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Teachers and students learned various tech tools that may not have been possible otherwise.

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modeling what is it like to have a bad day, or to be having a hard time- relateable and appreciated by students to hear that! 

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modeling what is it like to have a bad day, or to be having a hard time- relateable and appreciated by students to hear that! 

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Getting the chance to work one on one with students and get to know them on Google Meets while we follow up on work

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Getting the chance to work one on one with students and get to know them on Google Meets while we follow up on work

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Some students who are shy participated by typing in the chat, taking a poll, using a Padlet, etc.

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Discovery of online resources to boost equity and assist students with certain needs even during a "regular" year 

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Discovery of online resources to boost equity and assist students with certain needs even during a "regular" year 

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Continue warm ups that allow relationship building with students

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Continue warm ups that allow relationship building with students

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Students had the opportunity to be teachers when we struggled with technology. 

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Students had the opportunity to be teachers when we struggled with technology. 

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Virtual snow days!

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Students are much more adept at using technology/uploading, etc.

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I got to know all about my students' interests, and everyone had a voice in class at least once per day!

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beginning a connected portfolio project with SEL as a thru line in 8th grade Spanish 

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beginning a connected portfolio project with SEL as a thru line in 8th grade Spanish 

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Looking at this year as an opportunity to learn in new ways.

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I was able to provide in the moment feedback and support during student writing assessments.  Students found the feedback while they were working very helpful

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I was able to provide in the moment feedback and support during student writing assessments.  Students found the feedback while they were working very helpful

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Students were more engaged, got to utilize and learn about more technology. 

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Students were more engaged, got to utilize and learn about more technology. 

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Greater collaboration as a faculty as we relied on one another for ideas, technology, strategies to help us be successful this year.

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Greater collaboration as a faculty as we relied on one another for ideas, technology, strategies to help us be successful this year.

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The demand for tech increased ways to provide feedback to students on a more regular basis.

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It was nice to do these virtually because often the kids were there since parents had to log in on student accounts. Plus, students were able to be a part of these conferences which was more meaningful.

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teachers in this school hustle to do what is good for kids! 

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teachers in this school hustle to do what is good for kids! 

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Feedback from teachers became even more accessible to students

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Feedback from teachers became even more accessible to students

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This year was all about teaching kids to be patient, kind, and empathetic when life is giving you more than you feel you possibly could handle.

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This year was all about teaching kids to be patient, kind, and empathetic when life is giving you more than you feel you possibly could handle.

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Creating classroom libraries with diverse themes and contemporary issues that allow students to see "Mirrors, Windows, and Sliding Glass Doors" as they read.

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Creating classroom libraries with diverse themes and contemporary issues that allow students to see "Mirrors, Windows, and Sliding Glass Doors" as they read.

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Tricia

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Recording made students  very critical of their performance before submitting work. I saw many examples of students making multiple attempts before being satisfied.

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Recording made students  very critical of their performance before submitting work. I saw many examples of students making multiple attempts before being satisfied.

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We have made student's social and emotional well-being a priority.

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Students have been able to share their animals!

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Students have been able to share their animals!

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And parent meetings have been successful and more flexible.

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The math department has had endless collaboration and co-created weekly planning documents to help us all survive this year with 3 preps (15 different weekly lessons and sometimes 45 different documents weekly) in this current teaching structure.

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Students have been learning how other parts of the world have been dealing with pandemic in our daily news briefings.  They have learned to empathize and sympathize as every nation has both different and similar experiences.  

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Students have been learning how other parts of the world have been dealing with pandemic in our daily news briefings.  They have learned to empathize and sympathize as every nation has both different and similar experiences.  

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Google classroom helped students stayed organized.

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Google classroom helped students stayed organized.

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Student self-advocacy and relationship building through email

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Student self-advocacy and relationship building through email

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Students check and send emails so much more frequently - I've had so many students caught up on missing work via email and have had students I have (and don't!) send me art for feedback - this allows me to continue assisting them with art regardless of whether they're physically or virtually in my class or not.

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Flexibility with instruction and engagement. Especially with a hybrid learning model.

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By providing feedback through Google Classroom, students were able to hear from teachers in a timely way and could use feedback to revise work in progress.

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I agree with what was said about parent meetings, 504s, PPTs etc being virtual.  For many reasons.  Parents being more likely to attend, the ability to save minutes prior and after, easier to jump on late or out early when teachers only have coverage for one period for example.

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I had to find activities to allow students to safely engage in music activities that were fun and also good quality. I hope to continue to use some of those activities in the future.

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This school year has allowed me to be more creative and innovative with my science lessons.

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This school year has allowed me to be more creative and innovative with my science lessons.

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Students expressed their happiness/gratefulness about being in school (more often than other years).

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For my SLC students I was able to connect more with my students' parents, especially those who were virtual since they assisted in many of their speech sessions.

