Since the advent of online gradebooks, we’ve put the tools in students’ and parents’ hands to regularly view their learning progress. But what happens when those systems work against our grading practices focused on learning, as is often the case? Designing reporting methods that uphold the clear communication around best, most recent evidence and also distinguish between achievement and behavior shouldn’t require sophisticated methods. Consider ideas for organizing gradebooks and communicating with students and parents that keep the focus on the learning, not the points!

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