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Good questions on this padlet...when will all of them be answered? I know we (the teachers) will not like all the answers to said questions, but unlike Colonel Nathan Jessup  said, "We can handle the truth!;)" So, from District Administration and other higher-ups/people-in-the-know, what are the answers to these questions? Thank you:) 

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Good questions on this padlet...when will all of them be answered? I know we (the teachers) will not like all the answers to said questions, but unlike Colonel Nathan Jessup  said, "We can handle the truth!;)" So, from District Administration and other higher-ups/people-in-the-know, what are the answers to these questions? Thank you:) 

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Where can we sign up for the STEM training this Summer?

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Where can we sign up for the STEM training this Summer?

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I want to sign up for the training this June before it fills up. Can you please send a link or info about this? I want to confirm my attendance before I lose my chance.

Thank you.

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Will the annoucements be shorter 2nd period since we areg going from 50 minutes class periods to 45 minutes class period

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Have all these trainings been approved by the board? 
''This information has come from  RISD HR.''

So we do not know if this has been board approved? 

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Have all these trainings been approved by the board? 
''This information has come from  RISD HR.''

So we do not know if this has been board approved? 

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What happens if we do not sign the oath? 

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What happens if we do not sign the oath? 

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Everyone must sign the opt in/opt out letter one way or the other.  Those who do not will have to meet with Cage and HR.

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Have all these trainings been approved by the board? 

# data[].attributes.subject
Have all these trainings been approved by the board? 

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This information has come from  RISD HR.

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What if the "deadline" for "opting" comes before HR responds to our questions?

HR is currently working on an FAQ sheet to answer the questions we have posed.  This will be available prior to March 1.

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This will have no effect on our yearly raises correct?

This will not effect your yearly raises.

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When will updates/answers from District Admin be presented?

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When will updates/answers from District Admin be presented?

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It feels like we’ve not been given enough time to really work through the options.    March 1 is 8 business days away… and there are many unanswered questions.  Why are we expected to sign an agreement when there are so many questions without answers:

Can compensation be more competitive/fair?

Child care during training?

What will the online options be for those who have already booked traveling for the summer?

How long will the $1000 stipend last?

How will the stipend be taxed?

How long will the training sessions be?

Can the hours go towards GT update?

We have submitted the questions and are waiting to hear back from HR.  Please know we are all eager for the answers.  I am sorry for the frustration that is caused by us not having all of the answers.

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$1000 is what we make in 3.3 days. 6 hours of PD is 1 day (totaling 4.3 days of compensation).  That means we are required to work 6.2 days (out of 10.5) without compensation. This is in addition the increase in our class times by 26 minutes each day. (an additional 78 hours a year of instructional time (works out to be 13 additional days)).

So we are being asked to work ~19 days more than our RISD peers without being compensated.  How can we be in the same contract as the other teachers in RISD and be required to work 19 additional uncompensated days?

We have added this to our list of comments/suggestions to ask district admin.

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The 10.5 days of training equates to about 63 hours (assuming a PD day is 6 hours).  If we get 6 of those hours as PD hours, that leaves 57 hours for which we are getting paid $1000.  That works out to $17.50 an hour, which seems pretty low.  Is this amount set in stone?

We have added this to our list of comments/suggestions to ask district admin.

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I am truly appreciative of the stipend but why is it not our contracted daily pay rate?  Will our contract
days switch from 187 to 197.5?
This would resolve the issue of the 2 lump sums being taxed so harshly. The stipend would be dispersed throughout the paychecks as they do with the coaches 202 contractual days.

We have added this to our list of comments/suggestions to ask district admin.

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Would it be possible to get a handful of chromebooks, desktops, ipads (anything) to keep in the classroom? Hard to transfer some of the kids' work to paper when they leave their devices "
at home"

I don't believe there is a surplus of computers available for this.

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What can I expect in my classroom next year?  

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What can I expect in my classroom next year?  

