We must find better ways to measure learning that don’t involve high-stakes, costly testing that lines the pockets of a billion-dollar assessment industry. We should be investing in programs that offset learning gaps exacerbated during this crisis: cde.ca.gov/nr/ne/yr21/yr2…

Thank you John Ewing for this piece. and highlighting that Learning loss is a term for the testing industry. forbes.com/sites/johnewin…

Everyone wants schools (and life) to go back to "normal." Normal is fine if you mean being able to be together on campus. If normal means big frickin' packets, workshits, and DOK1 low level activities...then no. We don't need that. It hasn't worked. It won't work.

Many students have gotten to experience engaging learning opportunities. As kids return to schools, keep the devices handy! Don't shelve them! We have the opportunity to transform education.

If my kids were still in the classroom and things went back to low engagement, non-student centered learning, I would be irate. #UDL #voiceandchoice #bestpractices #blendedlessondesign #beadesignernotanassigner

“Learning loss” is not real. Students are learning new skills and adapting, which is invaluable. If instead of reading about a historical event you had to create an online presentation or vlog, would you say that you didn’t learn anything or learned how to do it differently?

"The worst possible outcome of COVID-19 is that we go back to the old system." —John Hattie, professor and director of the Melbourne Education Research Institute. Microsoft Education

1st concert since Covid. Judah & the Lion at the The Belasco

Labeling something formative does not make it so. An assessment is only formative when it's used formatively, so considering the subsequent action following the gathering of evidence is crucial; formative data collection without action is pointless & not formative #ATAssessment

Back at the The Belasco on a school night. Dylan Scott

The statements “Your grade reflects your learning in this class” and “earn extra credit points for showing school spirit on Fridays” can’t peacefully coexist in a classroom. It’s one or the other. Pick a side.

Before an assessment, ask yourself, why? Why do I want this information; what do I intend to do with it? The question is not "should I grade it" but rather, "what purpose does it serve?" Once you are clear on purpose (FA/SA), you'll know what to do. #edutwitter #ATAssessment #K12

#Eduleaders Focusing only on #Tier2 & #Tier3 school interventions is like only paying attention to a home’s walls & roof while constantly neglecting the #Tier1 foundation. We can’t decrease the need for more #interventions by adding more interventions! Solution Tree #RTI National Assoc. of Elementary School Principals

When students cheat on assignments it’s because they have been taught that the importance of grades outweighs knowing or learning things.

Mastery-based grading rarely shows up in classrooms because schools, districts, and states try to roll it out without recognizing that it requires self-paced learning. We can’t expect students to achieve mastery if everyone has to move on to the next lesson the next day.

Starting our morning off at the Apple Kickoff with Secondary Education Miguel Moreno #WEAREDOWNEYUNIFIED

Thanks George Cheung for sharing a great message with our teachers Secondary Education #WEAREDOWNEYUNIFIED

Excellent food for thought on Tom Schimmer's podcast:"Are grades a commodity that you acquire by harvesting points, or are grades a reflection of the degree to which Ss have met the learning goals?... Are we creating a disparity btwn getting a higher grade & doing more learning?"

Want to close gaps? Fix Tier 1. Want greater achievement? Fix Tier 1. Want fewer misbehavior? Fix Tier 1. Want more engagement? Fix Tier 1. Want higher teacher morale? Fix Tier 1. Want authentic learning? Fix Tier 1. Want (FILL IN THE BLANK)? Fix Tier 1. Is there a theme here?