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Workshops-Vertical Coordination February 20, 2013 now really April 3 Feedback and questions

Agree Agree Agree Agree Strongly Agree Strongly Agree Agree Agree Agree Agree Agree Agree Agree Disagree Agree Strongly Agree Strongly Agree Agree 1a. This session was beneficial. 1b. Why or why not? It's good to know what the other grade levels are thinking. It helps me organize and plan lessons. I feel that it will help me with planning of lessons and having clear focus on objectives We worked with our team on the vertical coordination and this meeting helped tie the grade below us with our essential questions and help us elaborate. Collaboration with colleagues is always helpful. Discussing the details of the topics for each of our units is helpful for me since this is my first year at Trinity. I like to hear some of the different activities that other classes complete during their unit studies. This has made us think more about our goals and what steps we must take to reach them. Good to see where we are heading and what our goals are. It helped us solidify our curriculum I need to get in the habit of using I can...... student statements when planning new projects. We are in great shape with our I can statements. Just need to fine-tune them for next year. We were able to look at the SS curriculum on a K-6 level, very visual the way it was written on idea lab wall. I always enjoy coordinating across grade levels. It was wonderful to hear how all of the skills are developed from 3s to 6th It is helpful to see the big picture regarding the overall strands. We also had the opportunity to edit and add more "I can" statements. Once this is online, it will be very helpful to inform our social studies instruction and unit planning.

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Our science units are in need of updating so that we can capture more relevant themes. It is good to see where we are going with geography skills and what kind of foundation our children have before coming to us. Getting overall perspective of what we are teaching in social studies and how we will use this information. -We were basing our indicators on the geography chart on Exposure, Emerging, Introductory, and Mastery. Two of these are information for teachers (Expose or Introduce), and two of these are student "outcomes" (Emerging or Mastery). This doesn't make sense to me as a scale. -I do not teach social studies, so I was basing this on inferred information. It is always helpful to discuss with other grade levels what is being taught in each curriculum. We made progress in the SS units The entire science team was at Jekyll and have started with these I can statements a bit behind. It's difficult to align a curriculum that is taught in self-contained units and according to individual interests and ability. L and K were able to "get on the same page" about some geography instruction. Yes, it was helpful to discuss what we do as a grade, and it has made me realize that our curriculum is a bit ambiguous. It was beneficial to think about what is actually done in Kindergarten. However, we were still confused about the exact definitions of Exposure, Emerging, Introductory, and Mastery. In order to fill out the chart, our group decided to keep exposure and emerging as the same. It was interesting to see how we were all similarly frustrated with the terminology. I loved being able to sit with one person from each grade level. I got an even better idea of what social studies looks like across Trinity, not just my grade or the grade below and above me. We worked on I Can statements collaboratively, which was awesome at our grade level, but also wonderful to hear grades above and below share common themes and curriculum connections. Helpful to work on breakdown of I can skill, but just need more time. Good work. Great to see K-6 curriculum development It was interesting to listen to other perspectives on organizing the curriculum. Starting to show links across the board. As a new teacher to Trinity it was helpful to see at a glance what each grade level is currently teaching. The vertical coordination of even communities was touched on and this is a big step. We discussed having more time to do this kind of curriculum building. Moving toward a final product makes us feel we are getting somewhere. It is always beneficial to hear what is going on in other grades. Looking at our strands throughout (the visual Kathy made was AWESOME) was very helpful. I think we realized that we are not completely vertically aligned and still have some work to do. It was nice to have a conversation with people from other teams to simply understand what other grades are doing. It has made me more aware of the curriculum and what gaps I have in my teaching. I am also realizing that the curriculum map online has become an out of sight out of

