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I am wondering about the State tests and Regents exams. I would like to know if the tests will include questions only on the priority standards. Students have enough anxiety around the Regents as is.

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I think having the priorities laid out can aid the teachers in diving deeper in the rigorous lessons and focus on grade level content, rather than trying to cover all "missed" concepts.

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I think the main point of this upcoming year is that we have to be flexible and understand that what we have typically done in previous years, is 99.9999% not what we are going to be doing this year.

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Something that sticks for me, is the fact that we can incorporate previous standards/skills while teaching on level skills. We will be focused on grade level skills.

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The need to provide underlying concepts while focusing on the priority standards. example, using area problems when working on solving 2 step equations and defining variables.

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Unfinished learning is inevitable. As educators, we have to take it slow and address class wide and individual student gaps.

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Sticky: Helpful clarification here on grade-level learning targets -- and when/if to review and scaffold for foundational skill deficiencies. Also, some helpful tips here from participants.

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We all have so many similar concerns about addressing individual needs and assessments. We are all constantly changing what we are doing to best meet needs and address gaps in learning.

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Teachers are going into the upcoming school year that

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In review of Grade 7 Priority Learning Standards with Next Generation Standards, Some priority standards have been removed. Will these still show up on the NYS Math Exam? 

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In review of Grade 7 Priority Learning Standards with Next Generation Standards, Some priority standards have been removed. Will these still show up on the NYS Math Exam? 

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Something that definitely sticks for me is the idea that we are not entering this school with the mindset of "I have to fill in all of the gaps before I start the curriculum". The idea of sticking to grade level content and prioritizing standards does ease some of my fears for September.

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Lots of group work and preparation will be required this year to address learning loss and the priority standards. Now, more than ever, we will need to collaborate with our colleagues.

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DOE recommends that we give a formative assessment to check what knowledge students are coming in with. But yesterday's learning document explicitly said not to do that (#5 of unfinished learning: avoid misuse of testing).

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We definitely need to prioritize the concepts and skills.

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We definitely need to prioritize the concepts and skills.

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What's sticking for me is that there are certain standards that the state would like us to focus the most on and that we need flexibility in order to do so. 

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What's sticking for me is that there are certain standards that the state would like us to focus the most on and that we need flexibility in order to do so. 

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This year is going to be challenging for all of us, teachers and students as well. Unfinished learning can be overcome using different strategies for all learners. Patience is a virtue and we are going to need a great deal of it.

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We should maximize our time to providing grade level and priority standard instruction rather than trying to catch up students. This can be accomplished with scaffolds and small groups.

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I hope my grade team and administration agree with all this.  I'm on board, so I hope we all are.

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What is sticking for me is that we need to learn how to incorporate the things that our students need and are not a priority with the priority standards.

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I feel what is concerning me as a a challenge is being effective as a teacher. Under these crazy conditions and with all this covid slide happening, how can I be sure I am still an effective teacher and reaching my students where they are? That scares me lol.

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It's impossible to get to all things, focus on depth of content and why it is being taught

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It's impossible to get to all things, focus on depth of content and why it is being taught

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Knowing what the state test will look like this year and knowing it will be a challenging year.  Anxiety over making sure students succeed this year

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Knowing what the state test will look like this year and knowing it will be a challenging year.  Anxiety over making sure students succeed this year

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There are standards that are considered a priority but that does not mean to abandon other grade level standards.

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What are the long term effect of setting priority learning standards as oppose to teaching the concepts needed in a given grade.
Additionally, if a teacher and the admin are not on the same page about this, what could this conflict mean for teacher evaluations?

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This is going to be a challenging year but with teacher collaboration and the understanding of these priority standards I think we will be successful in teaching these students and closing the gap

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I definitely will make more of an effort this year to focus on the priority learning standards for mathematics. If it's not a priority, I will save it for the end of the school year after I finish teaching all of the prioritized standards :)

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I definitely will make more of an effort this year to focus on the priority learning standards for mathematics. If it's not a priority, I will save it for the end of the school year after I finish teaching all of the prioritized standards :)

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Solving many similar problems as possible during the class time. Students must have all of them written nicely into their notebooks. Homework should be assigned every day.

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All students will be coming on different levels. We need to be mindful of our lessons and differentiate our lessons to reach all students

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High School students, we should not assume that students have a strong foundational sense of how to work with numbers and math principles. Many only know how to make the calculators work and give them the answers needed.

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Despite there being guidance on priority standards, teachers will have to be intentional and purposeful about ways to include concepts and skills that will still be necessary in future work.

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We really need to get to know our students socially and academically to help them succeed this year.

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Something challenging for me is the execution of grade level teaching and unfinished learning. I am wondering how it would look in the classroom.

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It is challenging to keep up with grade level standards when students have a lot gaps in their learning and we have limited time.

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What is mostly sticking with me is that depth and embedded pre-requisite skills through rich grade-level content is what will best address "unfinished learning."

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Slowing down and prioritizing will be important. Focus on what the students need.

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Slowing down and prioritizing will be important. Focus on what the students need.

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How on earth we're going to accomplish it all 

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How on earth we're going to accomplish it all 

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Principle #2 Focus on the depth of instruction, not on the pace.

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Since the curriculum map will be out. How long will it take to fill in the gap of unfinished learning in order to proceed into level-grade learning?

