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As information is rapidly coming our way, how do we efficiently and effectively ensure that we are staying in alignment with our directional system? (It can be overwhelming! :))

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Where does Special Education fall in a Master Schedule at. Middle School?

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How do we resume the momentum in a meaningful way, keeping student engagement at the core (and removing "glitchy" from our vocabulary forevermore)?

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How will the future of education look different now that schools have been operating via remote learning and on-line instruction? Will the "traditional teacher" become a blend of face to face remote learning?

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How do we effectively combine our school vision as "A definition of success" with the district vision and mission?

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What will learning look like in the future after COVID. Things should look different I suppose

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In a time of Covid it has been harder than ever to align the district vision with the staff vision of best practices in new modalities.

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As we deal with the challenges of this year, how can we keep our design teams engaged to motivate their teams that they work with ?

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Best ways to develop and communicate vision?

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How does the team arrive at a consensus when developing the school's belief?

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Are we using our directional system in any matrix that we use to make decisions?

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What's the best way to keep this in front of staff as they make decisions that ultimately effect the organization daily?

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The process to ensure engagement for students in the current climate.

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How can I ensure that my school design team, when leading in their respective grade levels, are consistently making instructional decision based on the design framework?

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How do we continue our our work in a meaningful way and bring everyone along with all of the transitions and changes taking place?😊

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In making our decisions about how we do school during the pandemic, how can we continue to keep student engagement at the number one priority?

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In making our decisions about how we do school during the pandemic, how can we continue to keep student engagement at the number one priority?

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How do we keep our teams focused on designing engaging lessons in the midst of everything else that

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Keeping student engagement at the core/focus of our work, regardless of the model of instruction we are in.  Currently - How do we take our design work and modify it to fit the hybrid model of instruction?
At home and virtual learning work provides us with an opportunity to connect student work and PoG's - Ways to increase this?

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How do we make our vision and beliefs "visible" so that they drive decision making?

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Challenge of getting all staff to buy-in to the district/school vision/mission.

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Best ways to involve community, staff, and parents while also aligning with mission of district and being developmentally app. with age group of students.

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How do we foster a sense of flexibility without frustration as we alter and adjust our goals to reflect the current situation in education?

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In a time of uncertainty , how do we continue to increase capacity with staff and community partnerships

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How can  the Building Design Team best support staff as they work to plan and deliver instruction within the Hybrid Model?

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How do we keep the beliefs and vision of the school with virtual learning?

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How do we ensure support for students with social emotional needs?

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How do we maintain our path and focus on our work with our teams amid the new challenges that seem to be causing all of us to spend much of our time focusing on?

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How do we update our directional system without changing its integrity?

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What will learning look look beyond COVID?

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How do we maximize our resources while doing school in a pandemic?

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How does one keep the focus on our core business in the midst of this landscape?  Really Trying

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OF ECC Design Team Actions to Support Culture & Systems, 2020-21

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OF ECC Design Team Actions to Support Culture & Systems, 2020-21

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Preschool & kindergarten

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ECC Design Team Actions to support Culture and Systems 2020-2021

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We are looking at how we can create more authentic assessments in our school. We feel that assessments are driving a lot of what we do in the classroom. We would like to look at the format of some of the assessments and see if we can adjust some to formats that better match our hands on curriculum. We plan to start this work by creating a list of assessments we are currently using, identify their purpose and then work together to determine if the format of the assessment can be adapted to better match the style of the curriculum.

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Our focus will be building culture and structure by having teachers teach teachers in using technology. We are going to use our collaboration time to create mini-breakout sessions on various technology tools and tips to help facilitate synchronous and asynchronous learning.

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Focus on decision making framework.
Teachers have loads of resources to share.
We need to follow 1 team, 1 direction.
Traditions matter and we need to protect those.

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The group met to discuss how we improve our systems and culture of remote learning. We are currently f2f but know we will pivot at anytime. We want to make sure we improve the connections with our students, designing engagement with online instruction.

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Discussed what's working and what is engaging for students f2f, virtually and asynchronous. Discussed how to give teachers more opportunities to share ideas with each other.

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Desired outcome- High levels of student enagement.  We will continue the work of designing with the 10 design qualities.  Grade level teams are breaking apart current designs to fit the hybrid model of instruction and looking for opportunities to embed additional design qualities.  Teachers will use the small groups as an opportunity to obtain evidence of engagement from students.

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We will be meeting to discuss how to further develop our belief statements and vision as a staff. We will also discuss ways to share high engagement strategies and ideas with the staff in a nonthreatening nor overwhelming way. Teachers will use self assessment tools to better see the impact of their teaching and student learning.

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Our faculty meeting on December 9th will remind us about the critical nature of relationships...with each other and with our learners. Both videos will be included.

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What steps can be taken to regroup the organization during these times of uncertainty and what is perceived to be daily survival? The movement and direction we were headed seems to have taken steps back and we are seeing many revert back to old habits (mainly out of comfort), so how can we refocus and motivate all (Ss, Ts, etc).

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Although we are still building our design team and finding leaders that will help lead, we have identified some items that need immediate attention. Through feedback forms we are organizing small staff breakout sessions to discuss how we can support one another in order to reengage our students and even members of the staff. All of this work is help support a culture where our students are at the center and each member within the organization is striving to be their best version.

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Our Design Team continues to grow and develop through our daily 'work'. Our focus more than ever has been on designing engaging lessons knowing that many students are challenged internally to motivate themselves to engage independently on many virtual days that requires self-directed work. Having relationships with your students and families is vital to designing, guiding and supporting them. As a staff we had discussions early on how important it was to continue our work through these different and trying times. Teachers will tell you that they have never worked harder. This period in time will strengthen our teachers, their mindset and their ability to continue the work moving forward. We will continue to use our staff meetings as a venue for our PLC to engage in the work collectively.

