message for parents will be an important part of my communication this year.

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What conversations/resources will best support parent's understanding with the progress that is reflected by these numbers. 

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What conversations/resources will best support parent's understanding with the progress that is reflected by these numbers. 

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I am noticing students being pulled out for instruction in different content areas... If I score on grade level targets, they will be below grade level.  I wonder if we are moving toward jumprope reporting on IEP goals, or will parents still use the IEP report to determine their child's progress?

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It is important for educators to buy in so it models it for families.

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My hope is to incorporate more student self assessment and have students better understand their own progress toward grade level targets.  Having that ownership and seeing it all as a process is so important!  I am hoping to do better with students evidencing their own learning and understanding where they fall within a progression of skills on a target.

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A model of how teachers are using jumprope purposefully in planning, and to work with colleagues on how they see their students tracking progress like in Jan Chappuis' examples...

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To learn how others are using JumpRope as a tool. I also think a chart or brief explanation for parents would be beneficial.

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"cheat sheet" common language to use with families

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"cheat sheet" common language to use with families

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need for examples/exemplars to use with students

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need for examples/exemplars to use with students

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how to give kids language re: proficiency and evidence of

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how to give kids language re: proficiency and evidence of

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how do we manage progress reports and IEP progress reporting?

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how do we manage progress reports and IEP progress reporting?

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communication with ELL families about progress?

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communication with ELL families about progress?

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shift in grading practices and impact of that on people is important to recognize

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shift in grading practices and impact of that on people is important to recognize