# data[].attributes.body
For 2021-2022, will devices be 1:1 at grade 2? What about at 4k-grade 1?
Will devices go home with students?

# data[].attributes.body
https://dpi.wi.gov/sspw/mental-health/social-emotional-learning/build-your-sel-expertise

# data[].attributes.body
https://dpi.wi.gov/sspw/mental-health/social-emotional-learning

# data[].attributes.body
from CASEL

# data[].attributes.body
Google Forms, Google Sheets, walking around with a seating chart and making notes

Giving students ownership of the data through their personal Google Sheets, binders of their notes, keeping track of their iReady lesson scores

Jane Pollock--give feedback within 48 hours or it's hard to change the students' thinking

Dry erase boards in middle school math are essential.

We are looking forward to getting back to being able to have groups to formatively assess and give feedback immediately.

# data[].attributes.attachment_link.keywords[]
checking for understanding: formative assessment techniques for your classroom (professional development)

# data[].attributes.attachment_link.keywords[]
association for supervision & curriculum development

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / general

# data[].attributes.attachment_link.keywords[]
foreign language study / english as a second language

# data[].attributes.attachment_link.keywords[]
language arts & disciplines / study & teaching

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / general

# data[].attributes.attachment_link.keywords[]
foreign language study / english as a second language

# data[].attributes.attachment_link.keywords[]
language arts & disciplines / study & teaching

# data[].attributes.attachment_link.title
Checking for Understanding: Formative Assessment Techniques for Your Classroom (Professional Development)

# data[].attributes.attachment_link.description
Checking for Understanding: Formative Assessment Techniques for Your Classroom (Professional Development) [Fisher, Douglas, Frey, Nancy] on Amazon.com. *FREE* shipping on qualifying offers. Checking for Understanding: Formative Assessment Techniques for Your Classroom (Professional Development)

# data[].attributes.body
EdPuzzle is a great tool for monitoring whether students have actually watched the videos.

There are mixed reviews on parent/teacher conferences. Some teachers and parents appreciated the flexibility of it being online, and others preferred the in-person.

Having all of our videos recorded is a huge asset for the future!

Teachers appreciated the flexibility of having the option to complete certain parts of inservice virtually.

Having staff meetings virtually seemed to go well. It made the meetings go faster.

Sub plans went well because we could record a video of our directions. Sub plans for the specials teachers were difficult because of all the moving around.

Fox River math teachers used a calendar with the learning goals, homework, etc. It worked well for students that were absent. They had a Google Slides with all of the previous weeks' calendars as well.

# data[].attributes.body
Group role cards. Use or toss https://docs.google.com/document/d/1COxGN6x8AIzPDvWs7uW1gq2QQsZ6H3iiuh4ZJ0BfjQs/edit?usp=sharing

cal: https://docs.google.com/document/d/1P_ItuFjmqRHZ3KWxAvS6ajeIMoRTHiAn3SzQz4txYzU/edit?usp=sharing

# data[].attributes.attachment_link.provider_name
Wisconsin Department of Public Instruction

# data[].attributes.attachment_link.readable_text
Adult Social and Emotional Skills

What's your emotional style? Understand how your emotions effect your well-being and relationships with others. A self-assessment from Dr. Richard Davidson, the Center for Healthy Minds, University of Wisconsin-Madison.

Personal Assessment and Reflection - SEL Competencies for School Leaders, Staff, and Adults
This Personal Assessment and Reflection - SEL Competencies for School Leaders, Staff, and Adults tool, from CASEL, is designed to help schoolwide SEL leaders to assess and understand their own levels of social and emotional competence.

Meyers, D. C., Gil, L., Cross, R., Keister, S., Domitrovich, C. E., & Weissberg, R. P. (2015). CASEL guide for schoolwide social and emotional learning. Chicago, IL: CASEL.

This tool was adapted from Goleman, D., Boyatzis, R., & McKee, A. (2013).Primal leadership: Unleashing the power of emotional intelligence(pp. 253-256). Harvard Business Press.

# data[].attributes.attachment_link.description
What's your emotional style? Understand how your emotions effect your well-being and relationships with others. A self-assessment from Dr. Richard Davidson, the Center for Healthy Minds, University of Wisconsin-Madison.

# data[].attributes.body
Glad to have time set aside just to clean up and organize my drive! Plus, I learned new creative tips! Thanks Laura!

