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Opener 5 Minutes

(Name, Grade) Choose one of the questions and rephrase to show you interpret it.

Ex. What is working well in this area? → "When do students thrive as readers as writers."

Input 5-8 Minutes

Write Responses to any of the questions

Review 5-8 Minutes

Read the Responses. Click the {Heart} to like a responses that resonates with you.

Discussion 20 Minutes

Add additional ideas that emerge from discussion

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Keeping our needy and EL learners engaged and accountable in online activities.

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Some cross-site teams are building and working together this year which is new and exciting for us as a district.

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leveled math classes for all to help target instruction

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Instructors are thinking hard about how to make sure math concepts are accessible to students (especially in DL)

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Staff development ongoing with differentiation strategies

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Planning within the department.

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Addresses the online concerns of students to get examples and explanations from home.

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Relevant/Interesting problems

Keating - providing a reason for them to want to be in your room provides reason for them to want to succeed.

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Support from District for families who do not qualify for compacted.

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Elicit and use student thinking meaningfully to drive instruction (analyzing methods/strategies, etc)

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math support at all schools for all students who are struggling not just some MS and including ES.

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math support at all schools for all students who are struggling not just some MS and including ES.

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Google classroom

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Math support for English learners for vocabulary building

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Access to foundations for students even if they have ELD

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Math support class. preview/review concepts

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Homework should be purposeful, thoughtfully examined (not just "going over answers"), and maybe even interactive/feedback-able. Desmos for homeworks in the future, if we are 1:1?

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It's even more important that tasks are accessible to all and offer rigor throughout -- we have to work even harder to support students in thinking as DEEPLY as they can, not just moving them "ahead" to whatever idea comes "next" (especially because students will start the fall in such different places)

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Keating - circling back on old topics is underutilized in my room and I want to see more of it (from myself). Feels rushed to cover all topics

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Focus on Common Core Math, talking about math, Math is more than just getting the right answer.

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How do we connect all families with the math our students learn so that they can experience/understand and share the joy in learning math as multiple representations and solution paths, not just answer.

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Keating - cross grade level collaboration (8th should know roughly what a 7th grader should know and what we hope they would know etc.)

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We may need to check for understanding, maybe more gaps depending how many students did not access the information

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Be sure questions are relatable to our students. One of the Math Nation questions was asking about something and none of my kids knew the reference.

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Laura - Disrupt patterns of participation in the classroom. Get move underrepresented voices talking math publicly. Help students see each other's strengths in the room (Agency, Identity, Authority)

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Keating - I genuinely feel teachers should be more involved in hiring process. We know what our students look like and what energies they vibe with.

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Organize units as the proposed state framework suggests as big ideas and tasks that allow creativity in that task. Link that tasks to extending learning into the bit and pieces of math. Use lots of formative assessment to understand and re-engage students in their thinking and the thinking of others.

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Mutual observations, video clubs, etc. to help teachers see each other facilitate instruction. The same lesson plan can be implemented so differently according to very subtle moves.

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Videos are very helpful for students who don't understand in class and hear it explained another way.

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Better and more reliable wi-fi connections for our students

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Support for EL students for other subject areas, Math vocabulary building and helping with concepts.

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can an elective for Math support in an elective wheel so they do not completely miss out on electives?

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How can math and ELD intersect to build students' math language capacities? Co-teaching between math/ELD teachers and/or TOSAs?

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Is there opportunity for a support class to be co-taught between a math teacher and an eld teacher? Or for math tosas to push into ELD?

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Could math teachers get subs once a month to meet in grade level teams, collaborate, learn from each other outside of their typical teams? (must be accessible to core teachers with multiple subject areas so they can focus on math)

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math teachers meet with new comer teachers to help with language development. Learn how to support kids.

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smaller class size to target instruction based on learning loss.