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Depending on campus schedule - one quick code per grade level if whole group - or one per class if separated by groups.

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Instead of giving scholars 4 big projects/assignments all due during the same week, create some type of rolling pace for the final weeks of the trimester so that each week can be dedicated to one main content - then advocacy week would be the actual presentations.

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Factoring breaks for exceptional learners to help with pacing, specifically so they don't rush

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Factoring breaks for exceptional learners to help with pacing, specifically so they don't rush

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How do we actively monitor and look over student work as they working -- if we have to be distanced?

What does the hybrid method look like for math?

Will we remain paperless?

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As we cater to supporting our scholars social emotional wellness coming back into the building and acclimating to real life -- are we expected to stay on pace?

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Students have been very focused (stressed) about their performance tasks all week so had very little mental energy for the IA and rushed through it

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How are we going to reteach these standards? Even with our pacing calendar being as quick as it is, there is not really any extra time to do meaningful review (not just a drive-by)

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Thanks for the engaging activities at the top of our meetings.

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Administering by grade level worked well in my opinion, there wasn't a lot of trouble shooting required

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Going forward (2021-2022), how can we more effectively teach calculation procedures online? Particularly those which require extensive working out on paper

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Are 3 different quick codes necessary moving forward along with passwords?

Each student has a unique username that they could sign in with.

Also, one quick code could be used for all students and could be separated in the results.

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How can we continue to foster collaboration and group work when in person given distancing? As well as simultaneously for students who are virtual?

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I'm not a huge fan of giving the same IA to self-contained classes, but I prefaced my class in a way that made the data very useful:

I picked 6 problems that I wanted my self-contained scholars to really try their best on. I encouraged them to take their best educated guesses on the other questions, but to hone in on these 6 problems. Outcome: The standards correlated to these questions came back with nearly 50% mastery.

My idea is to review these 6 questions in class this week to see if scholars truly grasped the process of solving them, which has been taught in class (the rigor on the test was just higher). I will also include 4 more problems from the IA I believe they can complete. The review of these problems will count as their Trimester Performance Task.