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Foundations Time is focused on ensuring that students have dedicated time to practice and develop reading, writing skills and build math fluency.

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How might we ensure that foundations promote interdisciplinary learning?

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How might we ensure that foundations promote interdisciplinary learning?

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Make sure that the foundations are rigorous - getting students beyond grade level.  Really strong curriculum and assessments.  Connect foundations to the interidisciplinary skills - content
Modes of learning - not just one way of accessing the information.
Students are making constant connections to what they know and the world around them even if the content is siloed.
Assessments are authentic tasks  - drill and kill - mastery you have to show connections are required.
Constantly asking why do I have to learn this - students can answer that question - meaning making of the work - because of finanacial literacy, understand things you read, making sense of the media, application of the learning.

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Content they are learning is always applied back to building student's self awareness, identity and awareness of sociopolitical realities in our work (i.e. math seminar questions are written to reflect local community issues or national issues of social justices, students are reading about those during silent sustained reading etc...) 

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Content they are learning is always applied back to building student's self awareness, identity and awareness of sociopolitical realities in our work (i.e. math seminar questions are written to reflect local community issues or national issues of social justices, students are reading about those during silent sustained reading etc...) 

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Daily Progress monitoring pushes students to questions whether or not the systems are helping them grow and problem solving how to best learn what they need to. 

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Daily Progress monitoring pushes students to questions whether or not the systems are helping them grow and problem solving how to best learn what they need to. 

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How might we ensure that foundations embodies our design anchor of critical conscious action?

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How might we ensure that foundations embodies our design anchor of critical conscious action?

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-essential questions place students as "global problem solvers"
-students work in teams to dig into community/world issues and speculate solutions
-content balances social justice problems with hope and joy
-content and pedagogy reinforces positive identify development.
-Teachers have thoroughly explored their own biases in communication patterns, content selection, questioning, etc.  and employ strategies to assist students in doing the same
-projects share out into commnity about their findings.

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How might we ensure that foundations embodies our design anchor of student agency? 

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How might we ensure that foundations embodies our design anchor of student agency? 

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Teachers think through multiple options for kids to engage in a particular practice activity - you can either practice 4 digit division through online program or in a game - mastery is then shown through a quiz.  

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Teachers think through multiple options for kids to engage in a particular practice activity - you can either practice 4 digit division through online program or in a game - mastery is then shown through a quiz.  

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Students have time in pairs or with peers to reflect on what they have accomplished and ways to continue to reflect on "tips" and "best practices" 

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Students have time in pairs or with peers to reflect on what they have accomplished and ways to continue to reflect on "tips" and "best practices" 

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Students choose how they will spend their time knowing that they have a set amount of outcomes to reach during the week or day. 

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Students choose how they will spend their time knowing that they have a set amount of outcomes to reach during the week or day. 

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-students select texts, projects, assessments
-students choose where they complete their tasks adn a timeframe for major assessments
-content and texts selected have themes that build up positive cultural identity in students
-student talk is present more than teacher talk in classroom
-students hold each other accountable for quality and deadlines
-student passion points are explored through content or discussion

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How might we ensure that foundations block promote equity and community? 

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How might we ensure that foundations block promote equity and community? 

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Students understand that everyone has strengths to offer and working to maximize and learn those strengths.  

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Students understand that everyone has strengths to offer and working to maximize and learn those strengths.  

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Every student is getting what they need and feel like the time is individualized to improving in their own learning and growth. 

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Every student is getting what they need and feel like the time is individualized to improving in their own learning and growth. 

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Students are able to work with others to increase in their own effectiveness and problem solve when they get stuck.  

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Students are able to work with others to increase in their own effectiveness and problem solve when they get stuck.  

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Students share their work with others in their community - celebrate successes and areas of growth 

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Students share their work with others in their community - celebrate successes and areas of growth 

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-work with texts involving community themes
-work together on a project that benefits the immediate school community
-establish norms around empathy, compassion, service, community
-round table discussions where students "share the mic" and all voices are heard
-teachers pays attention to "accesss" and making sure all students have equal access to rigorous learning experiences
-students contribute ideas and questions to guide learning and discussions
-classroom community values created by students, posted and reinforced by each other
-share out of learning to broader community (studnets, parents, etc)
-visual displays of learning in broader school and classroom
-modified/additional instruction for students who are behind in skills