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Are quarter units too long?

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Test comment

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Test answer to question 1

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Can any units be shortened to allow more time for a unit that needs it?

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With your group, discuss and record your answers to each question. Add a new post at the bottom of the column. Remember to make your name (or breakout group number) the title of your post.  Then, click and drag your answers to each question so it is directly under the question it applies to.

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Looking at the indicator breakdown, are there indicators that need to be assessed more frequently? Are there any indicators we missed?

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Are there any indicators that can be assessed less frequently?

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Are there any units that are “light” that we can add to?

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Are there any units that are “heavy” that we need to tweak?

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For the last four years, all common assessments have been timed writes. What are your thoughts on keeping this versus having some common assessments that focus on writing as a process?

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If we incorporate sustained pieces of writing as common assessments, what could that look like (timing of the actual assessments, feedback, how this could affect the overall pacing of a unit, etc.)?

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If we have fewer or no timed writes, how are we going to prepare our students for IAR and high school? (Right now, every HS course incorporates timed writes as common assessments in some capacity in order to prepare students for SAT, AP exams, and college.)

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What types of speaking and listening activities went well?

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What is feasible for all teachers to incorporate as common assessments for 20-21?

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High School and Elementary each have 2 indicators (speaking and active listening). What are your initial thoughts on that format?

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Based on the above ideas, what would proficiency look like?