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Finding the time to provide every student with descriptive feedback every day, whether verbal or written

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Keeping parents in the loop regarding their child's performance in class when I've replaced all formative "grading" with descriptive feedback that doesn't get recorded on the online grading platform

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I hope to borrow as many ideas as I can from as many people as I can about how they manage the daily classroom-level practice of providing meaningful learner feedback

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I would echo the previous post. I see 109 students. How do I find time to provide personal feedback to each and every student on a consistent basis?

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I struggle to come up with level 4 options when the rigor for level 3 is a higher order thinking activity or project. I also would like some ideas on how to get students to want to go for the 4.

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I agree with the previous posts (time and parents/reporting), however, I also think that the correlation between specific feedback and results of high stakes tests are at two opposite ends of a spectrum. It is difficult to reconcile the differences between "in-the-moment" specific feedback (i.e. research-decide-teach from a running record) and a "highly at-risk" score on a standardized test with students and parents.

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4 level evidence/learning tasks in the primary grades

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4 level evidence/learning tasks in the primary grades

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I want my feedback to be something that my students look forward to receiving and pursue using, because they see that it has value. It would be nice if they saw the feedback as a way to continue the learning process and not a list of things they did incorrectly.

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Similar to my other comment, I would like to find a way to use my feedback to students as a way for kids to consider feedback as a continuation of learning, not that it "stopped" once they submitted something.

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Finding time to ensure all students receive adequate feedback, in order to move onto the next concepts, especially when students are all working at their own pace.

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How to motivate learners to want to move past the "3" work, and want to go for the "4" level work, and what that "4" level work might look like in conjunction with that.

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I want to collect ideas ideas from others working in the primary grades.

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I want to find a way to give informative feedback to as many students as possible, daily.

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I'd like to see parents more involved in their students learning.

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I am attending this summit because I've been doing this in my classroom but I wanted to see if I can pick up more ideas.

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I am attending this summit because I've been doing this in my classroom but I wanted to see if I can pick up more ideas.

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Our learning targets are a work in progress. Its very difficult to scale these targets and explain it to our 6 year olds. Management is also a challenge

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I am attending so that I can get a better understanding of this 4 point scale grading with elementary students.

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Very informative, I like how we began with introductions and shared our experiences. I also liked the videos and how appropriate they were for the conference. Lastly, I liked the discussion around 4's, this is extremely important IMO. I do not have any question. I will focus a little more on voice and choice and reevaluate the amount of evidence needed for each standard.

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Exit Slip: The three things that resonated for me were the videos, the teacher/parent simulation and helping to understand the "why", and lastly, the various example for a "4", beyond just using the "level above" thinking. I'd love to see how other schools, especially with block schedules, provide seminars to meet targets and standards. As a result of this seminar, I will work on providing multiple examples to ways to demonstrate. Typically I ask on questions, and allow students to explore multiple topics, and various ways to demonstrate, but coming up with specific experiences would be a bit more beneficial. 

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Exit Slip: The three things that resonated for me were the videos, the teacher/parent simulation and helping to understand the "why", and lastly, the various example for a "4", beyond just using the "level above" thinking. I'd love to see how other schools, especially with block schedules, provide seminars to meet targets and standards. As a result of this seminar, I will work on providing multiple examples to ways to demonstrate. Typically I ask on questions, and allow students to explore multiple topics, and various ways to demonstrate, but coming up with specific experiences would be a bit more beneficial. 

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My learning
3 things that have stuck with me today are 1... Grades have taken over what school is all about... LEARNING! 2. Critical thinking and Complex reasoning is something that I do need to work on myself.  3. Looking through taxonomy sheet and using it so that I can become more familiar with it!
3. Questions I had are answered in your Designing 4 level slides.  Thank you for the resources!
One thin I will start working on in my class is more and more evidence to each of their learning through explaining their learning. Thank you so much for all that you have done today!

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1. Help parents with understanding of why grading needs to look different.
Student buy in to learning is important vs improvement of skills.
Research based- don't forget that is why- Best Practice

2. How do I share today with as many others as possible? How do I juggle the needs of each students without loosing class momentum of learning.

3. Communicate with admin on parent/teacher communication and about pathways of learning.

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(1)Habits of Mind can't be scored on a proficiency scale; Method follows Purpose; help parents understand the whys & hows of PBE learning & grading (2) I still need tips on finding time in class to provide descriptive feedback; When will more scoring guides be completed? (3) Take as much of this back to my Team as I can, especially some of the videos

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1.  Retakes, Redos and the value in them, ways to communicate with parents (medical example), high school examples of scales with 4-level learning tasks
2. How to take primary students to a level 4 with some of the very basic learning targets?
3.  Discuss with curriculum leader for my district my potential involvement with the ELA curriculum revision work

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1. A: one of the videos said "let me document your deficiencies in it"
B: the activity with teacher and parent and coming up with an elevator pitch
C: content knowledge is not everything
2. I: what are some more science specific 4 options other than going up a taxonomy
II:  what are other ways than a pre-test to see where students are at, so you can meet them there.
III: what are some level 4 options when the standard is already a do (for instance, I am thinking about the NGSS engineering standards)

3: start creating multiple options for meeting a 3 and a 4

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3 things that resonated with me:
1) I enjoyed hearing about the different experiences that other people shared today.
2) All of the videos shown were very powerful, especially the message behind retakes and do-overs.
3) That we are the experts in our fields and should trust our professional expertise when assessing students levels of proficiency.
I am looking forward to working and collaborating with other MCCL members to re-vamp some of the World Language learning targets and taxonomies.