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I loved learning better ways to conference with students about their writing and to give them feedback in real time.

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Social Emotional Learning: The SEL has been working hard to encourage student growth and independence in the mainstream setting. It has been amazing seeing students who once would not step into classroom, begin to shine. Move from self-contained classes to regular classes, and begin to participate and become leaders.  It has been amazing hearing about student accomplishments. 

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Social Emotional Learning: The SEL has been working hard to encourage student growth and independence in the mainstream setting. It has been amazing seeing students who once would not step into classroom, begin to shine. Move from self-contained classes to regular classes, and begin to participate and become leaders.  It has been amazing hearing about student accomplishments. 

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We have developed better ways of making more books accessible, or "selling" books to students, such as book tastings, First Chapter Fridays, "What's on My Shelf?" and the use of Goodreads (in 8th grade).

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We used the majority of our text budget to vastly improve classroom libraries, including increasing the number of Own Voices books, as well as books that allow students to see books as "Windows, Mirrors, Sliding Glass Doors" (Bishop).

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In working with our FHS colleagues on a new Recurring Performance Task, we were able to more fully align our work.

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We have really focused on increasing student choice in ELA classes, specifically around book selection. In 8th grade we are full choice, and in 7th grade, choice has continued to expand.

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Teachers became adept at trying new technology to help us create authentic opportunities for students to demonstrate their understanding.

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Together with the Social Studies department, we had several meetings with the community group, "Concerned Moms of Students of Color" in order to build relationships and have proactive conversations about how we are addressing the issue of equity in the curriculum in our departments.

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Students are exploring every Spanish-speaking country from A-V this year.  They’ve been exposed to history, language, land forms, traditions, symbols, foods, biodiversity, politics, famous people, and in-depth geography.  Students can now visualize a country when they hear it mentioned.  They can make connections from their own culture to what they see in each of these countries that we’ve explored.

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Grade 8 Spanish is working on a VoGC portfolio where students link in examples/reflections of work to align to VoGC character traits.

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We analyzed AIM data based on a variety of subgroups to determine next steps to support student growth.

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Further making our classrooms caring communities by embedding SEL routines and embracing students' experiences and diverse backgrounds. In addition, we have made various curriculum revisions for equity, for example, more countries around the world and including connections to Black History Month.

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This school year, WL week highlighted IAR students: languages students speak & why students feel learning a language is important. There were also connections made in morning announcements to the VoGC & tolerance.

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18 IAR students took the National Latin Exam - 3 students received silver medals and 3 students received 🤬 Laude certificates.

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Grade level teams created a Google Doc  planbook for each course every week.  All lessons were revised to accommodate in person learners, remote learners AND not using paper!  This also helped interventionists since instructional activities and timing were more consistent across teams.

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In addition to the Google suite of tools, math teachers/students increased their use of Desmos  instructional activities and calculators, Gizmos simulations, online instructional videos etc.  Students and teachers have also learned several keyboard shortcuts for math symbols. Students and teachers have benefited from using KAMI to complete work and give feedback. Students should also have increased tech stamina for SBA.  :)

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Topics - 8th grade added new topics to include additional perspectives (African American, Latinx, and Asian).
Argument Writing - We are in the process of improving our writing instruction to help student better support a thesis and create argument statements.
Resources - Thanks to Alysson we have virtual carts and Padlets so students are able to access library materials remotely.

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I am proud of the lessons we created both before and after the 2020 Election.  We gave students the opportunity to reflect and journal to create a primary source account of what it was like to live during the most recent election.  We also posed questions aligning with  the VoGC (Civic Minded Contributor) to help students predict what issues will be important to their generation in the future.
We used a similar format in response to the January 6 events in Washington.

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Given that we revised our all of our lessons to accommodate both in person and remote learners, the extent of teacher collaboration increased. The content and instructional activities are more in sync across teams.

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Pivoted our Talk Moves and Discourse Structures to hybrid, paperless, distanced learning environment. Google slide templates for Anchor Phenomena kickoffs, Sense-making, Modeling, and Investigating.

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Grade 7 science students drew a "Scientist at Work". Were guided to reflect why the images were mostly older, white males with glasses, crazy hair, lab coats and were mixing chemicals. Students then created "Trading Cards" of black scientists from a variety of fields.

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Extended authentic research and  (virtual) Celebration of Excellence. Added expectation to include the findings of a black researcher.

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Created a supply kit for trimester 3 Remote students. Will be able to do Rock Identification activities, Heat and Temperature explorations, Melting Ice Student -designed investigation, and the Home Heat Home Engineering challenge we did not do last year.

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Continued to use anchor phenomenon as basis of science units. Prioritized having students "figure out" science through models, investigations, etc. Implemented Gizmos virtual labs.