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How do 6th grade teachers use Campus and letter grades consistently across the district working in sync with CFAs/Growth Mindset, etc.?

Our hope is to help our PLCs understand the difference between the purpose and use of formative and summative assessments. The "why" is transforming. Let's start with each of our ELA/SLA writers. Model it, talk about it, help your team move forward. If every writer, on every grade level, starts easing into this, we'll make a difference in helping teachers develop a growth mindset.

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When/How are we determining what our writing curriculum will be?

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When/How are we determining what our writing curriculum will be?

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Michelle Ament and the coaching team are working on framing this out now. We will eventually combine our efforts.

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Will we ever have a formal, consistent writing curriculum?

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Any way of incorporating the unit assessments into Schoology for grading and immediate feedback?

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Any way of incorporating the unit assessments into Schoology for grading and immediate feedback?

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Are all teachers expected to use Lucy Caulkins?

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Are all teachers expected to use Lucy Caulkins?

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Are we going to focus on grammar and writing??

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Do all schools have the same resources? i.e. saravello (sp?)

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Do we need to stick to a timeline when going through the units (either as a team or individually?)

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Do we need to stick to a timeline when going through the units (either as a team or individually?)

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Do we have a framework of standards and expectations for teaching grammar?

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Do we have a framework of standards and expectations for teaching grammar?

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Should we have a day by day scope and sequence for every unit?

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Should all teachers on a team be using the SAME formative assessments and/or all teachers in the district at a grade level be using the same formative assessments and giving them at the same time?

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As a new member and new to 6th grade, it would be great to have some time to navigate the materials in Schoology so I am not asking questions that already have obvious answers.

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I'm wondering if there are connections within these units (which are wonderfully written) and grammar/writing instruction

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Why are all of our assessments "traditional" paper and pencil tests? What if we want to use a rubric to assess a skill in place of a paper and pencil district test?

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Why are all of our assessments "traditional" paper and pencil tests? What if we want to use a rubric to assess a skill in place of a paper and pencil district test?

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In the 6th grade group there are folders inside each unit with the names of the standards. The folders are empty. What is the objective of having those folders on each unit?

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I am wondering how this work dovetails with the Writing PD, Interventions for ELA, 4C's, 21st Century Learning with digital literacies, etc. Are we all working off the same definition of what is literacy?

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I am wondering how this work dovetails with the Writing PD, Interventions for ELA, 4C's, 21st Century Learning with digital literacies, etc. Are we all working off the same definition of what is literacy?