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mind feeling. Should we go back to a hard copy? Or do we make it more of a link like a GoogleDoc? It will be helpful for someone to look at our grid and see where the holes are. What are we supposed to be teaching that we're not? What are our 5th graders supposed to know before they get to us, and what do we do if they don't? What does 6th grade want us to introduce? It really helps to see where the students are coming from and where they need to be at the end of the year. It was great to talk through what all the grades are doing and how they work together. However, we need more time! By the time I really got going with my team, it was time to switch gears. This session was very beneficial because we were able to further develop our I can statement for social studies. I was also able to see new vertical connections. This feels stagnant. We got into a discussion about what "subjects" belong under specific themes. Loss of time doing those things. In my opinion we need a few leaders to chose specific themes that we grade level topics can fall under. Productive to see, but I don't see how much got accomplished. Gave us the chance to look closely at a specific aspect of our curriculum. It was nice to think about the progression of skills. I am learning more about and contributing to the Trinity curriculum & fourth grade curriculum every time we meet about this. These vertical meetings are also giving me a chance to get to know other teachers in other grades and understand the curriculum they teach. The science teachers found it difficult to construct "I Can" statements because a lot of what we teach is in isolation, at least when it comes to specific content. We teach and weave process skills throughout everything we teach, but since those skills are so broad, it's hard to come up with specific goals. It is so valuable to be able to have the time to talk with teachers above and below so that we can see connections and weed out any cobwebs in our I Can statements Because of the specialized nature of Learning Team instruction, I found this format to be frustrating and not as pertinent as I would like. Provided a beginning for understanding where the children I see fall behind in the scope and sequence that occurs before I began seeing a child. Assessing understanding of some of these social studies concepts for individual students is very subjective. I found this to be frustrating because this activity didn't lend itself to helping me work with students. It helped the PE team focus on one aspect of PE throughout the grades. It made us think of the progression of our curriculum. I am happy to be working on content that is directly applicable to my students and I. I am also given an opportunity to work with other grade levels and better understand what they do. Our instruction is so individualized that this seems to be an exercise in futility. I need to have a much better understanding of what we're doing and why. I have a terrible time with goals and mission statements and this seems to fit in the same category. fff It was interesting and beneficial to see the way themes are threaded throughout the grade levels. It is a step toward unifying our program

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The session allowed me and my teammates to think about our unit a bit more closely. Since embarking on the new unit it helped me to hone it on things in which to build on for next year, while allowing small celebrations for what we accomplished this year. It helped us revisit our work on the social studies curriculum and "go further" with its development. The vertical coordination was also beneficial because we were allowed time to share different perspectives between the appropriate people. The kindergarten teachers need to rewrite their "I Can" statements and come up with better target statements. The longer we worked the more confusing it got. It's great to know what really goes on before they come to our class. We don't want to repeat if it's not necessary. Necessary for goal setting and designing curriculum. We discussed the flow of the curriculum from 3s through 1st grade and saw the alignment and progression from the prospective of a child's scaffolding of knowledge

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2a. The content of this session can be applied to my work. 2b. Why or why not? We can adapt instruction accordingly.

Keeping and moving a steady is something the children are exposed to on a regular basis. So the content of this session is definitely applicable.

Better organization and flow of topics between grade levels in science Helps create a solid base for the curriculum among various grades. Helps to solidify units of study.

See above! Great reminders about why we teach everyday!

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helpful in planning class lessons Student I CAN goal statements are very powerful and will be a benefit to students and teachers. Helped us to see where we need to narrow down, and where we need to have the kids in order to be prepared for the following year. We are in a unique spot where we are all entering year one. Gaining perspective

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This will help us to determine what terms and skills we may need to introduce in the course of designing and developing our Social Studies curriculum.

Vertical coordination is applicable to my work, but this specific topic does not apply to my work. It is good to go back and make it a point to look at the curriculum. Sometimes we are not always aware of what needs to be taught and/or mastered. I know our looking at our curriculum is necessary, but there are many others who teach science who change the curriculum that is delivered to their grade level and need to be part of this alignment. We learned. We need to align more in the future, but I think it is helpful to understand what the exposure, emerging, introduction, and mastery terms mean and how to apply it. It will be helpful when we are able to see where the holes are in our curriculum for geography and for every grade level to be "on the same page" and to know where the students we get each year are coming from and where they should be heading... I liked being able to have the entire school's chart and look at what I expected versus what others expected.


Seeing the broad strokes of what is being taught in each grade level and how each grade level's curriculum is connected to each other is very beneficial for me. I can better see to what my students have been exposed and where they are headed after they leave 4th grade.

Breaks our social studies units into more compact areas of study. I am now able to ensure that we are exposing our Kindergartners to the areas that will be introduced in 1st Grade. I look forward to the next conversation when we can

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discuss in detail whether or not we are aligned with 1st grade appropriately and if there is something we need to change. As a grade level we realized that there is an I can statement we can work on for next year. It helps focus our instruction. First Grade is looking back at "I can" statements for GA tomorrow, so this session will definitely be applied tomorrow. It made me rethink some of our I can statements.

Not any clear takeaways yet, but there could be once the holes are identified. It is the foundation for everything we do. I was able to think about and talk about different I Can statements that relate to 5th grade.

