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I'm concerned that I won't have the assignments for the week all figured out by Wednesday.  We are developing new curriuclum and with the added work of teaching remotely, I don't know that it is realistic for me.  It is aspirational.  I could do this in the spring because we weren't live teaching for most of every day so I was able to meet with my teaching partners for many hours.

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I'm concerned that I won't have the assignments for the week all figured out by Wednesday.  We are developing new curriuclum and with the added work of teaching remotely, I don't know that it is realistic for me.  It is aspirational.  I could do this in the spring because we weren't live teaching for most of every day so I was able to meet with my teaching partners for many hours.

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How should we notify students of missing work? Email? Private comments? How often should they be notified or after how many missed assignments?

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When tracking engagement on formative assessments, could we consider a complete/partially complete/not complete model, rather than just complete or incomplete?

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When is our CPT meeting when we can work on weekly learning targets? Is there a meeting schedule for each grade somewhere?

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When is our CPT meeting when we can work on weekly learning targets? Is there a meeting schedule for each grade somewhere?

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concerned about using calendar to post Google Meet links for class - I was told students can access the Meet without a teacher present that way. Was planning to put the link for my Meet in the individual classroom

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concerned about using calendar to post Google Meet links for class - I was told students can access the Meet without a teacher present that way. Was planning to put the link for my Meet in the individual classroom

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The expectations say that assignments should be posted on wednesday. Is that for the following week? What if we need to change course do to pacing?

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Can we create other topics and weights with in these topics? For instances Assessments being weighted more than graded classwork. Or are these the only two weighed categories
that should be in our gradebook?

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Much of the information on the best practices for Assessments and the Asynchronous work policy seems geared for high school. Will this be common 5 - 12 or is there room to make these middle school specific?

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For 8th grade, students should be able to figure out their own missing work without being notified each time.  Maybe we notify them after they miss a certain number?

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For 8th grade, students should be able to figure out their own missing work without being notified each time.  Maybe we notify them after they miss a certain number?

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will students receive specific instruction on Google Classroom tips (such as managing their inbox and email notifications) from one source or are individual teachers responsible for reviewing these instructions with students?

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will students receive specific instruction on Google Classroom tips (such as managing their inbox and email notifications) from one source or are individual teachers responsible for reviewing these instructions with students?

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Posting the Weekly Overview by Friday seems more effective; on Wednesday, assignments may be dependent on what is completed in lessons  later that week. It also may be confusing to students to have access to 2 Weekly Overview files at the same time. If there is a concern about advance notice of major assignments/assessments, there could be a section about Upcoming Events on the weekly overview.

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I agree with the above comment. The links in the presentation have a high school unified approach, not a 5-12 approach. The needs of middle level learners are very different than that of 9-12 students. We need policies (Google Classroom, Assessment, and Homework) for middle level learners.

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Difficult to assign asynchronous work that does not incorporate screen time unless students have access to physical materials to engage with at home

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I agree that 1) posting a weekly overview on Wednesday doesn't really seem effective or logical. If we want students to be aware of what's happening in a week in terms of topics, themes, goals, we can either post on Friday, Saturday, or Sunday for the following week and 2) expecting us to post a week's worth of assignments and lessons doesn't seem feasible. It was hard enough to do that in the spring with the grid. I understood the need for it then - some students were working at their own pace. However, although we remain in a remote setting, our work with students will be synchronous. In real life in person school, it is NOT common to give students a syllabus with the week's plan. I do not think this allows teachers to be flexible --- we may need to readjust our plans based on how our lessons are going. I am opposed to this idea, unless we keep it really general.
I also want to add that creating a detailed weekly overview is very challenging and time-consuming, especially for those of us who teach multiple courses. It is double or triple the work!!!

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Is the 30 minute limit per class? Per day? Per week?
I also agree that it will be hard to avoid screen time --- we will need to make sure students have access to physical materials to avoid screen time. Even if they are doing work with pencil and blank/lined paper, they'll still need to refer to a prompt/instructions/etc. on a screen, and then possibly take a photo of their work or scan it if they need to turn it in.