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I understand and value the role I play currently in offering “STEM for non-STEM majors” style classes.  (Also, I have enjoyed seeing my class become more hands on, practical, and self-directed; but I have noticed that it has moved me from B/C’s to A/F’s (those that are engaged by the practicality and the challenge vs. those that are increasingly left behind by this more active approach) and that many of my B/C students have transferred to MPA.)  What is the future of courses like Environmental Systems and Earth and Space Science?  How will I use the new “STEM center”?

Environmental Systems and Earth/Space will still be offered to students.

The STEM center will be used by all of the BHS feeder pattern K-12.  BHS classes will be able to use the STEM center for lessons, guest speakers etc.

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How many prep’s should I expect next year?  

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How many prep’s should I expect next year?  

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With 6 classes a day, I understand that this will lower my students per class (less stress) while still seeing about the same number of students per day (probably about same amount of grading … not a problem).  My concern is that our current 2-maybe-3-preps will become 3-maybe-4-preps and will result in the average teacher having more work.  How have the other campuses that have made this move dealt with scheduling?

We will work to keep teacher preps low.

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I am genuinely concerned about going from being able to get all 18 hours of district PD completed before the school year begins to being 6 STEM Academy PD days behind from the start (because of teaching summer school) and maybe only having about ½ my district required PD done.

We are working to see if the number of hours for the summer days can be increased.  We will report back when we hear more.

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Is the $1000 stipend every year?  Does it go toward our TRE retirement?

We will ask and get clarification.

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1. What is RAM University?
2. I understand that this will be offered to next year's 9th and 10th graders but for next year's 11th & 12th graders will they get to take an extra class?

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Will teachers have a chance to give input on who gets put on the transfer list?

You can't put friends on the transfer list. :) We are not voting coworkers off the island.

You will be put on the transfer list if you opt out of staying at BHS.

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What is Berkner? What is STEM? What is life?

Berkner and STEM are life.

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Why are we pursuing the opposite course of action as people who know a lot more about tech than we do?

https://www.good.is/articles/why-are-silicon-valley-executives-sending-their-kids-to-a-tech-free-school
https://www.good.is/articles/why-are-silicon-valley-executives-sending-their-kids-to-a-tech-free-school

Something to think about, no?

Research has been done to see what career needs are in our area so that we can prepare students for future careers.

The people mentioned in the article have expansive technology resources available for their child/students at home. For many of our students, school is their only means to access technology.

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I've wondered about this for the past year or so, ever since hearing about what Berkner was planning on doing:  somewhere around three-quarters of those with BAs/BSs in a STEM-related field aren't employed in the field.  I'm just wondering if folks are aware of this or think this trend will cease?

https://www.usatoday.com/story/money/business/2014/07/10/census-stem-graduates/12492079/
https://www.usatoday.com/story/money/business/2014/07/10/census-stem-graduates/12492079/

Our focus is not creating 10,000 engineers but rather preparing students for the workforce who are able to communicate, collaborate, be creative and are critical thinkers.

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Will there be an attempt to help with cross curricular planning by giving grade level subjects planning time during the school day? Or can staff meetings turn into this? For example, sophomores typically take english 2, chemistry, and world history that can have overlap.

We would love for this to happen.  We will have to look into the specifics of how we can make this work.

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As we are building community connections, can there be a BHS database for students to potentially use as a resource or for teachers to use to get ideas for authentic learning experiences?

This sounds like an interesting idea.  Can you please clarify what you mean by a database for students?  Do you mean a database of student work for teachers to use as a resource?

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I am not going to lie...all things considered, this definitely throws a curveball (not surprised completely, but surprised as to the details of said transition) into my future as an educator. Could we say we want to be placed into the transfer portal, but if the options are not to our liking, choose to stay with BHS STEM instead? 

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I am not going to lie...all things considered, this definitely throws a curveball (not surprised completely, but surprised as to the details of said transition) into my future as an educator. Could we say we want to be placed into the transfer portal, but if the options are not to our liking, choose to stay with BHS STEM instead? 

