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I want to keep my new practice of "grading" by giving students feedback on drafts of unit-long phenomena models as opposed to giving points the first time around.

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Revise which meeting require in person vs online/zoom

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Uses class building and teambuilding activities to promote peer support for academic achievement

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Less is more (continue doing less "content" so that we can take deep dives, check for understanding, allow for retakes/redos, etc...

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develop a successful procedure for ratekes and late submissions - so that they are meaningful

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Incorporating far, far more social justice into chemistry units

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Incorporating far, far more social justice into chemistry units

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Using Canvas to allow for revisions up to deadlines of assignments, giving a week/longer time to turn things in - would LOVE advice on how to do this in "regular" school schedule (ie w/o asynchronous Wed)

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Our students will need us to wrap our arms around them next fall. And they will need us to teach them how to wrap their arms around each other. Part of this will be integrated equity and diversity, anti-racism work. Part of this could be just campy get to know you stuff.

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Having a day (like our asynchronous Wed) for retakes, social emotional work, staff PD/Collaboration time

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Begin aligning SBG practices & rubrics across teams that are already comfortable with SBG

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Build a digital community in which all can feel successful

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Part of our curriculum allows for multiple attempts. Canvas made this much easier. We should keep that.

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Continuing the conversation with equity and anti-racist teaching

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Arranges the classroom to accommodate discussion

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Anti-Racist PD's offered in August to anticipate our students needs

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Anti-Racist PD's offered in August to anticipate our students needs

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Teaching students how to organize binders AND google drive

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Engaged my IB and regular classes in choosing the pathway we took these past two weeks. The detour took time but was worth it!

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Engage all curricular teams/ science courses in discussions around grading where we can consider standards-based, 4 pt scale, other practices.

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continue to use canvas to share digital activities 

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continue to use canvas to share digital activities 

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Retakes on essential knowledge and basic fact quizzes (not necessarily the skills tests/assessments)

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Assigning work on a weekly basis when possible.

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Everything documented online (not just classroom copies that inevitably run out)

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Everything documented online (not just classroom copies that inevitably run out)

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All notes on canvas/course site accessible to Ss

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The work completed by Allison and Ben before my return has changed how I see assessment. We should definitely keep this.

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Continuing to use 4pt rubrics for major assessments and an adjusted 4 pt grading scale that is common with English & History

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I want to continue offering students choices whenever possible when they take assessments to showcase their learning.

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Making so that work submitted can only help students grades, but if it is not submitted it is left as "ungraded" -- we need to work on what this means but it has been overwhelmingly positive

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What department goals (large and small) do we have for the 21-22 school year?

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What department goals (large and small) do we have for the 21-22 school year?

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What equitable practices and/or systems do we want to maintain through next year? 

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What equitable practices and/or systems do we want to maintain through next year? 