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Reflect on standards--take some time to look at them and gather some qualitative data on how our students are progressing on these standards. What are some beneficial standards.

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want to start conversations with teachers about how their grading/grade book has evolved since implementing new standards/curriculum. (in order to reflect how their might be better ways to report and record Ss progress)

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want to start conversations with teachers about how their grading/grade book has evolved since implementing new standards/curriculum. (in order to reflect how their might be better ways to report and record Ss progress)

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Explore the connection between workshop and grading practices. Many 6th grade Ts have reported--and I agree--that they feel workshop is driving them to a more standards-based mindset. The two practices cohere. How can we take advantage of this coherence to inspire a re-examination of ELA grading practices?

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Holding PLC conversations regarding grading/assessing and how these might be different. Love Sherri's Fountas &Pinnell analogy.  Discussion question: "How does our gradebook reflect a growth mindset?"

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carefully examine the facets and dimension of deeper learning and how they could apply to my various contents. I think I need to do my own reflecting on what deeper learning is (and finish the book) before thinking about next steps with teams/Ts.

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carefully examine the facets and dimension of deeper learning and how they could apply to my various contents. I think I need to do my own reflecting on what deeper learning is (and finish the book) before thinking about next steps with teams/Ts.

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How might we facilitate discussions about grading versus reporting student learning and growth?

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More strategic use of Mastery Connect to track priority standards.

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Spend time using the rubrics for reflection and where I am as a content leader; how to I use this to facilitate curriculum writing and PLC work

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Gather more powerful exemplars of deep learning, at home and/or abroad. How can we go from seeing these requirements as boxes to tick during curriculum-writing to taking ownership over the concept and WANTING to design DL for Ts & Ss

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I agree that I need to do my own reflection on this first but the overarching idea is exciting and I think teachers would be on board. I think their concerns might include how their evaluators might perceive their "experiements" and how to learn more about the process and collaborate with the limited amount of time they have.

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Step 3 PD can be intentional about a cycle of inquiry within a 1st semester unit with deep learning focus and a 2nd semester unit with deep learning focus-allow time for reflection face-to face or virtually.

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Focusing on collaborative inquiry with PLC work focused on student work and new standards.

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Omit 4Cs from conversations and substitute it with 6Cs.

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Begin talking with PLC's, writers about what we value and examine if we are grading/assessing those items

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6C annotation to replace 4C in curriculum template.  Any Cooperative Learning structure  would include resources on building "character" look fors.  Any technology integration activity could include "digital citizenship" look-fors.

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6C annotation to replace 4C in curriculum template.  Any Cooperative Learning structure  would include resources on building "character" look fors.  Any technology integration activity could include "digital citizenship" look-fors.

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Starting a conversation about what grading represents.
What do we value as a district in grading?