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Since much of the evidence is through conversations, how does this effect the attachment of artifacts?

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1. What is the purpose for the process and what evidence can we look at to support that?

2. How does improvement connect to the process and who is involved in that work and conversations?

3. How does student input factor in to the growth process

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How will students benefit from these changes? How do we get students to buy into these goals so that they engage with them?

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I would like to see examples of evidence for emotional engagement and examples of how teachers have involved parents and students in the creation of SSGs

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Is there a new protocol that will make this a smoother transition?

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Each learner is unique, what connections and supports might I suggest or share to help staff collaborate effectively?

How does this style of SGG facilitate flexible timeframes for goal?

Besides habits of the mind, what other templates and mind frames can be used to bring focus and understanding to the process?

How do we help shift the mindset of veterans to see the value of this more authentic approach?

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What are new vocabulary shifts?

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What are the new themes?

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Are the new standards easy to implement in specialist classes and SpEd?

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How to teach educators in upper grades what subgroups are and how to effectively implement them?

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How do we write crosscurricular goals to help teachers and students?

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Can this new rubric be used in this school year to work out any issues that may arise? 

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Can this new rubric be used in this school year to work out any issues that may arise? 

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How much work is this going to be?
Are the new goals more Special education?
What are ways to include families in developing goals? How to help parents yo do this and be involved?

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How do we gather and document evidence of growth for these new goals?

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How will educators and administrators find the time to incorporate these new processes into their workload with all the other demands they have to deal with?

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1. what does the engagement aspect look like in a goal
2. what does the the social/emotional attribute look like in a goal.
3.

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What resources will staff have access to from the WEA?  I previously attended an online training on the new student growth goals and we were not allowed to use the WEA resources with our staff.

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What is some language or references we can make to prove that this is a worthwhile change to our staff and community?

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Will the union have to approve these new resources?

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Will the union have to approve these new resources?

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How do we do this work in an environment where we are islands (our school)?

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How do we do this work in an environment where we are islands (our school)?

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How can I, as an administrator, ensure that my staff feels comfortable and able to adapt to the new processes?

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How can I, as an administrator, ensure that my staff feels comfortable and able to adapt to the new processes?

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Can we engage with this knowing that it will be a long-lasting change or will we be looking for revisions soon?

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Will this process naturally draw staff engagement or will we face substantial resistance to implementing these new concepts?