This can be applied to my work because I have a better understanding of what is expected in the grades before and after 2nd grade. Each time I discuss the social studies curriculum with my team I seem to gain a better understanding of the subject. See above. Thinking about where kids are working and where they are expected to be is helpful. It is directly connected to the curriculum I teach everyday. What was helpful today was sitting down and identifying the major sections of our science curriculum: process skills, physical science, ecosystems, and health/wellness. Further discussion and elaboration on these main sections will allow us to develop more targeted learning goals and statements. We were able to reflect on the I Can statements we previously wrote to see if we have actually taught those skills. We also are able to reword statements As I work with a child I have to go back to where the gap in their learning occurs and begin the remediation process. It is related to my job, what I teach, and how I assess understanding. My work with students is so individualized, it is hard to look at students in this format. It reminded me of the importance of teaching the whole child. It's a great addition to our curriculum guide! Yes it is directly applied to my work. Continued work on the curriculum will benefit our students and definitely improve our community of educators. gggdd It was also important to see if there were topics being covered in other grades but not third.

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The session provided insight from teachers in other grade levels that will help me to plan lessons that will enhance the students' understanding of community and their role within it. It helped us to align our current practices with the direction that the entire school is heading.

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When we come up with more appropriate information, it certainly could help with our planning and our assessment of each student. We have clarification on what we are teaching-making sure we cover all bases. Clarify expectation for the grade level in skill development. We clarified the "I can..." statements to be more specific.

3. My questions are: what do we do about 3s and PreK When can we meet with kindergarten to make sure we are all on the same page? Thanks! How do the 3yr.olds fit in with the I can's with regard to previous preparation Are we head toward writing I can goals for each skill/content area of our curriculum or will this be a teacher document included in lesson plans? Will this document always be evolving? Our SS curriculum always seem to be, which is a good thing- I think! Where is this document going? Math seems to have a strong flow to its curriculum. We know what is needed before and where they are going after. Do we need an understanding goal if we already have a unit theme?

When will we finish this online document? We need time as a grade-level team to complete "I can statements" and essential questions rather than in vertical groups. When will see this again? What are the next steps? Where is this going? Is there a concrete goal, or is the exercise for reflective purposes? I feel that math already has a step-by-step curriculum, and this process is redundant for us.

We are having trouble with Ex, Em, I, M and the differences between each of them. A clear definition that everyone is comfortable with would help. If geography skills/concepts are discussed in future, will Loretta and Kato be the Fourth Grade point people for the discussion? Can we combine emerging and exposure? Can we have this in a hard document instead of only online in the future? Is there a way that we (the whole faculty) to be on the same page for the definitions of the terms expsosure, emerging, introductory, and mastery. Is it possible to meet in this same group again to continue with this same information consistency? Is the online curriculum guide helpful? Or is it out of site, out of mind. Do we want to see scope and sequence in a broad sense or in a more specific skill view. Why is 6th grade not included as one of the options? Will there be a follow up session this school year? It would be great to have this information before summer break so we can come back in the Fall with ideas for teaching.

Is it possible to have a dedicated time to discuss this topic every month, etc. When are we going to make some decisions about terminology? How can we find time to really do more with this! Loved it! What are the next steps for the curriculum guide? How do we make sure all four classrooms are on the same page in terms of what to teach? How do we support an open curriculum but also have structure and a guideline? Should we be reviewing terms that previous grades were supposed to master? Which ones can we expect them to have retained, and which do we need to revisit? When are we going to do this again? I would like to meet with my whole team to talk through all these I Can statements.

How is this different that the curriculum guide we already have? My group had a difficult time seeing the purpose of this activity.

Can we add time to do this at the end or during preplanning. An hour is valuable but we truly need more consistent and a longer amount of time. I would like to see this done throughout the entire year. My suggestion is to build in 1/2 days every other month for this type of work. I would like to see this kind of information applied to more of a curriculum based conversation. I am having a hard time understanding how this would be incorporated in my job. How are we going to use this with Learning Team Kids Does Social Studies have to be evaluated? Can't it just be experienced? ttt How specific should we be? Can we have a substantial block of time to work on this again?! Are the targets like the goals for teaching a unit? If this is true, then the "I Can Statements" are what each child should be able to do to show that they have achieved each target? Please let me know if I am thinking in the right direction or if I am way off? Many thanks! can't wait to see where kindergarten goes and how we tie in. How general/detail are the areas to be covered? Who will blend our work with that of the other group? Two colleagues said they also changed the Google doc but neither group saw the other's work in progress. I'm wondering if we used the wrong link?