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I think moving all 9th and varsity sports to respective periods was a good move. 

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I think moving all 9th and varsity sports to respective periods was a good move. 

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Overall most class sizes were good, students "loaded" in the 80% range

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Overall most class sizes were good, students "loaded" in the 80% range

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I feel that moving 6th period to have afternoon conference really assisted with transition for those teachers traveling for sports.  It helped for those teachers to not have to be absent for their students. 

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I feel that moving 6th period to have afternoon conference really assisted with transition for those teachers traveling for sports.  It helped for those teachers to not have to be absent for their students. 

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strategic placement of high-leverage/ at-risk courses like intervention reading, math.  

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strategic placement of high-leverage/ at-risk courses like intervention reading, math.  

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not too many classes full where students couldn't get in

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not too many classes full where students couldn't get in

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How can we create more balanced GL courses w. more balanced student composition

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How can we create more balanced GL courses w. more balanced student composition

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How can be very clear with when schedule changes happen/don't happen?

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How can be very clear with when schedule changes happen/don't happen?

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All departments need a common planning period.

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All departments need a common planning period.

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Have we ever considered common GL planning periods instead of department-specific planing periods?

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Have we ever considered common GL planning periods instead of department-specific planing periods?

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Can we create a window of time for students who are in GL to move up to Pre-AP/AP, just like then can to move down?

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Can we create a window of time for students who are in GL to move up to Pre-AP/AP, just like then can to move down?

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Can we be clear on deadlines for class decisions?

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Can we be clear on deadlines for class decisions?

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Can we make sure parents/staff realize some schedule changes are not really just a level change but a content area change and should not be allowed after a certain point (i.e. Precal to stats)

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Can we make sure parents/staff realize some schedule changes are not really just a level change but a content area change and should not be allowed after a certain point (i.e. Precal to stats)

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Having some AP/GT classes at such larger numbers (30-34)and then others at 19-20. I realize it is unavoidable but something we could look at. 

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Having some AP/GT classes at such larger numbers (30-34)and then others at 19-20. I realize it is unavoidable but something we could look at. 

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SE classes taken by the same group of students conflicting with each another

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SE classes taken by the same group of students conflicting with each another

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Some teachers seem to not have a "full" load. They seem to being used as fillers? Maybe we can have better use of the individuals? Maybe co-teach?

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Some teachers seem to not have a "full" load. They seem to being used as fillers? Maybe we can have better use of the individuals? Maybe co-teach?

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Could we make sure no teacher travels between the JS and HS campus

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Could we make sure no teacher travels between the JS and HS campus

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support for our special populations is an area to improve upon in a variety of ways... scheduling into smaller sections, providing in-class support in math and English (and even other areas!), training GE staff how to effectively accommodate and modify, etc

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support for our special populations is an area to improve upon in a variety of ways... scheduling into smaller sections, providing in-class support in math and English (and even other areas!), training GE staff how to effectively accommodate and modify, etc

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Should all teachers teach some upper level and GL classes

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Should all teachers teach some upper level and GL classes

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Consider DC having a different period than 7th

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Consider DC having a different period than 7th

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How come some classes were allowed to make at only 11 students?

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How come some classes were allowed to make at only 11 students?

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no separate GT sections-- blend GT w. PAP (direct recommendation from my dept's PAP teachers-- are already mixed at AP-level)

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no separate GT sections-- blend GT w. PAP (direct recommendation from my dept's PAP teachers-- are already mixed at AP-level)