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schoolimprovement@wested.org

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What has been your experience in working with schools and teachers around curriculum maps since the beginning of school this year?

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What has been your experience in working with schools and teachers around curriculum maps since the beginning of school this year?

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1. Everyone shares their experience

2. Identify a note taker from the group

3. The note taker will share key ideas from the group discussion on the Padlet under the "Breakout Notes" column.

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Share a favorite lesson you enjoy teaching and explain why. Please include student engagement and lesson structures/activities.

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Share a favorite lesson you enjoy teaching and explain why. Please include student engagement and lesson structures/activities.

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Make your own copy after accessing the document.

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I love teaching regression equations at the end of 3rd quarter in 9th grade math. Students explore different situations with different type of data and how we make trend lines to make predictions. One thing they really enjoy is developing their own data set and then making predictions using the best regression equation.

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Share your takeaways about the protocol you annotated.

In the Padlet, under the “Lessons Learned Protocol” column, one person type your notes during the group discussion.

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Latest BIE Navajo Curriculum and Coverage Maps

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Latest BIE Navajo Curriculum and Coverage Maps

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LATEST UPDATED BIE Navajo Curriculum Maps - 2024

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1. How will you work with teachers to ensure they KCMA (keep curriculum maps alive)?​

2. What are some important elements to keep in mind when setting up collaborative teams to track curriculum maps and reflect on lessons learned?​

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Take a moment to review your school's curriculum and coverage map folders.

To the best of your knowledge, which subject/grade level/(s) are most up to date?

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Thank you so much attending!

Please complete the Exit Ticket below and share your thoughts with us about today's session. Your feedback will help us make our professional learning experiences continually better as we collaborate with your learning community!

For more information or if you have any questions, please contact schoolimprovement@wested.org.

Thank you,
The WestEd Team

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BIE Navajo - February 1, 2024 - Exit Ticket

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Thank you so much attending! Please complete the Exit Ticket below and share your thoughts with us about today's session. Your feedback will help us make our professional learning experiences continually better as we collaborate with your learning community! For more information or if you have any questions, please contact schoolimprovement@wested.org.

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What are 3 key takeaways or "ahas"?

What are 2 things that all schools should engage in before the end of this school year?

What is 1 action that you will take in the next week?

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February 1 2024 BIE Navajo KCMA Slide Deck

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Shawn Walbecq, Principal, Dennehotso Boarding School

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Shawn Walbecq, Principal, Dennehotso Boarding School

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Good morning from Lisa Dejolie,  Tuba City Boarding School, Little Thunderbird Dept. Head

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Good morning from Lisa Dejolie,  Tuba City Boarding School, Little Thunderbird Dept. Head

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Dr. David Lee Propst, Principal  Cottonwood Day School

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Dr. David Lee Propst, Principal  Cottonwood Day School

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Jessica VerWys, Principal, Sanostee Day School

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Jessica VerWys, Principal, Sanostee Day School

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Peace to all

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Christopher Bennett, Principal Kaibeto Boarding School 

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Christopher Bennett, Principal Kaibeto Boarding School 

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Dr. Edie R. Morris, EPA, Navajo District 

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Dr. Edie R. Morris, EPA, Navajo District 

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Good morning and have a good day.

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BJ Diana, Principal, Bread Springs Day School betty.diana@bie.edu

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BJ Diana, Principal, Bread Springs Day School betty.diana@bie.edu

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Al Martinez                                                             Wingate HS Head Teacher               

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Al Martinez                                                             Wingate HS Head Teacher               

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Dr. Karina A. Roessel, Principal at T'iis Nazbas Community School

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Dr. Karina A. Roessel, Principal at T'iis Nazbas Community School

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Christina Mescal, Principal, Ojo Encino Day School, christina.mescal@bie.edu

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Christina Mescal, Principal, Ojo Encino Day School, christina.mescal@bie.edu

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eric north, princiapl wingate elementary school

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Dr. Maria del Carmen Moffett, Principal, Rocky Ridge Boarding School

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Dr. Maria del Carmen Moffett, Principal, Rocky Ridge Boarding School

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Victor Benally, Education Specialist, Chinle Education Resource Center

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I had fun teaching division... I used TPR and made it fun!

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I had fun teaching division... I used TPR and made it fun!

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I enjoyed teaching reading to first graders. It was always a challenge of patience, but we made it fun.

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I enjoyed teaching reading to first graders. It was always a challenge of patience, but we made it fun.

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While teaching ELA, HS My favorite lessons were those that the students left the class talking about and saying how much they learned that day or how that lesson impacted their thinking. 

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While teaching ELA, HS My favorite lessons were those that the students left the class talking about and saying how much they learned that day or how that lesson impacted their thinking. 

