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Presentation PowerPoint can be found here

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Presentation PowerPoint can be found here

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As an individual human being, why is equity important to you/me?

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Standards - A starting point, NOT a destination.
A necessary starting point: SEADS (Social Emotional and Academic Standards)

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4-shift approach to change (sequence is essential)

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4-shift approach to change (sequence is essential)

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1.  School/District
2.  Community Partners
3.  Families
4. Communities

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Perspective/Lens - Crisis or Opportunity 

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Perspective/Lens - Crisis or Opportunity 

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It’s up to my perspective ....

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Importance of effective leadership at all levels

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Importance of effective leadership at all levels

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If teacher effectiveness is the controlled variable, then ...

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The flow of design thinking .... wonder/question is the constant thread

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The flow of design thinking .... wonder/question is the constant thread

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All must be grounded within empathy (varied perspectives) and include reflection (telling story along the way)

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This Framework isn’t new to KIBSD ... good to look at often, though.  

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This Framework isn’t new to KIBSD ... good to look at often, though.  

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From “Bug List” to Design Thinking for Change 

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From “Bug List” to Design Thinking for Change 

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What Bugs you? As a group, how could we solve these problems??? Could we have this as an interactive T-Chart in the Central Office? Schools? Track Cohort groups? Classroom? Other? Would it lead to problem-solving? Supporting voice? Shift away problem indentification to solution? Group ownership and empowerment?

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Your learner isn’t giving you a hard time. Your learner is HAVING a hard time.

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TedTalk worth viewing:  Every Kid Needs a Champion with Rita Pearson

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TedTalk worth viewing:  Every Kid Needs a Champion with Rita Pearson

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https://youtu.be/SFnMTHhKdkw

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Is my ————(school, district, classroom) better BECAUSE I lead it?

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Is my ————(school, district, classroom) better BECAUSE I lead it?

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Who is the leader I see in the mirror (through my reflection of my leadership)?

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When working with our learners, focus on WHO they will Become, and not just on who they are now.
We must help students see who they ARE, and not who they are told/shown they are.

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Session resource with samples and suggested resources

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Session resource with samples and suggested resources

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https://padlet.com/DoubetKJ/PTs
Commonlit.org
Ldc.org.  (Task templates)
Bie.org

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Performance tasks and PBL’s both have 12 design variables, but they differ along continuum for each..

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Performance tasks and PBL’s both have 12 design variables, but they differ along continuum for each..

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Making tasks and projects equitable (not just equal) through scaffolding

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Making tasks and projects equitable (not just equal) through scaffolding

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5 dysfunctions of a PLC (from a different session but a thinking foundation on which I joined this session)

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5 dysfunctions of a PLC (from a different session but a thinking foundation on which I joined this session)

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“If schools are a microcosm of society, what is the elephant in the room? ...

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“If schools are a microcosm of society, what is the elephant in the room? ...

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MEDIOCRITY”

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“Look to see if instruction is broken (Tier I) before we look to see if the student is broken (Tier II). The answer to Tier I is not Tier II.

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From 80% of time on data and 20% on instruction To 80% focus on instruction and 20% on data.

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Question #1:  What do we measure/assess?  (What really matters?)

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Question #1:  What do we measure/assess?  (What really matters?)

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Beyond the know and do IF transfer, understanding and mindsets really matter.

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Transfer goals are the “why” of learning

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Transfer goals are the “why” of learning

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Consider the cross-cutting skills or the Deep Learnings identified within Science and ELA updated curriculum graphics. These are the ‘long-term’ exit outcomes we want of our learners at every level and at the end of their learning career. These ARE the college/career ready skills. Example: if the goal of learning to drive so they can be safe and effective drivers, then the learner doesn't need to know all the car parts.

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Transfer Goals/Deep Learning ... Appreciation, curiosity, make connections, etc.  These are the ‘exit outcomes’ of our learners at all grade levels.

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Transfer Goals/Deep Learning ... Appreciation, curiosity, make connections, etc.  These are the ‘exit outcomes’ of our learners at all grade levels.

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https://d3oxih60gx1ls6.cloudfront.net/911be323-be17-416d-ae17-f8e16616bc98/1b5eee4a-2bc8-4f07-861a-014e9a0f4297_Three_Key_Questions_on_Measuring_Learning_-_Educational_Leadership.pdf

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Classtechtips.com/ascd

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Anyone use spark.adobe.com (video, page and post)?

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Anyone use spark.adobe.com (video, page and post)?

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Easy to create ‘stories’ and publish through every social media.  Even I could sort of figure it out!  Device/platform agnostic.  Educator version is free and unlimited. (Spark.adobe.com/edu)

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Worth watching ... my take-away - shifting my mindset when ‘seeing others’ from At-Risk to At-Possibility.

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Worth watching ... my take-away - shifting my mindset when ‘seeing others’ from At-Risk to At-Possibility.

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https://www.ted.com/talks/victor_rios_help_for_kids_the_education_system_ignores?language=en&utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare

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“My teacher believed in me so much that she tricked me into believing in myself.”