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Best Stuff: 1d - standards based objectives are very important to maintain a standard across various levels of students from year to year; feels like it all ties together and is common practice - without a good plan you can't do the other domains. "Know your students" - good place to start; organizing classroom space is important.

Clarifications: 1B is hard at HS level - how do we track progress unless we're standards based?

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Best Stuff- 3B is in reading small groups EIR.   3A is a natural progression.

Clarification- Parent involvement is key and isn't happening in the high school.  Powerschool is sending information right to parents.  A system that will send an alert to parents.   3c - was in the teaching part.  Gym is nice for parents to see all the teachers, but you never get the ones you really need to see.  Need to schedule all parent teacher conferences!  There are some parents  teachers want to see! Schedule those parents for sure. Maybe teachers all need to be in the same building. Parents don't understand
MAPS scores.

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-felt could combine several into section 4e
-like 4e adheres to policies
-like 4b: like being allowed to go to professional development
-strategic communication committee?  going again?
-what staff members are on what committees
-How can we share PD with those who need/want it?: email about what would you like to learn, what would you be willing to share? share time at Fridays after school, making sure others are aware of opportunities for going to PD, send a rep from every building, communication on who should be going, message about upcoming workshops, is there a way to share about upcoming events people find on their own

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-4f is important:  keeping data and communicating it
-like: 4g appreciate getting help from colleagues and receiving different ideas/strategies from other teachers
-What is meaningful in terms of expectations of sharing and being resources for each other?:
would be useful to know which teachers use different programs so you know who to ask
-have a list of things people use
-have a sign up of people who feel comfortable giving a mini PD
-one would not feel comfortable having to teach people about it
-trying out a new strategy on your own with no one else to asks gets overwhelming and then you give up
-what if someone missed it and they're still expected to use it
-follow through on PD
-when do we come back to it
-go to person from certain PD
-Google Classroom:
-finding ways for specialty areas to either actually use the PD or find other types of PD for the specialty areas
-Challenge: finding professional development that pertains to each teacher that actually justifies being away from our students for a day

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Best Stuff: like 'know your students'

Clarification: 1B "set and track goals" - is that individual or as a group?; where do we find time to meet with kids to set goals?; instead of an in-service could we set up a way that students meet with individual teachers to set goals?; Is there a way to get all teachers of a subject together to talk about what is being taught K-12 in that subject? Could we do that during in-service days?; Planning 1f and Reflecting 3d - can they be meshed? They seem similar. What can we share other than MAP data? How do we have the conversations with parents at MS/HS? - so many students (what technology can we use?)

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Best Stuff- A and B are easy.

Clarification - 3C- Adjustments need to happen before this point, at this point it doesn't fit.  Let kids be in charge of what they need to grow. Seniors can get up at 29 hours of college credit. MAP data, parents don't understand it. Parents are hard to get ahold of.  South Sioux gave out folders with examples of homework and scores.  Growth?  Nationale percentile.  Parent teacher conferences are only effective if parents are there.  The only parents that are coming are the all A students.  Student led conferences would be nice to see.  Parents need a phone call if they don't show up.

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Best Stuff: design lessons for learners' unique needs - good idea, is it attainable?; APL training - glad we're consistent with all staff and it has remained!; communicating with families more is good

Questions: How do you 'mobilize' a family? change to 'integrate' or 'collaborate with'; how do we know our students (MAP, AIMS Web); high school teachers need curriculum/support provided for new classes (i.e. Ag, Spanish)

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Best Stuff- 3B Like the Spiraling really a must in teaching now.  Build a chain of learning.    Modifying instruction is huge, and teachers are continually adjusting to what the kids need and what they already know.  Reflection of teaching is huge. Can't do A without B.
Clarification-  Parent Teacher conferences are less in because Powerschool because parents immediately know what is going on.  Phone calls to parents --- the ones you need to talk to you don't get ahold of them.  Parents need to be asked what is the best way to get ahold of them.  Shift of responsibility needs to go to students- make students print off scores and get it signed by parents.  MAPS scores parents don't understand those scores.  Checklists are used to show growth in elementary.