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Unfortunately , we wont be able to hold your position to allow time for you to pursue other options.

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How long are the trainings, in terms of total hours? 

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How long are the trainings, in terms of total hours? 

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We have added this to our list of comments/suggestions to ask district admin.

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What is Discovery Education?  Is it a consortium of NGOs, Educational Foundations, or corporate interest(s).  Do they stand to profit/benefit in some way from what they're offering us?

Are we paying them directly for their services?

My fear with this sort of public-private collaboration is what their agenda is?  Who within our District/School ensures the supportive resources from DE are appropriate and agenda free?

I feel like we've been down this road before.

About a year or two after adopting all the "free" Google platforms and supports when we went 1:1, we learned their motives weren't pure (surprise, surprise!)

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With little public oversight, Google has infiltrated schools.

While congresscritters expressed outrage at Facebook's intrusive data grabs during Capitol Hill hearings with Mark Zuckerberg this week, not a peep was heard about the Silicon Valley-Beltway theft ring purloining the personal information and browsing habits of millions of American schoolchildren.

It doesn't take undercover investigative journalists to unmask the massive privacy invasion enabled by educational technology and federal mandates. The kiddie data heist is happening out in the open - with Washington politicians and bureaucrats as brazen co-conspirators.

Facebook is just one of the tech giants partnering with the U.S. Department of Education and schools nationwide in pursuit of student data for meddling and profit. Google, Apple, Microsoft, Pearson, Knewton, and many more are cashing in on the Big Data boondoggle. State and federal educational databases provide countless opportunities for private companies exploiting public schoolchildren subjected to annual assessments, which exploded after adoption of the tech-industry-supported Common Core "standards," tests, and aligned texts and curricula.

The recently passed Every Student Succeeds Act further enshrined government collection of personally identifiable information - including data collected on attitudes, values, beliefs, and dispositions - and allows release of the data to third-party contractors thanks to Obama-era loopholes carved into the Family Education Rights and Privacy Act.

And the so-called school-to-work pipeline creates endless avenues into taxpayer coffers for firms pitching data-gathering initiatives to "align" student learning with "skill sets" and "competencies" desired by corporations.

Facebook, for example, joined with the Department of Education's federally sponsored Digital Promise initiative last fall to develop a system of "micro-credentialing" badges for adult students in digital marketing. You can be sure it's not merely out of benevolence and public interest that Zuckerberg's empire is training thousands of these students to learn "Social Media Marketing Basics," "Marketing with Facebook Pages," "Marketing with Facebook Ads," and "Marketing with Instagram."

As parent and educational privacy advocate Cheri Kiesecker reported, the Facebook/Digital Promise partnership is "a wonderful data collection and marketing tool for Facebook and the US Department of Ed, but it is incredibly alarming for students' privacy and security."

Facebook is on the march from luring adult students into its orbit to encroaching on secondary and elementary-school-age users through its Messenger Kids app and "whole-child personalized learning" programs funded by Mark Zuckerberg through the Chan Zuckerberg Initiative. The education division of CZI, a "philanthropic investment company" funded with up to $1 billion in Facebook shares sold by Zuckerberg over the next three years, is headed by Jim Shelton. He's a former program officer at the Gates Foundation and a key Common Core champion in the Obama administration.

"Personalized learning" is an edutech buzz phrase for hijacking the classroom and hooking students and teachers on branded software and hardware - iPads, smartboards, computerized portfolios, homework apps, you name it - without any evidence that such shiny objects improve academic performance.

Under the guise of customizable assessments, public and private preschools in Colorado experimented with toddlers whose student activities and social/emotional behaviors were tracked using the TS Gold (Teaching Strategies Gold) system - funded with $30 million in Race to the Top subsidies under the Obama administration. As I reported in 2014, parent Lauren Coker discovered that TS Gold assessors in her son's Aurora, Colo., public preschool had recorded information about his trips to the bathroom, his hand-washing habits, and his ability to pull up his pants.