# data[].attributes.body
There are some great shares on this site: https://learn-grow-blossom.com/105-morning-meeting-sharing-ideas/

Sharing ideas:  Tell about someone's special you spent time with;  A way you like to relax;  Something that makes you feel peaceful;

https://docs.google.com/presentation/d/14VbyzxOl-LNSgzkEGUJ0W56b25CNNCIixnxaKwlVf1U/edit?usp=sharing

Here are the cards I shared about earlier: https://drive.google.com/drive/folders/17zG_VWqxOLUkKfw4Bb7H3IQkJ55MClyB?usp=sharing

When we had PBIS issues arise (recess problems, etc) I would pose it as  discussion and the class did a great job of brainstorming solutions and different ways to react to situations.  They would also talk about taking time to interpret how the other person might be feeling in that situation.

Try a fun fact for the day!
Weird, but true facts
current events
Mystery Doug
Esti mysteries

# data[].attributes.body
Interactive Chart

# data[].attributes.attachment_link.readable_text
Foster knowledge, skills, and attitudes across five areas of social and emotional competence;

Establish equitable learning environments and coordinate practices across four key settings that support students' social, emotional, and academic development.

Download more information on the framework (available in and Spanish).

Use our reflection protocol to facilitate a discussion on implementation efforts in your school, district, or other setting.

Read more about the 2020 update to our framework, which highlighted the potential of SEL in promoting educational equity and excellence.

Back to top

Communities

Communities. Community partners often provide safe and developmentally rich settings for learning and development, have deep understanding of community needs and assets, are seen as trusted partners by families and students, and have connections to additional supports and services that school and families need. Community programs also offer opportunities for young people to practice their social and emotional skills in settings that are both personally relevant and can open opportunities for their future. To integrate SEL efforts across the school day and out-of-school time, school staff and community partners should align on common language and coordinate strategies and communication around SEL-related efforts and initiatives.
Learn more: CASEL Guide to Schoolwide SEL - Community Partnerships

Families & Caregivers

Families & Caregivers. When schools and families form authentic partnerships, they can build strong connections that reinforce students' social and emotional development. Families and caregivers are children's first teachers, and bring deep expertise about their development, experiences, culture, and learning needs. These insights and perspectives are critical to informing, supporting, and sustaining SEL efforts. Research suggests that evidence-based SEL programs are more effective when they extend into the home, and families are far more likely to form partnerships with schools when their schools' norms, values, and cultural representations reflect their own experiences. Schools need inclusive decision-making processes that ensure that families-particularly those from historically marginalized groups-are part of planning, implementing, and continuously improving SEL.

Schools can also create other avenues for family partnership that may include creating ongoing two-way communication with families, helping caregivers understand child development, helping teachers understand family backgrounds and cultures, providing opportunities for families to volunteer in schools, extending learning activities and discussions into homes, and coordinating family services with community partners. These efforts should engage families in understanding, experiencing, informing, and supporting the social and emotional development of their students.
Learn more: CASEL Guide to Schoolwide SEL - Family Partnerships

Schools

Schools. Effectively integrating SEL schoolwide involves ongoing planning, implementation, evaluation, and continuous improvement by all members of the school community. SEL efforts both contribute to and depend upon a school climate where all students and adults feel respected, supported, and engaged.

Because the school setting includes many contexts-classrooms, hallways, cafeteria, playground, bus-fostering a healthy school climate and culture requires active engagement from all adults and students. A strong school culture is rooted in students' sense of belonging, with evidence that suggests that it plays a crucial role in students' engagement. SEL also offers an opportunity to enhance existing systems of student support by integrating SEL goals and practices with universal, targeted, and intensive academic and behavioral supports. By coordinating and building upon SEL practices and programs, schools can create an environment that infuses SEL into every part of students' educational experience and promotes positive social, emotional, and academic outcomes for all students.
Learn more: CASEL Guide to Schoolwide SEL

Classrooms

Classrooms. Research has shown that social and emotional competence can be enhanced using a variety of classroom-based approaches such as: (a) explicit instruction through which social and emotional skills and attitudes are taught and practiced in developmentally, contextually, and culturally responsive ways; (b) teaching practices such as cooperative learning and project-based learning; and (c) integration of SEL and academic curriculum such as language arts, math, science, social studies, health, and performing arts. High-quality SEL instruction has four elements represented by the acronym SAFE: Sequenced - following a coordinated set of training approaches to foster the development of competencies; Active - emphasizing active forms of learning to help students practice and master new skills; Focused - implementing curriculum that intentionally emphasizes the development of SEL competencies; and Explicit - defining and targeting specific skills, attitudes, and knowledge.