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There might be challenges as to what content area we may need to prioritize.

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How will this all come into play when we are actually in the classroom? We all know things change constantly 😩

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Will the unfinished learning be so bad that we can't even jump into grade-level standards?

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How do we successfully focus on the skills, and include culturally responsive learning?

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How do we successfully focus on the skills, and include culturally responsive learning?

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How to find the time and organization of the class to address all of the gaps and needed prior knowledge students will need to understand grade level content

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One thing that sticks for me is that when we come back this coming schoolyear, the teachers' priority should not be filling in the gaps but focusing creating rich instruction addressing the Priority Key Standards

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I'm nervous about the students I will get this year. I'm sure they will all be at different levels of learning when they come in, and it might be tough to address everyone's needs.

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Focus on current level and what must be taught. Do alot more scaffolding and small group.

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Knowing that there will be state assessments and iReady diagnostic assessments to measure growth  and admin pushing for the numbers will be a challenge.  The focus should be on the student needs, not on the numbers the school needs to be successful. The politics of education is still something we will be battling.

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I think a main challenge will be to still successfully prepare students for the state tests, while still focusing on the prioritized standards.

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I think a main challenge will be to still successfully prepare students for the state tests, while still focusing on the prioritized standards.

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To really focus on creating rich and compressive instruction based on priority standards rather than trying to hit all of the standards.

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Grade 7 Math: Since there are less priority standards, how much emphasis and depth will be placed on the priority standards that we have to cover? Will the required text that we are using cover what students need for the NYS Math exam?

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Grade 7 Math: Since there are less priority standards, how much emphasis and depth will be placed on the priority standards that we have to cover? Will the required text that we are using cover what students need for the NYS Math exam?

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Assessments

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what's sticking is we really will have to know our students strength and weaknesses and realize that there are skills that are a priority and others not so much  

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what's sticking is we really will have to know our students strength and weaknesses and realize that there are skills that are a priority and others not so much  

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Small groups and remediation within the priority standards

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Small groups and remediation within the priority standards

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Find the continuum

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Making sure to pick up where the students left off and prioritize what is really important.

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Making sure to pick up where the students left off and prioritize what is really important.

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Focusing on the in depth learning of the priority standards. Using collaboration and discussion to encourage all learners across all  levels. Filling the gaps using just in time teaching.

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Addressing the needs of all learners when the gaps are going to be more wide-spread this year than ever before. I don't want to leave anyone behind, or stifle anyone's growth...

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What is slippery is finding time to make it all happen.

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I'm very happy that I can focus on the key mathematical concepts that will extend into the future: multiplication/division and fractions. And I feel we will still have time for measurement and geometry.

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If my school will take into consideration that time is needed to get this done, and to cut back on unnecessary work that will not be helpful to the students.

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Getting administration on board with pacing of the priority standards

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Will we continue to ignore that many student fail to acquire "math sense" and have been taught to rely on the scientific calculator ?
Therefore in real life they can perform little to no basic math operations.

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How can we leverage student background knowledge without accessing in the beginning of the school year?

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Navigating collaboration between all teachers involved, example ELL and SPED, in what will definitely involve complex and intentional planning.

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I'm wondering what will this look like this the classroom.

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We are expected to finish teaching all these priory standards at least before the State Exam. 

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We are expected to finish teaching all these priory standards at least before the State Exam. 

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The preparation that is needed this year to address all needs.

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Admin support and understanding, often the agendas don't align

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Admin support and understanding, often the agendas don't align

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Range (multiple grade levels) of unfinished learning

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Range (multiple grade levels) of unfinished learning

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The most challenging is not allowing the standards tests to effect the students true academic capabilities to achieve their academic successes. 

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The most challenging is not allowing the standards tests to effect the students true academic capabilities to achieve their academic successes. 

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Some students may have very little knowledge from the prior grade. 

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Some students may have very little knowledge from the prior grade. 

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Something that is still challenging for me is the idea that there will be students who are entering my fourth grade classroom with very little third grade education. How can I fill in the gaps while teaching content when the gaps may be larger than anticipated.

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Wondering how we are going to assist our lowest level students and our special education students.

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Wondering how we are going to assist our lowest level students and our special education students.

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Finding the time to create tools and assess student work to best support them.

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Hopefully, the DOE removes the concepts they didn't prioritize from the State Test.

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Timing and addressing the challenges of individual students will be very overwhelming.

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Closing up the gap!

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Differentiating our instructions to meets these standards. 

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Differentiating our instructions to meets these standards. 

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Filling in those gaps!

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State tests.

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The classroom reality and challenges of differentiating lessons/instruction to address gaps.

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The classroom reality and challenges of differentiating lessons/instruction to address gaps.

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How much time is enough time to be spending on a priority standard?

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Differentiating and really meeting the needs of all students and all of their different learning levels

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Collaborative work between teachers in the coming schoolyear might be difficult since teachers teaching the same classes would have different mindsets on the Priority Key Standards and on Testing/Meaningful Feedback on Assignments

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How much time will be devoted to school-wide reflection about our collective progress toward helping students meet these learning standards?

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Challenging: The role push in/ pull out services and how they will support in closing the gaps

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Challenging: The role push in/ pull out services and how they will support in closing the gaps

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It will be important to be well-planned while also remaining flexible.