Sunny Flynn, a mom with kids in Jefferson County, Colo., asked all the right questions: "What security measures are being used to protect this data? Who exactly has access to this data? How long will the data be stored? What is the proven benefit of a kindergarten teacher putting all of this data into a database?"

Over the past four years, Google has admitted 'scanning and indexing' student email messages and data mining student users for commercial gain.

With little public oversight, Google has infiltrated schools through its "free" Google Apps for Education suite. As I've reported previously, Google is building brand loyalty through its questionable certification program that essentially turns teachers into tax-subsidized lobbyists for the company. GAFE enrollees are "trained" on Google products, earn certification, and then open up consultancy businesses and bill their school districts (i.e., the public) to hawk Google's suite of products to other colleagues.

And this week, 23 parent and watchdog groups filed a complaint with the U.S. Federal Trade Commission alleging that Google is violating child-protection laws by collecting personal data of and advertising to those aged under 13.

Over the past four years, Google has admitted "scanning and indexing" student email messages sent using GAFE and data mining student users for commercial gain when they use their accounts for noneducational purposes. Google can collect student/family data to target ads through related services outside the GAFE suite, such as YouTube for Schools, Blogger, and Google Plus. These are not covered under the already watered-down federal Family Educational Rights and Privacy Act.

Under the Obama years, Grand Canyon-sized loopholes in federal student and family privacy protections opened data mining to third-party private entities. Those have yet to be closed by the Trump administration. Why not? It's time to drain the student data-mining swamp and their facilitators in Washington. For the children.
© 2018 Creators.com Editor's Note: This column has been amended to highlight that the Chan Zuckerberg Initiative and Facebook are separate organizations.

Michelle Malkin - Michelle Malkin is the host of Michelle Malkin Investigates on CRTV.com. Her email address is writemalkin@gmail.com. @michellemalkin

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The Student Data-Mining Scandal Under Our Noses | National Review

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With little public oversight, Google has infiltrated schools. While congresscritters expressed outrage at Facebook's intrusive data grabs during Capitol Hill hearings with Mark Zuckerberg this week, not a peep was heard about the Silicon Valley-Beltway theft ring purloining the personal information and browsing habits of millions of American schoolchildren.

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We're building this up as a great #STEM4ALL thing, but everything I'm seeing is just good teaching practice that we should have been doing all along (4C's, using tech etc, real world connections). What exactly is so new about this vs simply using best practices?

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We're building this up as a great #STEM4ALL thing, but everything I'm seeing is just good teaching practice that we should have been doing all along (4C's, using tech etc, real world connections). What exactly is so new about this vs simply using best practices?

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If we think we are teaching one thing, then find out we are teaching another after signing day will there be an opportunity to still switch to the open contract somewhere else in the district?

I believe the March 1st deadline is a set date and teachers will not be able to added to the STEM learning community transfer list.

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There is help for Advanced degrees which is great, but is there any conversation about helping those of us who spent thousands upon thousands earning an advanced degree before starting? I feel like I'm being punished for getting a Master's in teaching before I started teaching, and most districts offer stipends. I know this is not a campus decision, just saying :)

As soon as we receive information from HR in regards to this we will share.

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Is it really smart to go through the trouble of changing the school day schedule for one year only to turn around and change it again in 2020-2021?

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Is it really smart to go through the trouble of changing the school day schedule for one year only to turn around and change it again in 2020-2021?

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To meet the requirements of the grant and to meet the needs of our students we are proposing making the change for next year.

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What will be the process for students who are not holding up their end of the expectations for STEM4All? Will they be transferred to a different campus?

I believe this is the time to start with the higher expectations for giving all the students who participate the chance to gain these valuable life skills.

High expectations will be set for all students.  Students and parents will have to sign contracts outlining expectations.  We will not be able to transfer students who we are their home campus.