SEL instruction is carried out most effectively in nurturing, safe environments characterized by positive, caring relationships among students and teachers. To facilitate age-appropriate and culturally responsive instruction, adults must understand and appreciate the unique strengths and needs of each student and support students' identities. When adults incorporate students' personal experiences and cultural backgrounds and seek their input, they create an inclusive classroom environment where students are partners in the educational process, elevating their own agency. Strong relationships between adults and students can facilitate co-learning, foster student and adult growth, and generate collaborative solutions to shared concerns.
Learn more: CASEL Guide to Effective SEL Programs

Self-Awareness

Self-awareness: The abilities to understand one's own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one's strengths and limitations with a well-grounded sense of confidence and purpose.

Such as:

Integrating personal and social identities

Identifying personal, cultural, and linguistic assets

Identifying one's emotions

Demonstrating honesty and integrity

Linking feelings, values, and thoughts

Examining prejudices and biases

Experiencing self-efficacy

Having a growth mindset

Developing interests and a sense of purpose

Check out this video from PBS Learning Media for more information.

Self-Management

Self-management: The abilities to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.

Such as:

Managing one's emotions

Identifying and using stress management strategies

Exhibiting self-discipline and self-motivation

Setting personal and collective goals

Using planning and organizational skills

Showing the courage to take initiative

Demonstrating personal and collective agency

Check out this video from PBS Learning Media for more information.

Social Awareness

Social awareness: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.

Such as:

Taking others' perspectives

Recognizing strengths in others

Demonstrating empathy and compassion

Showing concern for the feelings of others

Understanding and expressing gratitude

Identifying diverse social norms, including unjust ones

Recognizing situational demands and opportunities

Understanding the influences of organizations and systems on behavior

Check out this video from PBS Learning Media for more information.

Responsible Decision-Making

Responsible decision-making: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.

Such as:

Demonstrating curiosity and open-mindedness

Learning how to make a reasoned judgment after analyzing information, data, and facts

Identifying solutions for personal and social problems

Anticipating and evaluating the consequences of one's actions

Recognizing how critical thinking skills are useful both inside and outside of school

Reflecting on one's role to promote personal, family, and community well-being

Evaluating personal, interpersonal, community, and institutional impacts

Check out this video from PBS Learning Media for more information.

Relationship Skills

Relationship skills: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

Such as:

Communicating effectively

Developing positive relationships

Demonstrating cultural competency

Practicing teamwork and collaborative problem-solving

Resolving conflicts constructively

Resisting negative social pressure

Showing leadership in groups

Seeking or offering support and help when needed

Standing up for the rights of others

Check out this video from PBS Learning Media for more information.

Social & Emotional Learning

Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

Back to top Back to top Back to top

# data[].attributes.attachment_link.description
Our SEL framework, known to many as the "CASEL wheel," helps cultivate skills and environments that advance students' learning and development.

# data[].attributes.body
I loved the reminder about deleting old Classroom's calendars and then also moving old classrooms into just one folder in Drive (BUT DO NOT DELETE THE ORIGINAL CLASSROOM FOLDER!)

# data[].attributes.attachment_link.readable_text
How to archive your Google Classroom courses and close out the school year.

If you invest 1 hour to clean up and close your courses at the end of the school year, you will have a much more relaxing summer and make the start of next school year a LOT easier!
Here are five tasks I complete at the end of each year to organize Google Classroom, Gmail, Drive, and Calendar.
1. Return all student work in Google Classroom

After your final grades have been posted, it is important that you RETURN all student assignments using Google Classroom.

When a student submits an assignment, you become the owner of their files.

You must RETURN the assignment to transfer ownership of the files back to the student which will clean up your Drive account.

Use the "to do" feature of Google Classroom to quickly scan your course to figure out which assignments need to be returned.

Returning assignments removes student files from your Dive account so that you can find the files you need.

2. Archive Google Classroom Courses

Once you have returned all of the student work, you can archive Google Classroom courses.

Archiving makes your classroom read-only which prevents students from turning things in or posting comments in the class.

