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- establish templates/formats:
assessments
- write assessments

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Assign points/criteria to tests.

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ATTWN- final assessment/product based culminating activity

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Revisit this year's assessments and establish team norms for meetings

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Next steps
Building resources and matching targets with assessments.

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1. Audit assessments- align to standards but in a balanced way.
2. Team norms.
3. Rubrics/common grading scales.

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1. Common assessments are important
2. Assessments should be of equal value across the grade level
3. Problem distribution should mirror the learning targets and instructional times.

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1. We need to expand our common assessments between buildings...Activities are very similar, but not necessarily the assessments.
2. Learning targets and assessments need to be better aligned.
3. Grading scales need to be the same in each buildings...Same subjects different levels isn't equitable for students.

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3 big takeaways
1. Common assessments are important.
2. Matching learning targets to assessments.
3. Making targets specific.

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Evaluate the verbs we use in our rubrics/assessments, establish team norms, look at the targets...what is important? What isn't as important?

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1. need common assessments
2. Need norms - decision making
3. Need to reflect on Targets

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Note taker
Time keeper
Framework linker
Break planner-reminders

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I love that guy from Cheers!

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-Listen to all ideas
-Open communication
-Share ideas and accomplishment

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We have them to help drive our decision making but they are very easy to cast aside or not use.  Intent is there but follow through isn't.

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Communication and collaboration are key!

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- establish decision making rules
- division of labor
- pacing - degree to which/how to stay on track

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1. Have an agenda .
2. Plan and stick to breaks.
3. Try and eliminate side conversations.
4. Listen to all ideas.
5. Talk with respect to each other.

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- compare apples to apples
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Students know what the targets are and what they are expected to learn/master

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Students know what the targets are and what they are expected to learn/master

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Guide instruction to teach those particular targets

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Guide instruction to teach those particular targets

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When learning assessments are measurable across the district they validate the learning targets efficacy

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TO make sure when they come together in the high school they have the same knowledge base.

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TO make sure when they come together in the high school they have the same knowledge base.

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Helps guide your own teaching by collaborating with peers.

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To create uniformity in instruction. To get a better gage of what the students are getting from the information being taught.

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To gauge progress and ensure that curriculum is aligned by grade and content level.

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flow between schools for transient students

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flow between schools for transient students

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are used for keeping instruction the same between both buildings especially with our mobility rate.