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 Students without Chromebooks                              I want to echo the comment about malfunctioning/lost/forgotten Chromebooks. It would be great to get a desktop or two in my classroom, or a couple of class Chromebooks, for students who consistently don't have a Chromebook for class. I teach all freshman (9th graders = not so good as keeping up with possessions), and it is particularly problematic that every time I attempt to use technology in my classes, a handful of kids in each period are not equipped to participate. It would be great if we had a technology contingency to address this.

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 Students without Chromebooks                              I want to echo the comment about malfunctioning/lost/forgotten Chromebooks. It would be great to get a desktop or two in my classroom, or a couple of class Chromebooks, for students who consistently don't have a Chromebook for class. I teach all freshman (9th graders = not so good as keeping up with possessions), and it is particularly problematic that every time I attempt to use technology in my classes, a handful of kids in each period are not equipped to participate. It would be great if we had a technology contingency to address this.

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I do not believe the resources are currently available to put extra computers in classrooms.

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This may seem rather basic in light of all of these issues, but the biggest thing that gets in the way of utilizing all of these wonderful tech resources in class is when students don't bring chromebooks / can't because it's being repaired. I typically have 4-5 per class who don't bring a chromebook / broke it 3x and dont get a new one / etc.

We wouldn't tell a kid they can't participate in class because they forgot or couldn't afford a pencil. We do the exact thing with chromebooks though. I'm always at a bit of a loss what to do with them - not everything can be substituted on paper or worked on with a partner!

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Where is the tardy feedback

Please email me (Crowder) your tardy suggestions. I am compiling all of the information and will present at an admin meeting.

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For GT we have an initial number of hours that we have to do just once and then we only have to get 6 hour updates after the following year.

Will these 10.5 hours just be an initial STEM training and then in the following years, the number of hours will be less?  Will we continue to receive the $1000 stipend each year or is it only the initial first year?

We have added this to our list of comments/suggestions to ask district admin.

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I am starting a Master's program this summer, how can I find out more about this?

As soon as we receive details from the district we will share.

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From what I understand, going to 8 classes a day next year will require shorter passing periods. We already struggle holding the kids accountable to tardies and they have 6 minutes to get to class, it will only be worse if they have 5 minutes to get to class.

From what I understand we currently have a tardy policy and it isn't being implemented fully. We don't need feedback on a new policy, we need to enforce the current policy to see if it even works.

For the current policy, or any policy, to work their must be buy in from all stakeholders.  We need all teachers inputting tardies every period, every kid, every day.  Admin is working on our end to issue consequences.  This takes a unified front of all staff in the building-not just admin.

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How does this work if you cannot attend some of these sessions if you work another job, or have a unique PD opportunity? 

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How does this work if you cannot attend some of these sessions if you work another job, or have a unique PD opportunity? 

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Also, hurray for a 30-minute lunch each day!

We have added this to our list of comments/suggestions to ask district admin.

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I understand that money is most likely not a option but I do feel that giving every teacher 12 more hours to reach our full 18 would be more than fair as we are giving up 10.5 days. Even with the $1000 giving us 18pd hours still us under the daily rate that we are paid, but at least we do not have to give up any additional time.

We are looking into the increase in PD hours and will report back.

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What if you want to stay, but not in the same department you are currently in. Is that an option

If you are certified in that area and if there is an opening in that department then it is a possibility.

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Just like Mr. McKay had started using google forms to aid in communication, can some organizational processes be adjusted for teacher admin communication? Biggest issue right now is that it is difficult to actually get a hold of admin, in person, by phone, or email. Perhaps having office hours or "where to find me" or some thing?

If you need us during 4th period we are all in cafeteria.  Passing periods we are in hallways.  Please contact me (Crowder) if you need help hunting others down.

Also, can we pursue having the e staff meetings like kendall tried once
Yes- we will be incorporating more of those.

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Does the signing form take place of the contract for the school year of 2019-2020? Or will we have to do sign another form for next year?

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Does the signing form take place of the contract for the school year of 2019-2020? Or will we have to do sign another form for next year?

