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--What is it we want our students to learn? (priority standards)
--How will we know if they are learning? (team generated assessments)
--How will we respond when individual students do not learn?  (evidence-informed dialogue AND interventions/extensions)                   --How will we enrich and extend the learning for students who are proficient? (evidence-informed dialogue AND interventions/extensions)

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Link: https://docs.google.com/document/d/1krj9WNrH6P8vSosyBUQnZEM97PlFXrVs_d7wBf9lPaM/edit

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I feel like many people have found tech tricks/apps that have really helped their practice this year AND have helped their students with engagement.  I'd love to have some more time to explore these with the group - a 'Technology Tune-up' so to speak.

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I feel like many people have found tech tricks/apps that have really helped their practice this year AND have helped their students with engagement.  I'd love to have some more time to explore these with the group - a 'Technology Tune-up' so to speak.

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I am offering students multiple paths to succeed in my classes, depending on their interests and resources.   This also is helping to empower them.   I've seen some impressive work from many students.

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I am offering students multiple paths to succeed in my classes, depending on their interests and resources.   This also is helping to empower them.   I've seen some impressive work from many students.

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Providing students opportunities to choose how they prefer to show learning or conduct their own learning (rather than only one option, especially during asynch)

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"In what ways do I cultivate relationships with my students? Between students?" Since this term my CTE classes are internship/allies only, I am struggling how to do this. We will only see each other once a week at most, and we will be meeting as a team there. But this class is mostly independent from the rest of the students in the class.

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- Engagement referral forms are a one way system, no feedback given to teachers who nominate students struggling with engagement in all classies
- forecasting is still a major equity issue, the lists are on our team drive, and it's shocking that most students who have not forecast ed are from traditionally under represented groups

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Making full use of a pre-assessment. Analyzing the data and structuring a unit/course based on learning needs/learning interest

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Power to change many systems that affect students is not in the hands of teachers or students. We teachers are committed to focus on students but we need allies from those who hold power. My slides about FHS power are below
https://docs.google.com/presentation/d/1gWJHE-XkxYlPT4O4QdLauSI0vorfSDiVUabsbUvkYXs/edit?usp=sharing

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I appreciate having a prompt to focus on students who are proficient. I realized this semester that I was so focused on getting the middle of the group and the stragglers to the finish line that I hardly checked on the sprinters up ahead. Not that I didn't create relationships with them, but did not devote energy to helping them beyond the lesson.

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How many of you are collaborating with other CTE teachers in the district?  The const. teachers have (sort of) been collaborating, sharing lessons.   

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How many of you are collaborating with other CTE teachers in the district?  The const. teachers have (sort of) been collaborating, sharing lessons.   

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Have any of you had success with team projects?    In the past, we've built dog houses in teams and the students really enjoyed that.   

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Have any of you had success with team projects?    In the past, we've built dog houses in teams and the students really enjoyed that.   

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Do we want to advocate for having some of this time for CTE like program collaboration ?

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Do we want to advocate for having some of this time for CTE like program collaboration ?

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Anna please take parking lot issues back to PLC lead meetings.

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Anna please take parking lot issues back to PLC lead meetings.