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Designing engaging work in a virtual environment has alone become quite the challenge this year. We continue to work through this, in the midst of ever-changing landscapes. We've truly been emphasizing the Growth Mindset daily with all staff and students, because this is truly the time for it. Teachers have been utilizing Google Meet and Classroom to lead instruction with children, and the new Breakout Room feature has allowed for more interaction between students. More teachers are utilizing this feature, and we plan to continue to grow through this. Teachers are definitely becoming tech whizzes this year!

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We have had a small, yet mighty, team of teachers on our Design Team at Birch Primary. Through this work they have planned for and taught small cohorts of teachers during after-school sessions and during staff meetings. Teachers involved in the learning have shared results of their work they have accomplished with their students and how this work has improved overall student engagement and academic progress. It is the goal of the Design Team that as teachers continue to see the benefit to students through this work, that our Design Team will continue to grow.

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Our focus has been transforming culture that is student centered and creating lessons that are engaging. We are still in the development stage, but we have created teacher leading teacher sessions.

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Hands down this group was informative and willing to share. We each shared the work that we've worked on since we last left in September. From student engagement checks on lessons to technology to creating culturally relevant lessons during the period of social unrest in the country

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Content and Substance ({Power and Essential Standards)
Evidence of Learning
Protection from Adverse Conditions becomes more universal in classrooms.

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relationship building through remote settings is a large goal for each of us.

Additionally setting goals within each building as it fits with district goals with the mindset of student engagement

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Surveys and feedback (student choice)
Teacher-Student and St-St work. (Affiliation)
Use of Emojis to help identify how kids are feeling, using for attendance, etc. (Protection From Adverse Consequences)

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Teacher teams were doing a good job of taking on leadership roles before COVID hit. Teachers have been trying to incorporate the Design Qualities as they plan for remote learning. Some topics do not transition to remote learning as well as others.

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Michael shared with us that his design team is working with individual teachers weekly.  This happens during their Wed. Hybrid collaboration time.  The design team provides a weekly report.  Their work is to increase student engagement.

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Michael shared with us that his design team is working with individual teachers weekly.  This happens during their Wed. Hybrid collaboration time.  The design team provides a weekly report.  Their work is to increase student engagement.

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How can we increase student engagement online?

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How can we increase student engagement online?

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The balance is really difficult because teachers are juggling online, face-to-face, and hybrid learning

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The balance is really difficult because teachers are juggling online, face-to-face, and hybrid learning

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There was a consensus that design teams consisted mainly BLT members. However, each district added (younger, newer teachers) to the team and it's been awesome. They have so many ideas, and they are open to try new things.

The group also agreed that it's been hard to meet as a true design team with so much much going on with Covid. Some districts are Hybrid and other are fully remote so the Design team work has not taking off like we would like.

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It is vital to include all grade levels when working through engaging students. Teachers must be included when making decisions and shaping where the Schlechty work is headed.

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The Building Design Team should be representative of the building (grade levels, content areas).  Focus on the strengths of the teachers, and those who want to lead and communicate about the work.  The principal sets the conditions, and the Building Design Team leads.
Keeping a focus on how we measure the success- utilizing the data to inform our design.

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Design team has implemented survey's with staff, family and students to gather input for planning.

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Design team has implemented survey's with staff, family and students to gather input for planning.

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Design team used survey from staff to implement a PD day that included breakout rooms to support different needs from designing work for in-person as well as remote work.

Design team began a book study based on the work done by the team last year, to incorporate the staff in Inquiry Based instruction to support critical thinking. The team is leading this work. We are now at the point of using this knowledge to design work that has embedded inquiry in each unit to support engaging work in both frameworks (remote/in-person).

Moving forward, the Design Team is working on planning for the second half of the year and how/when they will deliver PD/support to staff given our limited availability of time for staff training and meetings. Staff will be given a mid-year survey to help the Design Team plan.

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Olmsted Falls Intermediate School 12/03/2020

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Olmsted Falls Intermediate School 12/03/2020

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Which system will frame the work you are creating for your team?

Directional: defining, developing, and sharing beliefs, vision, mission

Knowledge Development and Transmission: developing knowledge and understanding necessary for acting on the stated beliefs and pursuing the vision of those beliefs in action

Recruitment and Induction: influencing the beliefs of the team together and individually to align with the school’s direction

Big Idea:
Building Design Team will focus on "Organization of Knowledge"
- Where is the knowledge located?
- What resources, strategies, and materials might I use to make the concepts and skills understandable?
- What media and presentation formats would appeal to this particular group of students?
- How might all students access this knowledge?
- How might I use an interdisciplinary approach in the work?

How can we best organize a Google Classroom?

How can we best structure the Online Learning Approach?

How can we best structure the Hybrid Learning Approach?

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12/3/20
Directional System:  The Knowledge Development and Transmission and Recruitment and Induction systems will frame the work our Building Design Team is creating.

Between now and February, our Building Design Team will focus on Organization of Knowledge:
-Where is the knowledge located:
-What resource, strategies and materials might I use to make the concepts and skills understandable?
-What media and presentation formats would appeal to this partciular group of participants?
-How migth all participants access this knowledge?
-How might I connect this work to other areas of importance?
-How can we best organize resources and learning in Google Classroom?
-How can we best organize resources and learning in the Hybrid Model?
-How can we best organize information in a Full Remote model?
-Continued focus on getting to know and making connections with our students - SPEC Sheet - We will also focus on what we know about our students and how we will continue to connect with our students.

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The ECC Design Team is focusing on Knowledge, Development and Transmission for 2020-2021.