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No.  Staff will still receive contracts later this spring to sign.

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Will this be lumped in with our August/December check? If so.. is there anyway it can be a separate check or contract labor so we are not taxed as much? If it’s lumped in, we won’t be receiving much at all.

I believe the district will only due the two lump sums in August and December.

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Will we know our teaching assignments before we have signing day?

Unfortunately no.  We will not have student course requests numbers at that point.

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Summer sessions-= conflict if you teach summer school 

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Summer sessions-= conflict if you teach summer school 

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The first 2 summer sessions conflict with summer school. Will alternative online or face to face dates be available

We have added this to our list of comments/suggestions to ask district admin.

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I'm currently in two masters and a STEM certification. On the letter it mentions opportunities to pursue degrees/certifications and supplemental pay. Good this be explained in more detail?

I believe the district will be rolling out this information March 27th 4:30-6:30 at the Spring into Your Pathway event.  We can add the flyer to Buzz.  We have not been given the details yet.

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We have added this to our list of comments/suggestions to ask district admin.

# data[].attributes.body
We have added this to our list of comments/suggestions to ask district admin.

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Will we have less spontaneous meetings and trainings throughout the year because now we have extra duties?

Can you please clarify what are the spontaneous trainings are?  I want to make sure I fully answer the question.

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What’s the difference between a STEM school and an ACE school

ACE schools are elementary only and were schools chosen due to their struggling test scores.  STEM is an opportunity that the Berkner feeder pattern was afforded due to the TI grant. This is not related to test scores or performance like ACE.  Please let me know if that doesn't answer the question.

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We have added this to our list of comments/suggestions to ask district admin.

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Woohoooo for BLOCK scheduling!!!! Longer classes for students to have in class. AWESOME idea!!!!!!!!!!!! Huge Fan!!

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Woohoooo for BLOCK scheduling!!!! Longer classes for students to have in class. AWESOME idea!!!!!!!!!!!! Huge Fan!!

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Block scheduling will not happen 19-20 school year but possibly 20-21.

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"IF" block scheduling is adapted for the 20/21 school year, we will shorten classes for a year, then extend them the year after?? Seems like a lot of unnecessary shifting for students to adapt to. 

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"IF" block scheduling is adapted for the 20/21 school year, we will shorten classes for a year, then extend them the year after?? Seems like a lot of unnecessary shifting for students to adapt to. 

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Many students seem struggle with understanding and comprehending during the class period, not including additional tutoring. So taking minutes AWAY of instructional class time is a smart idea???

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Many students seem struggle with understanding and comprehending during the class period, not including additional tutoring. So taking minutes AWAY of instructional class time is a smart idea???

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The classes are being decreased by 4 minutes a period.  The emphasis is teaching bell to bell.

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We already have issues with teachers not putting in grades on time...so adding another class on their already overloaded work load makes sense?

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We already have issues with teachers not putting in grades on time...so adding another class on their already overloaded work load makes sense?

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Grading is a basic requirement of the job and will not change.

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is this new schedule RISD as a whole? or just Berkner? Will all school go to block scheduling in 20/21?

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is this new schedule RISD as a whole? or just Berkner? Will all school go to block scheduling in 20/21?

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The 8 periods for the 19/20 school year is just for Berkner.  There is no official word yet if all of RISD high schools will go to block 20/21.

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Since there is a different Bell Schedule for 4th and 5th Periods depending on what lunch you have, what plans will be put in place if a teacher is attending an ARD and it runs over? Also, what plans will be put in place for Student Assemblies and Pep Rallies? In addition, if a student has a one semester class and a different class 2nd semester, will only their 4th and 5th period classes need to be changed if will student's whole schedule need to be change?

ARDs, Student Assemblies and pep rallies will be handled in a similar way as this year.

For a student with a semester schedule change, the same practice will be in place of moving the fewest of their classes possible.

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Will Zero hour classes still be offered in 2019-20?

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Will Zero hour classes still be offered in 2019-20?

