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How to catch up and stay on stuff.

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How To: Scale Down Playbook Common Planning Sessions to Make them Work in an Actual Common Planning Time Period.

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How To: Scale Down Playbook Common Planning Sessions to Make them Work in an Actual Common Planning Time Period.

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What should evidence of sprint 2 "look fors" look and sound like in each grade level? with artifacts to support (video clips, observation notes, etc.)

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What should evidence of sprint 2 "look fors" look and sound like in each grade level? with artifacts to support (video clips, observation notes, etc.)

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How to deal with non-math related high-level vocabulary during assessments

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How to encourage student independence during assessments

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How to encourage student independence during assessments

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How to get on pace when there are no lesson suggestions to omit/consolidate (ALL GREEN)

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How to get on pace when there are no lesson suggestions to omit/consolidate (ALL GREEN)

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Best direct instruction scaffolding practices: How to teach classes when the majority of your class is 3+ grade levels behind.

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Best direct instruction scaffolding practices: How to teach classes when the majority of your class is 3+ grade levels behind.

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How to balance curriculum pacing expectations with real-life student performance data; chronic absenteeism; and limited resources.

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How to narrow the gap between district expectations/mandates and the realities we face at the school level.

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How to narrow the gap between district expectations/mandates and the realities we face at the school level.

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How to maintain pace even through lesson consolidation and students are lacking skills and understanding.

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How to maintain pace even through lesson consolidation and students are lacking skills and understanding.

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I agree, how do we encourage student independence during assessments

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I agree, how do we encourage student independence during assessments

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Teachers are stretched thin and more is being expected of them daily. Students today are not the same and with all that is going on in the buildings(vacancies, major learning gaps, relaxed code of coduct but increased behavioral issues/concerns, disrepectful students, etc), how do I motivate teachers to keep pushing forward when I don't have an answer myself.

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What does scaffolding look like for K-5 students during the problem set and exit ticket?

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How to facilitate with a math and ela teacher.