Don't worry, you can always go into your course archive if you need to review something from an old course.
Note: I do NOT recommend deleting courses. You never know when you might need to document your interactions and communications with students.
3. Clean up your inbox

A messy inbox is overwhelming.

When you return to school in the fall, you don't want to be greeted by 5,000 emails from the PAST school year.

You need to ARCHIVE your old messages.

Archiving removes messages from your inbox without deleting them.

Archived messages can be easily viewed simply by searching for them.

I recommend that you to your OLDEST message and start archiving there.
Note: I don't recommend deleting emails as these messages document your work. Archiving messages moves them out of your inbox, but give you access should you ever need them. Your school G Suite account has free, unlimited storage, so there is no reason to worry about filling up your inbox.
4. Organize Google Drive

Trying to keep Google Drive organized is like herding cats... nearly impossible!

Sadly, Google Drive doesn't have an archive option like Gmail or Classroom (I wish it did), so I created my own.

I have a folder called "Archive" that I use to hide old files that I am no longer actively using. A few times each year I will scan through my Drive account and move old files into this folder.

Doing this reduces the number of folders displayed on my folder list which makes it easier to find what I need.

If there are files you no longer need, feel free to delete them, but remember: if you have shared the file with someone else, deleting it will remove their access as well.

Classroom Folder

You have a folder called "Classroom" which contains all of your course files.

I create an archive folder inside of the Classroom folder to hide my old class files.

Again, I don't recommend deleting old classroom files. These files serve as a record of who said and did what in your class. It's important to preserve that record in the event that you are asked to document your interactions with a student.

A quick note about "shared with me"

If you visit the "shared with me" portion of Google Drive it is probably filled with student files.

That's okay.

What should you do with them?

Nothing. Don't do a thing.

Because you RETURNED the assignments in Google Classroom, these files are now owned by the student. By the end of the summer, these files will "disappear" because they will be old.

Google shows you the most RECENT files in shared with me; Old files get pushed to the bottom where you won't see them.

5. Clear out Google Calendar

Every time you create a new course in Google Classroom, it adds a new calendar.

I don't find this to be terribly useful, but you can't turn it off.

If you aren't careful, after 2-3 years of using Google Classroom, you will have 20 Google Calendars to deal with.

I recommend that you hide these calendars at the end of the school year. This will make it easier to find and use the calendars that are important to you.

Now you can have a relaxing summer!

Knowing that Gmail, Google Drive, and Google Classroom are under control will give you the peace of mind that you need to have a relaxing summer. ☀️

# data[].attributes.attachment_link.title
How to archive Google Classroom & other important end-of-year tasks

# data[].attributes.attachment_link.description
If you invest 1 hour to clean up and close your courses at the end of the school year, you will have a much more relaxing summer and make the start of next school year a LOT easier! Here are five tasks I complete at the end of each year to organize Google Classroom, Gmail, Drive, and Calendar.

# data[].attributes.attachment_link.readable_text
It's that time of year again! As many teachers begin to wrap up the end of the school year and prepare for summer, let's make sure everything is clean and organized!

I've put together some Google Classroom cleanup tips for the end of the year!

Google Classroom and Google Drive can get quite messy throughout the school year, and you want to get everything cleaned up and set up for success in the next school year.

Now that even more teachers are using Google Classroom and planning for whatever the new normal is in the fall, it's even more important to take the time to reflect, cleanup, and plan!

Let's go all Marie Kondo and tidy up this mess!

Listen to the article:

This episode is sponsored by Fluency Tutor.

Introducing Fluency Tutor; an App for Google Chrome that helps students improve reading fluency while saving busy teachers valuable time. Fluency Tutor fosters independent reading practice, while helping educators provide personalized instruction and tracking of student progress throughout the school year. And because it's web-based, it's great for remote learning!

Texthelp, the makers of Fluency Tutor, are offering it for free through the end of the school year.
Visit: text.help/shakeupreading
Shoutout

I'd like to give a shoutout to all of the participants in the Shake Up Learning book study for leaders! Y'all rock!

If you'd like to participate in our next FREE book study, sign up here. (Starts June 18th)

Quick Tip of the Week

From Google Drive on the desktop, you can preview files without having to open them in a new tab by selecting the file and hitting "P" on the keyboard. This is great for checking information in a document without having to open and close new tabs.
Watch this 2-minute video to learn how!
Below are six tips to help you clean up Google Classroom and prepare for the next school year.