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Asking for a friend.....
Please let your friend know that yes- we will still offer a zero hour. :)

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Has there been any discussion of having an "advisory period" as one of the 8?  Could be for announcements, maybe even attendance, then used for tutoring, special programming (like I know what to do), etc.

Could come up with a Ramtastic name for it????
We have talked about this.  The concern is that if we plan an advisory period at the same time for everyone as one of the 8 we won't be able to alleviate the large class sizes.  You know I am all about a Ramtastic name!

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Huge fan of the fact that this would lead to smaller class sizes, which is desperately needed by just about everyone.

I'll gladly teach 16 extra minutes a day to make this happen. If all the kinks are worked out, this could be quite good. I certainly like it better than block, which will take forever to sell me on.

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Why did we stop using the tardy terminator?  If we had more stations around the school there wouldn't be long lines.

Tardy terminator was "terminated" for a couple of reasons- shortage of staff to run the terminator stations and a large reason was students taking a very scenic route to pick a terminator to get their tardy from.

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Will there be any considerations for teachers with back to back PLC and conference periods so that they don't have to teach 5 classes back to back during the rest of the day?
We will try.  We are using the scheduler program feature in FOCUS this year to increase the percentage of class requests matching course offerings.

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Will teachers who pick up an extra class be paid differently since the scale is 1/7 now? Will it switch to 1/8?

We are working to get clarification on this with HR and will report back once they have informed us.

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I love the idea of this new schedule.  As a STEM innovator, the smaller class sizes and no longer split 4th will allow for the ability to do so much more with classes.  I think the benefits greatly outweigh the potential inconveniences and I'm super excited about moving to block. Just my $0.02.

Thanks for sharing!

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As of right now, when parents get disgruntled when we do not "stand and deliver", administration does not always support the teachers whose expectations are the students are the drivers of their learning experience due to researched practices that are for long term learning. Will this be a focus to include parents on the culture of the new school and expectations? And educating them on this more effective method of learning will be the focus on parent/administration meetings rather than trying to take the easy road?

Just food for thought. Lifting up both the student and parent will improve the community as a whole, considering the home lives many of our students come from.

I love the term "lifting up the parent and student".  We are working on student and parent contracts to outline the expectations for both parents and students.  We can also continue to message this through schedule pick up, Open House etc.

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When will this be posted? If the teacher arrival time will be earlier than normal for getting our PD hours early through STEM training, we need to know now!

More details will be shared on this Monday Feb. 18th.

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At the bottom, it says "STEM for ALL teachers invest extra time to create classroom experiences to offer students a unique learning environment".

-what is meant by the "extra time"? Will we have STEM planning days frequently where students are expected to be electronic learners from home (we have the internet access for all students with the hot spots from the library, so kids can be held accountable!) so that teachers can collaborate?

-what is the unique learning environment that you are going for if we are still limited by 46 minute classes, lack of time to create connections with teachers in other disciplines, lack of time/resources outside of the classroom to find authentic audiences

We will be covering this in more detail Monday 2/18.

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Will we no longer have bells? The timing for periods does not match up for 3/4/5 for the different bell schedules. I'm okay with no bells, as long as there is an agreed upon time that is dictated that we folow - computer time, BHS time (??), teacher phone, etc..
There will be bells.

Will students get choice over lunch? A lunch is 11:30 and C lunch is 1:12. Big difference in timing compared to now!
Lunches will be determined by classes.  Students will not get a choice in their lunch.

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I think students can deal with a 5 minute passing periods (just like what was mentioned in the staff meeting). There just needs to be a consistent consequence for tardies. Just as the wandering halls annoys the administrators, the tardies not being followed through on when we enter them after wandering doesn't solve the issue. Similar to teaching, when they see that someone is caring (even in the consequence side), they follow through.

We are working on revamping the tardy policy.  We are open for teacher feedback on your ideas and suggestions on how to improve the tardy policy.  We asked for feedback 1/31 and one teacher has responded.  We need your help with this.