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departments deciding on common range of summative assessments - will that be grade-level specific or across the entire department?

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departments deciding on common range of summative assessments - will that be grade-level specific or across the entire department?

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the weekly overview is a really useful tool but I am really concerned about when teachers will have the time in their day to prepare this

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the weekly overview is a really useful tool but I am really concerned about when teachers will have the time in their day to prepare this

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I'm concerned when we will have time to even glance at a DAILY summary from 120+ students and other rubric-based assessments, in addition to planning lessons, making a grid for students, etc.  Everything takes longer to create and organize online.  

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I'm concerned when we will have time to even glance at a DAILY summary from 120+ students and other rubric-based assessments, in addition to planning lessons, making a grid for students, etc.  Everything takes longer to create and organize online.  

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In the spring, there were a couple of students who marks an assignment as "turned in", but they didn't attach any work or attached a blank document.  Is there a way for the teacher to delete the "turned in" notation? (The students didn't reply to may comment about needing to submit work.)  For the parent, it looks like the student completed the assignment.

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In the spring, there were a couple of students who marks an assignment as "turned in", but they didn't attach any work or attached a blank document.  Is there a way for the teacher to delete the "turned in" notation? (The students didn't reply to may comment about needing to submit work.)  For the parent, it looks like the student completed the assignment.

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Can we use a Topic for a whole unit? Or, do we have to do Topics by the week?

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I am confused about how participation in Google Meets would be documented to count as part of the engagement grade.  a) This document states that students could track their progress - would this be included in the grade?  b) Would teachers be expected to record if students commented on others student's work? If so, what is an efficient method?

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I am confused about how participation in Google Meets would be documented to count as part of the engagement grade.  a) This document states that students could track their progress - would this be included in the grade?  b) Would teachers be expected to record if students commented on others student's work? If so, what is an efficient method?

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The templates at the bottom of the document would need to be significantly modified for middle level learners.

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Will training be provided on how to import grades from Google to Rediker?

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I agree with colleague comments about Wednesday postings.

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I agree with colleague comments about Wednesday postings.

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I understand about not requiring cameras to be on during class (or not making that a grading requirement) but could we have some expectation that students display their headshot as the Google Drive icon so that we can get to know each other by sight (for building community)

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One Topic per week works great for a little while (like last spring), but can get cumbersome when there are too many.

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The Wednesday weekly overview feels like it may work better in HS. I suggest we stick with end-of-the-week overviews - similar to the old Friday Folders.

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Although I agree with NOT requiring camera on for grade or behavior expectations, I would strongly encourage camera on when possible - particularly when students are in small groups.  The visual cues are an important part of negotiating the conversation.  Even in larger groups, teachers can define some more formal visual cues that allow the students to signal something without unmuting - e.g. I have a question, I have a comment, I agree, I want to build on that, thank you.

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Why not require cameras to be on?

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What is our responsibility with regards to student supervision?  Without cameras on, how can we adequately supervise children?

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Making 75% of the quarter grade revolve around mastery of curriculum seems too high to be developmentally appropriate for middle level learners.  We focus on teaching middle school children skills (how to organize, how to study, how to present, how to converse and work together, etc...) as much as we teach content.  The current grading system listed sounds much more geared to high school students.

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If we had set curriculums, like AP classes, then we could easily post agendas and objectives 3 days in advance, so students could plan ahead.  But middle school teachers adjust their practices to meet the needs of their students.  There is no way I could know by Wednesday what would be appropriate to do on Monday given that there are 2 more days of new instruction left in the current week.    Also 12 year olds are going to get confused about what is due when if we are advance posting information.

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Wednesday seems arbitrary for middle school

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Wednesday seems arbitrary for middle school

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I agree w/ the above comments for middle school. We had a nice work flow last year of posting the week's work and expectations by Monday morning - I think Wed would be confusing for all and is not necessary

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needs to be rewritten and reframed for grades 5-8. The asynchronous work time is specifically written for BHS students and teachers (we're teaching kids 5 days of the week, not 3). Too many AP references - we need our own document.

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The middle school needs its own best practices.

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The middle school needs its own best practices.

