Yes! As I've said many times, "punishing the absence of a skill hoping it will produce that skill is absurd." If you want to teach students to be responsible then TEACH them how to be more responsible. There is no excuse for distorting a student's achievement level. #ATAssessment
A3: "Practice vs Games; Rehearsal vs Performance. FA prioritizes 'what's next' through more granular steps; there will be time to verify your learning eventually but now's not that time. There is no final score at halftime." #ATAssessment
This template shows how to combine several data points, reflection, and action to summarize results and give structure and focus to your leadership team. https://t.co/bfvxPiL1gB
Here is an excellent article by NWEA that estimates the potential impact of school closures—due to COVID-19—on student achievement. The potential gaps are significant, especially for the kids most at-risk. Planning now to address these gaps is critical. https://t.co/hW7155bsTM
The @ILASCD features an article about @HarvardD50's Trauma-Informed/Restorative Practice (TIRP) Committee in their fall 2019 quarterly journal.
https://t.co/3qFpwGYPan #cusd50#HarvardRising