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Fractions and PIZZA

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Relating U.S. History of the west and focusing on the American Cowboy and how today's rodeo cowboys have evolved from the past.

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As a science teacher I taught all the sciences. My best in Biology was Genetics and Punnett Squares. Chemistry was stoiciometry. Physical Science was drawing forces and vectors.

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Periodic Table of Elements, everything is made up of matter. Fun learning about the everyday items and chemical components.

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Periodic Table of Elements, everything is made up of matter. Fun learning about the everyday items and chemical components.

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I used video clips from movies to show different examples of figurative language. Students listened/watched the clips then decided what it was an example of, which led to a lot of "disagreements" or multiple suggestions as they explained their choices to one another. Always a very loud session.

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I had fun integrating Navajo culture and language into my standards, using it as a hook or to transition into the next skill/standard.

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I had fun integrating Navajo culture and language into my standards, using it as a hook or to transition into the next skill/standard.

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using visual models to show multiplying fractions, such as 1/4 x 1/3 =

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Science, I love teaching this subject because student become very creative and excited about different outcomes.

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Science, I love teaching this subject because student become very creative and excited about different outcomes.

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As a PE teacher, I liked when we did the track and field unit because we were able to incorporate lots of units of math (miles, feet, quarter, half, distance, etc.)

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My Favorite lesson was teaching measurement using paper airplanes and flying them then measuring the distance.

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My Favorite lesson was teaching measurement using paper airplanes and flying them then measuring the distance.

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Students produced their own short video based on their favorite book.

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I loved teaching Greek mythology to my 5th grade students. Their project for this lesson was to create a pop-up book of the Greek God of their choice.  The student interaction, vocabulary, and the creativity as amazing

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I loved teaching Greek mythology to my 5th grade students. Their project for this lesson was to create a pop-up book of the Greek God of their choice.  The student interaction, vocabulary, and the creativity as amazing

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I loved teaching 1st and 2nd grade students on Whales...guesstimations on length was always interesting. They were able to learn measurement with different types of measuring tools. Unifix cubes, rulers, yard sticks. Laying these measurements out on the gym floor gave students a real picture of the whales lengths.

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Students were engaged as they created a presentation visual organizer of a chosen story. Presented to their classmates, while classmates reflected on a rubric.

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Science, I love teaching this subject because of the creativity.

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Science, I love teaching this subject because of the creativity.

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Teaching order of operations was fun. It was great to see the moment when students understood how to use the mnemonic to solve problems.

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I loved teaching math word problems for the early grades. Having students act out word problems with manipulatives and placemats was very engaging for all students. There are many different situations for word problems and it can be difficult for young children to understand the various situations. 

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I loved teaching math word problems for the early grades. Having students act out word problems with manipulatives and placemats was very engaging for all students. There are many different situations for word problems and it can be difficult for young children to understand the various situations. 

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One of my favorite units is working with functions. I love developing the different ways to express functions and the relationships between each of those representations: graphs, input/output tables, equation, word problem, and slope. I might provide 1-2 clues and have them complete relationships.

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Students learned to write a simple lesson plan so they could find a favorite topic from the Social Studies resource to learn and teach to their peers. It was amazing to see them take ownership of their learning. It was a difficult for me to release control but I did.

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One of my favorite lessons was teaching fencing to high school students.

Going over defensive and offensive techniques; such as parry and repost.

Demonstrated the techniques with foils and then had students work with partners on these techniques.

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When working with high school students and teaching world history at the beginning of the school year - along with each lesson taught, I would explain to my students where groups of Native America were at the time. So students would ask as we went along in the year, "Where are we now?" Students starting drawing pictures to put on a timeline.

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Reading to kindergarten students, seeing their enthusiasm, and creating love of reading.

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While teaching Native American Studies to 6th graders, I was covering blood quantums.  After covering the basics, students were doing their own lineage and branched off creating other lineages.  They were bringing their Certificate of Indian Blood paperwork to share.  This was a wonderful way of doing fractions. 

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While teaching Native American Studies to 6th graders, I was covering blood quantums.  After covering the basics, students were doing their own lineage and branched off creating other lineages.  They were bringing their Certificate of Indian Blood paperwork to share.  This was a wonderful way of doing fractions. 

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3rd-6th grade: taking abstract and reverting back to concrete to support visual and kinesthetic learners....aah-haa moment is always priceless!

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Students were amazed that they developed math skills in solving problems. Wonderful to see the development.