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The middle school needs its own best practices.

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I appreciate that people took a lot of time putting together these documents. But clearly these are best practices for high school students, not middle school students. Can we involve middle school teachers in creating best practices regarding homework, assessments, and google classroom that are specifically geared towards team based middle school learning?

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References to X BLOCK which we don't have. Should be re-written with a middle school lens

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-As others have said, Wednesday seems really illogical given the middle school schedule.
- If we are actually teaching synchronously, I do not think it makes much sense to post weekly lists of every assignment. Goals/objectives are great, but given that we meet daily this seems more appropriate to the high school model (meeting 2x/week?). This writeup would overwhelm many middle school students if I have a daily assignment.

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I understand the research regarding trauma and requiring cameras, but I think visual cues are inherently part of the teaching and learning process. I don't know how we can hold students accountable without the visual. Let alone being confused or disengaged, students may not even stay at their computer for the duration of class if cameras are off. I agree that it shouldn't be part of grading because there will inevitably be exceptions and students who can't put their cameras on, but I think the norm should be cameras on.

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I understand the research regarding trauma and requiring cameras, but I think visual cues are inherently part of the teaching and learning process. I don't know how we can hold students accountable without the visual. Let alone being confused or disengaged, students may not even stay at their computer for the duration of class if cameras are off. I agree that it shouldn't be part of grading because there will inevitably be exceptions and students who can't put their cameras on, but I think the norm should be cameras on.

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I understand the research regarding trauma and requiring cameras, but I think visual cues are inherently part of the teaching and learning process. I don't know how we can hold students accountable without the visual. Students mI agree that it shouldn't be part of grading because there will inevitably be exceptions and students who can't put their cameras on, but I think the norm should be cameras on.

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I understand the research regarding trauma and requiring cameras, but I think visual cues are inherently part of the teaching and learning process. I don't know how we can hold students accountable without the visual. Let alone being confused or disengaged, students may not even stay at their computer for the duration of class if cameras are off. I agree that it shouldn't be part of grading because there will inevitably be exceptions and students who can't put their cameras on, but I think the norm should be cameras on.

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I think that we need to clarify homework time expectations.  There are many ways to do this in a way that reflects that younger students should have fewer minutes of homework than older students.  If I were a middle school parent and saw 30 minutes of homework per class possible, hopefully I would know that's more than my student will get, but it offers no guidance to what is actually going to happen.  I am not totally clear if these are going to be public documents, but I think that if we are writing them to share with the community and not as internal documents, we need language that is more welcoming to parents of younger kids.

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Synchronous learning will be extremely emotionally taxing for many vulnerable students and adding homework on top of it feels unnecessary. Why do it?

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How might be re-read these documents and re-write them after the PD from Kimberly Thomas this afternoon?

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I am very concerned about assigning more work beyond the school day while we are remote learning. Children will be on a screen for their learning for the majority of the day and that alone will take a lot of stamina and focus. More work will not help them enjoy learning this year. This year we need to be gentle with them as well as understand what we are asking from them during the school day.

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I am very concerned about assigning more work beyond the school day while we are remote learning. Children will be on a screen for their learning for the majority of the day and that alone will take a lot of stamina and focus. More work will not help them enjoy learning this year. This year we need to be gentle with them as well as understand what we are asking from them during the school day.

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For the sake of our students' mental health, I want to echo the concerns above that homework should not be assigned during this challenging time. I realize that many of us rely on homework as a way to advance our curriculum.  However, in my opinion covering all the curriculum is less important than making sure our students aren't feeling overwhelmed/stressed with additional school work during such a joyless time to be a child. Perhaps 20 minutes of math homework (and only math homework per day) should be our limit?

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I do think we should have further school-wide discussion about HW. Post above suggests we should only be allowing math homework but I think you can make a case for many subject areas. In our performing ensembles (Band, Orchestra, Chorus) where even during synchronous classes kids will not get to fully practice/play their instruments together, independent practice time (outside of class) will be essential to their skill-building, maintenance, and growth on their instrument. I would hate to come up with a blanket statement that says we can only assign math homework and negate the learning in other skill and tactile areas.