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-Felt this section seems second nature but is also an area where some teachers can get in trouble to if they are not following these areas
-Still feel this is important and needs to be followed
-felt that these fit but it was nice to have just to be able to check in yourself
-whole staff collaboration at building/district levels
-ways to create relationships among subject levels/building levels/grade levels to keep communication open
-at what times is the grouping appropriate: does all the high school really need to meet or is it a subject level topic

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Planning Group #1 Best Stuff - #1 is good starting place - key to know kids and get parents involved; sequential

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Planning Group #1 Best Stuff - #1 is good starting place - key to know kids and get parents involved; sequential

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-4a: reflect on prof. practice
-4b: sharing professional development
-4a: reflect on prof. practice
-4g: teacher collaboration
-4g
-4f, 4g

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Some say maybe 2a - 2f would bring about 2h and 2i - others thought if you had 2h and 2i then the others would be more effective - which is best to focus on???? that's our question

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Some say maybe 2a - 2f would bring about 2h and 2i - others thought if you had 2h and 2i then the others would be more effective - which is best to focus on???? that's our question

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Look into the Understanding by Design model which works in reverse order for a lesson

Need to build rapport

Ways to reach the different levels of learners - Google classroom can help

It all depends on the class sometimes if behavior should be the focus

Look at C - must involve everybody - use different strategies to grasp different kids - like the word rigorous - this means rigor for each kid at own level - are we good about scaffolding - are we making sure grade to grade progressions are being effective - must be communication between departments and grades -Would like to see meeting times every day or week where there could be that communication to build the curriculum

Look at H - like equity, respect, ownership

G - keep routine for structure of lesson but mix up the activities

More ways you find to teach the same concept the more ways you can keep them engaged

Kids are in a world where if they get tired of something they can instantly go to something else - have to remember that for keeping their instruction

2E  - the check for understanding is important - getting specific feedback allows you to help each student get what they need

Some high school students are possibly taking electives and then feeling that they are not that important so they don't try as hard

2i - are having more challenging behaviors - need to work K-12 at getting consistent response - involve counselor to help teachers know what to do - need more training on techniques - we do have APL - has it been effective?- will it be continuing as a training? - do teachers need retraining in this as professionalism

What does "Use evidence based questioning" really mean

2a - are they really looking at the objective - they just want to get to it - is too much in teacher language as compared to kid language - NDE has "kid friendly" language for the Language Arts state standards

2f - is productive in elementary - in high school teachers maybe aren't doing it as much  but is very brief because they get off topic - middle school staff don't really know how to talk about things - they are waiting for someone else to say something

2g - making sure all minutes of the time is used to its maximum - teachers need more resources (personnel) to be able to differentiate - ties into 2c

IXL - some teachers want more training on that

-on test day -can give kids an assignment that has to be done after the test

Work on culture of classroom where everyone respects the rights of others- like when they have "extra" time when finished with their own work

2i overlaps with 1f

Most important - 2H - 5 votes
2i - 3 votes
2c - 2 vote
2e - 1 vote
2g - 2 vote

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2i, 2h

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Wording on Planning - occasionally and regularly...do we need to be more specific?

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Wording on Planning - occasionally and regularly...do we need to be more specific?

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What is considered a quality source of data? (AIMS Web, etc)

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Like: Teachers sharing what they learned at different workshops, because we can't all go to them (4b)

*Have different offerings for mini PD that teachers are interested in (ex: Google Docs, other tech)

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Best Stuff- Analyze Student Progress.  3a
3b- Teachers are working hard to meet students at their level
Clarification- Communicating with parents-- how can you guarantee this if you don't schedule all parent teacher conferences. Is emailing enough. Teachers spend a lot of time planning yet how do you connect to each parent. How can we streamline the communication. Three bulidings to get to for PT conferences, scheduling is tough. ESU offering training for data??  We shouldn't just have MAPs data, should include student's progress

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FOCUS COMPONENTS: What are the most important COMPONENTS (subheadings under domains) in our model? Which 5-7 should we focus our efforts on?

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FOCUS COMPONENTS: What are the most important COMPONENTS (subheadings under domains) in our model? Which 5-7 should we focus our efforts on?

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Takeaways! What's the best stuff?

Questions or Clarification--What do you want to know more about?

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Takeaways! What's the best stuff?

Questions or Clarification--What do you want to know more about?

# data[].attributes.body
Takeaways! What's the best stuff?

Questions or Clarification--What do you want to know more about?

# data[].attributes.body
Takeaways! What's the best stuff?

Questions or Clarification--What do you want to know more about?