# data[].attributes.body
1. Find a way to assess other area of impacts. (Self Directed Learning part was fine).
2. Connect warm up and actual fitness activities with a HR monitor.
3. More reflection from students will be beneficial.

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1. Continue work on measurement tools (rubrics, process journals, etc.)
2. Continue to look for natural connections within existing units (past and future)
3. Input assessment data

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1. Look at our ACTFL standards and identify the impacts currently implemented
2. Provide opportunities for students to self-reflect and self-assess impacts throughout the unit
3.

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1. Create indicators specific for science
2.Add Impact rubrics
3. More student voice for the product

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1. See how Creating standard correlates to Impact standard and if we feel like we're double assessing.
2. See how Visual Journal turns out and note any room for improvement for the future.

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1. Encourage opportunities to take authentic action in the community (eg: take steps to reduce food waste)
2. Link to local community (eg: connect with a local farm for composting.)
3. Address difficulties/low availability of recycling in Moscow

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Keep on creating measurable rubrics.
Use technology to record students reflections on each others' performance.

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1. Continue to talk about Collaborative Language in our next unit.
2. Use the same technique for other impacts.
3. Create opportunities to explicitly teach impacts.

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1. Focus on Flexible Thinking, rather than Empathy.
2. Change the rubric to an 'evident', 'non-evident' checklist.
3. Keep the task - it's a good one!

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Use performance indicators
How do kids know if they are productive or not? Give examples of what productive is
Students observe other students and give feedback on their social skills

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1. Make a standards checklist
2. Sharing documentation of evidence
3. Post Tana visit rubric adjustments

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1. How are students knowing if they meet expectations? Create rubrics.
2. Align questioning to skill development.
3. Use more personalized peer feedback on work.

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Continue/Complete the Impacts Rubric. Find ways to make this more available to students and student friendly. Continue along same lines with other units.

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3 Next Steps:
1.) Try critical thinking activities in other content areas .
2.) Rely less on student writing to show it...if we're going to assess it in written form, do a lot more conversation first to talk through using the language.
3.) Look at our existing rubrics to see what else we can adapt to incorporate the impacts.

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Build on rubrics
Adapt the format to other provocations
Gather the data for each student on a separate paper

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1. Use technology like Seesaw to record student thinking and justify their thoughts.
2. Minimize what we are looking for in the one assessment.
3. Use across a variety of engagements throughout the unit in order to be able to break it down

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1) Clarify statements of meaning
2) we could provide exemplars of each descriptive
3) Front loading of targeted Impact

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-Identify the impact criteria at the top of each assessment.
-try to identify places in th 9-10 where each impact could be assessed
-have the impacts integrated throughout the process

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1. Review
each unit within department subjects to see which impacts fit best and where, (not just which to cover).

2. Organize better across whole Social Studies curriculum to make sure best fits, and good coverage of impacts are present.

3. More front-loading of impacts before unit begins, well before assessment attempt is made, and use the terminology more consistently to accomplish this.

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- frontload the impacts being assessed
-share student work after completion
-add critical friends process to the project
- need extensions or twists for the students who complete the assignment/project easily

# data[].attributes.body
1. Front-load impact(s) to be assessed .
2. Develop relevant rubrics with descriptors that are in student-friendly language.
3. Involve students in the assessment process.

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Identify the 3 next steps that your team has prioritized