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How will we examine our guiding questions? What types of data (qualitative and quantitative) will we use to examine our guiding questions?

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How will we examine our guiding questions? What types of data (qualitative and quantitative) will we use to examine our guiding questions?

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1. What are the indicators that synchronous learning is rigorous and meaningful?
Performance on pre-work vs. performance on work during/after the lesson
a. Work on tiered lesson problems
b. Work on Tiered Embedded Assessment (TEA) items
c. Work on exit tickets
2. What are the outcomes we need to look at in order to determine that?

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1. Create a space within the district to discuss the need for Black unity
2. Planting seeds for the work (of creating spaces to discuss Black the need for Black unity) to continue
*What is "the work"?

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List of Activities that Schools Can Do That Day

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List of Activities that Schools Can Do That Day

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1. Play Re-enactment? (Day of Absence)
2. Poem about the importance of Black Solidarity Day
3. An Essay pertaining to the contributions of Black people/Black civilization
4. Where do we go from here? Afro-futurism thoughts and artistic expressions
5.

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1. Correspond with Dr. McBryde (Campbell by Wednesday, October 14th)
2. Create a timeline (Campbell by Wednesday, October 14th)
Send email to schools the weekend of the 16th
Establish deadline for schools to respond and make a program.
Prepare a flyer and theme and a run of show
3. Compile a list of list of activities (Campbell & Fashusi by Wednesday, October 14th)
4. Sample activity that schools can use for Black Solidarity Day (Fashusi by Wednesday, October 14th)

Research five black scientists/inventors and create a short script

Students will create a short script that tells a character’s experience on a particular day as they experience life without having access to five inventions that were created by black scientists

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Have a one-convo with Abdul-Latif about what her interests are and leadership opportunities she may be interested in stepping into both inside and outside of the math department (Fashusi by Sun 10/18/2020 and follow up with Campbell on Fri 10/23/2020)

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Have a one-convo with Abdul-Latif about what her interests are and leadership opportunities she may be interested in stepping into both inside and outside of the math department (Fashusi by Sun 10/18/2020 and follow up with Campbell on Fri 10/23/2020)

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Have a one-convo with Gomez about how teaching and school and life are going? Also chat about her interests in leadership opportunities both inside and outside of the math department (i.e. Social Justice committee) (Fashusi by Sun 10/18/2020 and follow up with Campbell on Fri 10/23/2020)

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Have a one-convo with Gomez about how teaching and school and life are going? Also chat about her interests in leadership opportunities both inside and outside of the math department (i.e. Social Justice committee) (Fashusi by Sun 10/18/2020 and follow up with Campbell on Fri 10/23/2020)

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Finalize CIP members, share vision and resources for CIP and discuss budgetary constraints with Ms. McFarland (Campbell by Friday, October 16th) 

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Finalize CIP members, share vision and resources for CIP and discuss budgetary constraints with Ms. McFarland (Campbell by Friday, October 16th) 

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*Newsome
*Joshua

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Read the damn book (Fashusi by Tuesday, November 3, 2020

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Read the damn book (Fashusi by Tuesday, November 3, 2020

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CBJ Committee on hold for now but we can explore Carver, Banneker, Johnson and STEM events (not about academic testing). Can develop a calendar of activities, events, and projects (Fashusi by 10/25/20) and discuss calendar during the final week of October

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CBJ Committee on hold for now but we can explore Carver, Banneker, Johnson and STEM events (not about academic testing). Can develop a calendar of activities, events, and projects (Fashusi by 10/25/20) and discuss calendar during the final week of October

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Correspond with Dunne, Gwin, and Newsome about suggestions for engaging STEM event

Virtual STEM Panel

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Finalize an Action Research Cycle (Fashusi by Friday 10/16/20)

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Finalize an Action Research Cycle (Fashusi by Friday 10/16/20)

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https://datawise.gse.harvard.edu/data-wise-improvement-process

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A list of resources

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Finalize the subcommittees of the Social Justice Committee and the characteristics that could push the goals of the committee forward (by Thursday, October 22nd) 

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Finalize the subcommittees of the Social Justice Committee and the characteristics that could push the goals of the committee forward (by Thursday, October 22nd) 

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Look through grade rosters and intentionally target students
(Fashusi & Campbell on Friday, October 23rd)

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How do we utilize asynchronous learning to ensure that synchronous learning is rigorous and meaningful?

What are the indicators that synchronous learning is rigorous and meaningful?

Performance on pre-work vs. performance on work during/after the lesson

Work on tiered lesson problems

Work on Tiered Embedded Assessment (TEA) items

Work on exit tickets

What are the outcomes we need to look at in order to determine that?

Based on teachers’ inquiry/action research, what are the best practices for feedback (from teachers and peers) so it is impactful to students? How does our grading policy support the best practices for feedback?

How can CRSE, differentiation, and SEL practices be utilized so that each student can be a contributing member of the classroom community of learners?

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Clarification of role and responsibilities

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How can we organize to utilize the driving questions to facilitate the ongoing work in the department?

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Survey for Students and Parents/Guardians About How Empowered They Feel

How can we encourage student empowerment city-wide? How can we influence administrators to focus on enhancing student and parent/guardian empowerment (i.e survey)

Draft a vision and a sample agenda for the conversation (Fashusi by Friday 10/23/2020)

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4- 6 noticings and the developing a wondering (question) for each noticing.

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Send email to Math teachers

We will set a performance score that corresponds to point totals.

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Social Justice Project