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Peggy T, Irowena W, BJ Diana, G. Torivio, K Malon

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Peggy T, Irowena W, BJ Diana, G. Torivio, K Malon

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E. Singer, E. Wilkinson, C. Bennett, Dr. Roessel, G. Arviso

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E. Singer, E. Wilkinson, C. Bennett, Dr. Roessel, G. Arviso

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Time working on it within IR's. Targeted work in Tier work. Highlight standards and making adjustment. Structured time within PLC's. Administrators present to conduct the work. Realignment with new curriculum resources. Making shifts and need to progress monitor

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ML-Adopted, continued process, only one concern-some grades did not have certified teachers; provided support. IR: 1-On target, 2-Same thing, on target, on track. Receiving support to improve through consultants.

TCBS-Test Coordinator, worked backwards, looked at blueprints from BIE UA, aligned, interim rolled out, relooked at curriculum map, did IR-Efforts to keep instruction on track with CM with support.

Chichiltah-3 days to work on CM, lack of teachers, update and upload new resources.

WES-Summer to do CM, create a system of accountability and evolve.

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Started working on it before school started but have not .

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Started working on it before school started but have not .

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revisited yet. Gotta get back to it to see where we're at. It's important to revisit. One school reports it was difficult to do and didn't follow the templates shared with schools. Challenge to move staff from using their own form and how they interpret CMs. This year using the framework, use as a guide, next step go back & review, what students were taught, is it aligned, student assessment. Another school shares working w/ consultant, created and given CMs. Need teachers to take ownership & need to have ownership. New revision is the blended learning, creating issues, low at integration, look at making adaptations, trying to make sense of the design of CMs. Another school shares working w/ consultants, how often teachers look at them is another thing, really want teachers to make sure students understand the materials, timewise, not on cue, but want students to make sure learning is happening for students

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ERC Chinle Perspective: IR importance standards are addressed in lesson

WHS: Maps with WestEd on going 3 yrs, posted maps, lesson plans, and standards addressed. DOK levels and assessment for lesson. Pacing is reviewed and is a part of PLC process.

DBS: Curriculum map with ELA, SS, DLC, maps shared 22-23 and will need to be updated to current school year 23-24. Staffing challenges attribute to updates.

BDCS: Lesson plans are reviewed for daily instruction. New administration who inherited plans. Moving forward, a team will be in place to update.

Stephanie: Created on own prior to initiative.

LVNS: Team mapped ideally for each grade level and not considered multi-grade levels. We will need to revisit realistically.

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Group: Ms. Arviso, Ms. Singer, Dr. Rosessel, Ms. Bradely-Wilkerson, Ms. Mason and Mr. Bennett

Had time doing it during instructional rounds

Wanting all students together especially tier 2 and 3.

Highlight the essential standards for this year.

Structured time within the PLC

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As a classroom teacher, having a template to make intentional effort to keep track of ideas is logical next steps when reflecting on lessons and resources. What didn't work could be technology not working at the time.

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-Adding ELL strategies into the template

-Native Language and/or Culture connections added. i.e. doing role call and having students use their language to interact

-What are the strategies and identification process in identifying struggling students

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Agreed that the template was useful in recording reflections. Suggested end of unit discussion versus summer work, its immediate and have others to work with in grade bands.

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Similar to WHS protocol. Questions w/examples are a little better.

Singletons: might be a reflection tool to complete independently and consider.

Is this just another thing we have to do? Could that be the perception? How do we create a shift in looking at data, seeing patterns, and moving towards reflection about instruction.

This document is aligned with the big ideas of PLCs. Could be a good document for recording PLC discussions.

Google forms might be one way to modify this document and information goes into a spreadsheet (good data collection)

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Familarize myself with the Lesson Learned Template. See where we can embed this form or techniques into PLT meetings, staff reflection meeting, planning meetings with our curriculum m's. and coverage m's, and such. It is beneficial!

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-Provide time and structure.

-Individualized discussions for clarity and direct support.

-Collaboration tools-Posting of outcomes in team reflections, assessment results and next steps for progressive applications.

-Add/create communication templates to fit team needs.

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-Work with ed spec to help on the focus

-Reflection should be embedded in the PLCs

-Quarterly reflections as whole staff

-Embedded into the teacher's regular work

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I'm thinking of what strategies I could use to support principals in keeping curriculum maps alive. What would be most effective is not "adding" to duties but what would be less timely but still getting the reflections to review, revise, update, and determine next steps.

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I plan to use the lesson learned template during my visits with teachers during PLC. Meet with grade level teachers about updating the curriculum maps.

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Feb 1, 2024 Keeping Curriculum Maps Alive (KCMA)

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Feb 1, 2024 Keeping Curriculum Maps Alive (KCMA)

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RECORDING BIE Navajo KCMA Feb 01 2024.mp4 | Powered by Box