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measuring SGP of students in fellows classrooms in relation to other first year teachers.

In terms of focus schools, we want student outcomes to improve particularly in 3-8 classrooms. We want cohort schools to improve attendance +5. Suspension numbers continue to decrease.

Principals maintain growth on insight.

Core action 2 improvement for cohort schools.

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Part of me isn't sure about measurement as we will be successful if BPS can do the work of Boston SEED and Academic with independence which we won't know until after we have left for sure.  How do we measure independence prior to them really having it.

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Part of me isn't sure about measurement as we will be successful if BPS can do the work of Boston SEED and Academic with independence which we won't know until after we have left for sure.  How do we measure independence prior to them really having it.

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I think that connecting periodically with the client to ask if they feel that the goals we have set are aligning to the direction their team/work would be beneficial. Additionally, we can have an internal evaluation and compare it with the client's assessment of the work.

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for the rigorous instruction vision, goal, how can we call out coaching and new teacher development? it's a huge part of our instructional priority there and one of the key levers we have to get to instruction 

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for the rigorous instruction vision, goal, how can we call out coaching and new teacher development? it's a huge part of our instructional priority there and one of the key levers we have to get to instruction 

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a measure for sustainability - client survey on preparedness to implement

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a measure for sustainability - client survey on preparedness to implement

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goals- sustainability and a strong hand off so across both contracts we document process and content and leave BPS ready to fly with coaching and fellows work.

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goals- sustainability and a strong hand off so across both contracts we document process and content and leave BPS ready to fly with coaching and fellows work.

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Ensuring that BPS has all the tools and support necessary to take full ownership of the various programs we have helped initiate these past 3 years

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to meet a goal around rigorous academics we would need more data on Fellows, NTDs - probably beyond CAP. in New York we used to do an instructional audit of artifacts to see if Fellow instruction was grade-level aligned

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to meet a goal around rigorous academics we would need more data on Fellows, NTDs - probably beyond CAP. in New York we used to do an instructional audit of artifacts to see if Fellow instruction was grade-level aligned

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What would it look like to create a road map or tool kit for sustainability? How do we measure it's success if BPS has to implement it? 

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What would it look like to create a road map or tool kit for sustainability? How do we measure it's success if BPS has to implement it? 

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Support Rigorous Academic goal seems HUGE -, could we rewrite it as a GOAL that we can break it down, make it more specific or concrete? What is rigorous? Do we want to say to effectively implement grade-level instruction aligned to the Massachusetts Curriculum Framework? Right now this goals seems like it could read for almost any contract.

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Support Rigorous Academic goal seems HUGE -, could we rewrite it as a GOAL that we can break it down, make it more specific or concrete? What is rigorous? Do we want to say to effectively implement grade-level instruction aligned to the Massachusetts Curriculum Framework? Right now this goals seems like it could read for almost any contract.

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Once we have identified what we want to achieve, we need a way to know monitor our progress toward the goals. How do we decide if the goal are met?

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Goals focus our work on the highest priorities and ensure we have a clear way to measure our success as we strive to reach our wildly successful outcomes. As a team, what are we trying to  achieve this year?