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just to be clear -  is this in response for smaller class size? wasn't smaller class sizes part of the TRE that passed?  it sounds like the solution has become having current teachers teach more students - broken up into smaller classes and having active instruction 26 more minutes a day - is this instead of opening up more sections and hiring more teachers?

This is not associated with the TRE. The smaller class sizes is an additional benefit of going to 8 periods. The 8th period allows for the Rams University course to be offered to all 9th/10th for the 19-20 year and will then grow by a grade level each year. The 8 periods allows for students to not lose a chance for an elective or required course in the place of Rams University.

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What has been decided about students who are not interested in the STEM pathways?

The 6 pathways were explained at the 1/31 faculty meeting.  All BHS electives fall under one of the pathways and if they chose to not attend Berkner they can apply for a transfer to one of the other RISD high schools.
Here is the link to the pathways with descriptions:
https://sites.google.com/g.risd.org/berknertstem/

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Since we are the professionals in the classroom with our students giving the STEM dream, when will training opportunities and expectations be provided? A week before classes in the summer is not sufficient. Is this starting this semester soon?

We will be sharing more about the plan for teacher training Monday 2/18.

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How will the 8 periods help with interdisciplinary approaches and different subjects working together? Now there would be even less of an ability to have students end up in the same science/english, history/english, math/science periods so that cross curricular can happen easier, if there was a goal to try to make this happen.

Creating schedules where students were grouped together for their core classes was not a goal.

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There are more questions than answers because while there has been a lot of work for STEM for All from the higher ups and administration, the teachers who are not in the "in crowd" have not been given overviews, just little bits here and there as logistics are worked out above us (unless there was a committee of teachers who got to give feedback about a bell schedule before the 8 period announcement? disregard this statement if the bell schedule presented is still up for discussion but it seemed pretty decided upon). We want this be revolutionary and be a big culture shift, so let those teachers who want to be part of the change get on board by training!

This information has been shared with the Campus Instructional Leadership Team to gain their insight and to allow them to be a voice for their departments.
Further training opportunities will be shared Monday 2/18.

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Can the idea be discussed again not to have core classes 1st and 8th period?
This would not reduce class sizes.

Love the concept of smaller classes if they are actually balanced. I've had a class of 11 and then a class of 35 because balancing does not occur. Makes grouping more difficult for the teacher.

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Could we go ahead and test out block schedule? Then students don't have a schedule for next year and then a new schedule the next year. Or just go ahead and test out 5 minute passing periods at least next year to prepare?

Just for reference since I have had the chance to speak with other teachers who have had success with it, could the block schedule of 4 classes a semester be looked at? Students would take 4 classes and earn the entire year of credit in the one semester. Then second semester is the second set of classes for a total of 8 by the end of the year. <-- Perhaps this would also allow for more interdisciplinary lessons?

^AP classes and athletics would need to meet both semesters? I would need to do more research to see how these are incorporated. My three teacher colleagues who teach AP chemistry with this schedule have two semesters with the content (almost double the class time compared to our current schedule)

At this time the district is not prepared for us to go to block.

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If we are going to block in 20-21 we should take the lead in the district as the STEM school and just do it. If we are all going to be Stem teachers we will need the time to teach project base learning.

At this time the district is not prepared for us to go to block.

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Plan for Tardies with shorter passing period?

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Plan for Tardies with shorter passing period?

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Tardies are already completely out of control in this school. I'm concerned that the 5 minute passing period will only exacerbate the problem even more.There are classes where I already have to wait to start instruction because too many students wander in late with a 6 minute passing period. While 4 minutes less in a class isn't too bad, when you add more time to wait on late students it adds up. Very few students seem to be receiving consequences on the current plan. Will there be a new plan to deal with tardies?

We are working on revamping the tardy policy.  We are open for teacher feedback on your ideas and suggestions on how to improve the tardy policy.  We asked for feedback 1/31 and one teacher has responded.  We need your help with this.

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