Tip #1: Reflect on the Year

First things first, before you get all happy with the delete and archive buttons, I suggest you take the time to reflect so that you have a good idea of the files you want to keep, the lessons you want to improve and repeat, and those lessons and activities that totally bombed!

Reflection is a critical part of the lesson plan cycle.

Ideally, you want to reflect immediately following the lesson or activity.

However, teaching all day, lunch duty, bus duty, parent meetings, and staff development (among a million other things) doesn't always give you the time you need for reflection. And given the fact that so many teachers just learned how to teach from home, there's even more reason to reflect on the experience.

So take a breath, take some time to look through your Google Classroom assignments, their coordinating folders in Google Drive, and that pesky calendar.

What went well? What do you want to do differently next year?

Think about what went well PRE-COVID, and what went well during COVID-19 school closures. We need to be prepared for all possibilities.

Did you give too much or too little time for projects? How engaged were students at home?

Make some notes, digital or paper, before you get into cleaning mode!

Something else I want to encourage you to think about during this reflection time is how you used Google Classroom and G Suite tools in your classroom.

Did you use digital tools to substitute for what you did on paper? Or did you go further?

Did you take advantage of the collaborative features of G Suite? If so, how, and how can you improve? If not, why not?

If you have been uploading your PDF worksheets and Microsoft Office files into Google Classroom, did it transform the learning in any way? How might you move forward next year and take advantage of all Google has to offer?

If you want to learn more about using G Suite in your classroom, consider taking an online course, or even getting Google Certified!

Tips #2: Check Your "To Do" List in Google Classroom

Open up your "To Do" list in Google Classroom to see what work you need to review, grade, or return.

You can view all your classes at once, or use the drop down at the top to filter this list by class.

Depending on how much clean up you have to do, you can approach this in a few different ways.

You can open up each assignment individually if you have several assignments left to grade and return. (Remember, the using the Control key on your keyboard when you click will open the page in a new window.)

You can also click on the three dots to "mark as reviewed." Marking as reviewed is just a way of moving assignments to the "reviewed" tab so you can clearly see what is left to do. Students will not be affected.

Tip #3: Clean Up Folders

One of the beautiful things about using Google Classroom is how it automagically connects to Google Drive and creates folders for each of your assignments.

Well, not that class has ended, you need to decide what to do with all of those folders and files.

Your earlier reflection should help you decide how to handle these files.

FIRST - DO NOT DELETE THE CLASSROOM FOLDER!

I repeat, DO NOT delete the Classroom folder from your Drive!

This folder is automatically created when you create your first class in Classroom and can be difficult to get back so leave it alone.

What you can do is move or delete the sub-folders and files that are contained in that Classroom folder.

This will be a personal preference kind of thing.

You can delete if you REALLY want to, but keep in mind that you have UNLIMITED storage in your Drive so you can be a pack rat if you want.

Personally, I like to curate exemplary work into a new folder to reference or share later.

I also like to create master folders for each school year, like "2018-2019 Classes." You can create a folder like this in your Drive, or even as a sub-folder within the Classroom folder. Then just click and drag to move things around.

Tip #4: What to Do with All Those Calendars!

Another fantastic feature of Google Classroom is the way it creates a Google Calendar for each of your classes and adds due dates!

But when you go to Google Calendar, your list of calendars is cluttered with classes that you don't teach anymore.

If this drives you crazy, you can delete those calendars from your list.

However, consider printing your class calendar to a PDF, or take a screenshot so you can reference your due dates when planning next year. (Tip: choose the schedule view so you can see the dates in a list.)

Tip #5: Set Up a Class Template for Next Year

Did you know you can copy an entire class in Google Classroom?

1. Open your Google Calendar and go to the setting icon near the top-right and click "Settings."

2. Scroll down until you see your list of calendars on the left and click on the calendar you wish to delete.

3. Scroll down to the bottom of the page and click "Delete," and then confirm you want to permanently delete.

When you do so, it will copy almost everything and save your assignments as drafts so you can easily reschedule.

This is a huge time-saver for the beginning of school, so why not create your ideal class template while everything is still fresh on the brain?

My advice is to make a copy of your class and edit it to be your "template," that you can reuse year after year.

I have step-by-step directions for setting up your own class template in this post.

See also: How to Create a Reusable Class Template in Google Classroom

Tip #6: Archive Classes

Last, but certainly not least, you can archive your classes in Google Classroom.

