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Smaller areas
-Level I
-Level II
-Level III

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Coaches need to build in time to actually look at data with teachers. This can be difficult with scheduling - maybe the Module 4 can be bolstered a bit for teachers to be able to go through it without a coach?

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could the form be more open ended? Having a right or wrong answer, feels closed- maybe there are next steps in the question "grading" - have the answers create a learning path

OR could folks go straight to the flow chart

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For the flow chart - i don’t understand the “Co-plan: Introduce a process” box. What does that mean? A process for formative assessment?

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I think that there may be some opportunity to add a brief section about overall unit planning. I don’t think you can get all the benefits of formative assessment without strategic unit planning. Starting with the end in mind. Having an idea of where you're going to check, reflect, refine as you pursue specific skills/content. What preliminary success looks like, etc.

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I think that there may be some opportunity to add a brief section about overall unit planning. I don’t think you can get all the benefits of formative assessment without strategic unit planning. Starting with the end in mind. Having an idea of where you're going to check, reflect, refine as you pursue specific skills/content. What preliminary success looks like, etc.

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Resource Page in Module 2 needs additional thangs

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Resource Page in Module 2 needs additional thangs

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Teachers need to see how this directly affects their teaching in a positive way.

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Love the self-check - feel like it could benefit from a question about having a plan for how to achieve learning goals before you begin the unit. Maybe another about changing instruction based on ongoing assessment.

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Love the self-check - feel like it could benefit from a question about having a plan for how to achieve learning goals before you begin the unit. Maybe another about changing instruction based on ongoing assessment.

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Could principals arrange a way for teachers to get "credit" for these courses? Perhaps forming a study group in the school. Looking for ways to motivate teachers! (They have a long to-do list).

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Could principals arrange a way for teachers to get "credit" for these courses? Perhaps forming a study group in the school. Looking for ways to motivate teachers! (They have a long to-do list).

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Add how students can give feedback between one another

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Add how students can give feedback between one another

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Is feedback a necessity?
How can we pull out parts

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How do we encourage teachers to become more self motivated learners

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great way of talking through what it could look like

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great way of talking through what it could look like

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could be an entire PD

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Transformative Assessment in Action: An Inside Look at Applying the Process

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In this follow-up to the best-selling Transformative Assessment, W. James Popham takes you inside the classrooms-and inside the heads-of teachers who are using the formative assessment process to impr

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How do teachers get feedback from coach? Or get feedback from each other?

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Lots of information

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Do we want teachers to take this course...
Clarifying purpose with staff

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User friendliness is an issues (create more quick links to overcome this)