# data[].attributes.body
targets can be together but divided
what happens if not everyone meets the learning targets?

# data[].attributes.body
-Some of the scales are more detailed than others. Is this a difference in content area? Could be hard to write so much detail in certain topics that are more concept based rather than skill based.
-On the scale 1.0 is skills, 2.0 is information, 3.0 is putting it all together. If students are successful at combining it all together, they can move on to 4.0. If not, they need to revisit 1.0 and 2.0.

# data[].attributes.body
Discussion and questions over the word "scales" and the point in the process for Sumner. Why are we doing this now? Are these good examples? Where does this format come from? Referenced the earlier video for Learning Targets. Conversation revolved around whether there are good sample scales out there that we can base our scales on. Why should we re-invent the wheel? If it is already done, can't we just take them and modify them. It's all about making the learning and teaching visual and accessible.

# data[].attributes.body
1.  The 0-4 scale is easy to explain to students.

2.  Do our students pay attention to the learning goals/targets.  Do students understand why we post them on our boards?

3.  Sumner students want to reach step 4.

4.  What is next?  How does this relate to our current GVC?

# data[].attributes.body
Similar to the IB rubrics
Some have the Standards at the top and others don't.
They all say "The student will be able to:"
Some have incorporated activities listed vs. explained.
The Research Scale gives more explanation per category.
We like the Art and PE formatting - they include 0 and 1.0 explanation - especially if this is something the students will see - honest reflection for themselves.

# data[].attributes.body
Should you start all students at the same level?
What does it look like to work your way through the scales?
Differentiation is key.... Key to figure out the fundamental skills before you start working your way through the rubric.

# data[].attributes.body
1.  Some of the 4's for Social Studies are too easy for our students.  What they call a 4, we would call a 2.
2.  Vague objectives make the learning target unclear.
3.  How can this relate with IB?  If the IB assessment is our goal, and that is a 3, how would a 4 ever be possible.
4.  How does this help students?  Students don't pay attention to the the already posted objectives.
4. 4 should be our goal.

# data[].attributes.body
We noticed that the template was the same for each content area. More is not better.
May be more helpful for newer teachers
This feels evaluative
lots of focus on documentation

# data[].attributes.body
- World Language scales are so broad they could be used for any benchmark. Positive= simplicity Negative= what's the purpose
- Some scales focus more on their verbage/ taxonomy than the tasks and the process of learning

# data[].attributes.body
1. We thought steps 0-1 would be even more basic skills than step 2. Not all of the templates have steps 0-1.
2. We liked the same template with each content
3. Don't share all of this with the kids. Distract from content.
4. Summarize target goals (Does it have to be posted at all times or can it be posted at the beginning of the lesson?)

# data[].attributes.body
We discussed that there is a lack of collaboration time for that component or a lack of someone to collaborate with in order to improve and compare what we are teaching.

# data[].attributes.body
What evidence do you see in your classroom that aligns to teaching map?
1) I noted the whole map is done.  Why do they have wrong ideas? Working to improve their thinking.
2) By knowing the why, students can exceed.
3) By knowing where the standards are or to be met, we can help students practice skills and improve reasoning to have successful outcomes.

What advice would you give this dad?
1) Let them try themselves.
2) Do it on concrete and spring and fall so they can be lots of clothes on.
Certain ideas have to be visible to student and teacher alike.

Scale
1) What do you see?  Seeing  language is to know food.  All involve different levels of learning. Know objectives and levels of learning. "I can" allows for positive learning.

Monitoring Learning