This tip is last in the list because you want to make sure you have taken care of all of the things mentioned above before you are ready to archive.

To archive a class, go to your Google Classroom homepage and click on the three dots on the class card, then choose "Archive."

You will receive a quick warning about what this means.

Click "Archive" to confirm.

Archival is great because it moves the class out of your list, but it can always be accessed or restored if you need it.

Go to your main menu (three lines) and scroll down to the bottom and select "Archive" to see your archived classes. You can also copy, restore, or delete them from here.

What would you add to this list?

Ready to Learn More About Google Classroom?

Perfect for the beginner to intermediate skill levels! Consider this your video guide to Google Classroom!

Learn All About the Course

Who Should Join the Google Classroom Master Class?

Beginners can learn everything they need to get started.

Intermediate level users can focus on learning more advanced features, tips and tricks, and best practices.

Go at your own pace.

Let's dig in! This class is for all skill levels!

What's Included in the Google Classroom Master Class?

Training for Schools
Click here to learn more and to ENROLL TODAY!
We also offer group, campus, and district licenses to help get all your teachers on board!

© Shake Up Learning 2020. Unauthorized use and/or duplication of this material without express and written permission from this blog's author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Kasey Bell and Shake Up Learning with appropriate and specific direction to the original content on ShakeUpLearning.com. See: Copyright Policy.
Click here to learn more and to ENROLL TODAY! Learn more: GSuiteTrainingforSchools.com

# data[].attributes.attachment_link.title
Google Classroom Cleanup Tips for the End of the Year

# data[].attributes.attachment_link.description
I've put together some Google Classroom cleanup tips for the end of the year! Google Classroom can get quite messy throughout the school year, and you want to get everything cleaned up and set up for success in the next school year. Let's go all Marie Kondo and tidy up this mess!

# data[].attributes.body
Ensure consistent, culturally responsive, and developmentally appropriate opportunities for all students to enhance and apply social and emotional competencies to daily tasks and challenges (Promote SEL for students/Focus Area 3)

# data[].attributes.body
Thanks Sara! There's always something new to learn with google classroom!

# data[].attributes.body
https://docs.google.com/presentation/d/1TSBdb69GlZaxGOEifRwywgI30VjE-DBB1SmncbKasMY/present?slide=id.p

# data[].attributes.headline
CASEL's Process of Systemic SEL Implementation is Centered on Four Focus Areas:

# data[].attributes.subject
CASEL's Process of Systemic SEL Implementation is Centered on Four Focus Areas:

# data[].attributes.body
1: Build Foundational Support and Plan for SEL
2: Strengthen Adult SEL Competencies and Capacity
3: Promote SEL for Students
4: Reflect on Data for Continuous Improvement

Waterford will begin a focus on #2 and #3 this year

# data[].attributes.body
1. Parent Logs in & clicks on gear by name
2. Go to Account Settings
3. Scroll down to Journal Archives
4. Click "Download Journal Archive"
5. Choose student name

# data[].attributes.attachment_link.readable_text
Emily Seesaw Product Manager

Here's how to download a .zip archive of a Seesaw journal, including images, videos, audio recordings, and text notes or captions. Click here for a Spanish translation and here for a French translation of these instructions. Please use a computer and a Chrome or Firefox browser only, the .zip file will not download on a mobile or tablet device.

Students who sign into Seesaw using their email address can also download their .zip archive by following these instructions.

1. Sign into your Family or Student account at https://app.seesaw.me.

2. Click your Profile Icon on the top left.

3. Click Account Settings.

4. Scroll down and click Download Journal Archives.

5. Click the Download Journal button for the journal you want to download. This might take awhile depending on your Internet speed and how many posts your child has in Seesaw.

This is what you get! It is organized by month and then ordered by the date the post was added. You'll see an .html file with a thumbnail, text notes or captions, folder names and links (if the post used the Link Creative Tool). You'll also see the original image, video, or audio files.

# data[].attributes.attachment_link.title
How do families and students download an archive of student work?

# data[].attributes.attachment_link.description
Emily Seesaw Product Manager Here's how to download a .zip archive of a Seesaw journal, including images, videos, audio recordings, and text notes or captions. Click here for a Spanish translation and here for a French translation of these instructions.

# data[].attributes.body
1. Click on your class.
2. Click on your wrench.
3. Scroll to the bottom and click "Archive Class."