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Is there a way that the district could make a statement to admin that chrome book access should be required for our classes except during testing or something? Maybe use the argument that for the best access to the curriculum and academic content, we need students to have consistent access across the district during music classes?

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Can students work together on group projects using multiple devices (like a Google Doc)?

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Can you give us a brief history of Quaver (e.g., who created it, when it launched, how many districts are using it around the country/world, etc.)?

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Are there any specific lessons for students with adaptive needs - Mid/ mod to highly affected needs.

on that same idea, what supports are there for students with learning disabilities, IE - Dyslexia (Font, background color) Autism...

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for Roy or Amy,

If we have a class set of chrome books for the music room that all our students use, will they still be able to access Quaver independantly?

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I'm super excited to use the D20 feature, is it possible to edit the number? I have classes with 25 students

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I believe this is an Amy/Roy comment, but I did not want to write it on a sticky note :)

In regards to CLOs in the DPS Quaver Curriculum:

I think that it is important to make sure that there is a use of language activity in every lesson for the DPS curriculum, as well as a CLO that is aligned with that in the Objective/Vocab section. If we want to give ALL our students a quality education in EVERY school, then we need to make sure that new, new to DPS, part-time, or teachers with less than ideal planning times, and really all teachers, have as many tools as possible.

The purpose of having a curriculum is that it supports quality student learning and teacher efficiency. It also ensures similar instruction for all students in DPS. By allowing teachers to worry less about creating LEAP acceptable CLOs for every lesson, they can focus on adapting it for their students, adding culturally reflective material for their students and more.

It is more inclusive to use universal language expectations across the district that can then be supplemented with teacher know-how for specific schools. It is easier for teachers who might have to add additional supports for ELs and students with disabilities. (Which is probably all of us)

I believe that since you have all the music teachers for all of these days of training, it would be a great opportunity to have each of us take 1-2 lessons and create CLOs for them, while we are still getting paid. This would take the weight off of Amy and Roy from having to do it all. Regardless of how you decided to implement this, I believe that it should be given more priority than what has been mentioned and show so far.

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Yesterday, we touched on changing a rhythm syllable style (for example from ta, ti-ti to takadimi) - how can you do that in a lesson?

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Is it possible to get the pre-K curriculum?

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If certain resources are removed to better align with DPS cultural beliefs, will other resources that fit be created and put into place so that we can share a similar experience with our students? Ex if a scarf dance from Beethoven is removed, would a scarf dance from Lin Manuel Miranda be created in its place?

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Can we use MIDI controllers with the keyboard widget? Or with the melody creator, arranger, etc?

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Any plans for the pBuzz?

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What are the district rules around using Spanish for our ELA-S classes? Should we always be using side-by-side mode since we are supposed to be their English Immersion section of the day?

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What is the difference between the Quaver and the district views? Is it the trajectory or are the lessons different?

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With regard to printing. Can DPS Music communicate to Principals that curricular resources may need to be printed in Color. Our access to color printing is very limited by our administration.

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I have an old school projector in my classroom. Would you recommend using a smart board instead?

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Is there a way to open new activities in Quaver without opening a new tab? Is that my browser setting or is it a quaver setting?

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Can we use the Spanish/English on activities like the Boom Circle?

Can we print out slides so that our students with IEPs or visual impairments can have a closer copy? Or otherwise provide it for them?

What visuals can we add to slides to support behavior (such as kids sitting or the like?)

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Can we set up a separate login for substitute teachers?