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1a. This session was beneficial. 1b. Why or why not? It gives time to think about how best to assess older music students Learning from one another on how each grade level teaches. No wrong or right answer and sharing thoughts. Feedback always help. I liked working in a small group and getting feedback from all other groups It was interesting to find out how others see our assessment levels, and it gave me incentive to speed up or slow down expectations for students at my grade level. When doing the exercise today I realized I need to slow down and put myself in a prekers perspective and not an adult or parents perspective. It helped me realize how to make by I can statements more clear for others to understand. It helped us agree on an essential element of learning for all children in the grade level. I loved breaking down the goals we have for our children into levels. It makes it clearer to me how I can teach students of various knowledge levels. I appreciate thinking deeply about an actual assessment and the steps that we would use to create a rubric. This session made me more aware of how to go about the thinking process of the learning progression. This session clarifies and defines the objectives that we have as a team. We can see clearly the specific levels of expectation for each grade level for the various rhythmic and melodic elements across the grade levels. This will also help us with revision of the skills list! I like that we got feedback from others who don't teach what we teach. I also thought the named levels (beginner, progressing, proficient, and exceptional) was very helpful in being able to write "I can..." statements. I liked learning about leveling up and it helps me understand how to calibrate horizontally. I really liked getting the chance to create our own example that we can actually tie into our lessons in the classroom. It was beneficial to get feedback from peers. I like getting feedback on things we are working on in our curriculum.

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I like the challenge. It's difficult to look at your progression and try to make it make sense to your team and students. The feedback opened our eyes to some , now obvious, flaws in our levels. I appreciate working with my team on this!

I think I'm ready for a "level 2" lesson. I've generated two of these trial levels, and I want to know "what's next?" I thought this session was beneficial because it provided an opportunity to meet with other teachers in my Specials area to discuss and develop a learning progression that could be used across all grade levels. We need lots of practice working together as a team to create a common learning progression. I like that we came out with a product we could use in class asap Good to hear feedback on ours. Difficult to give feedback on others. Written feedback is always helpful! I feel like I am just scraping the surface of the process, but it was helpful to walk through it with one skill. After working through this process 3 times on my own before this meeting, I enjoyed walking around and seeing how others were doing, and tweeting my findings. Good to see that the team stands on the same page with what students should be learning. Got to see how others would plan different activities, plus we planned one of our own assignments. Already trying to tackle the #LL2LU, it was valuable to spend time with others "like me." More practice building levels and considering exactly what I want for our students to be able to do. Also, the collaboration was helpful--this time. I enjoyed working solo at first--I felt more comfortable thinking together with a colleague this time. I am still getting comfortable with this process and with the value of it. It was great to work in pairs to create a series of levels for "I Can" statements. I enjoyed the progress made in such a short period of time. I liked both the creating and the feedback process. I applied what I have already learned about leveled assessment from the Faculty Forum to a new subject. helped me understand a learning progression I think that it was important to see the progression of learning and expectations written down on paper. Actually thinking about where we want our kids to be, how they're going to get there, and what comes next is so helpful. This session really got us thinking about considering different perspectives when determining our students' skill expectations. It made us think about how to make assessment clear to learners and to those who will interpret the assessment information. I love the concept of LL2LU, and it was great to practice writing a set with a colleague and then get instant feedback. It was very helpful!! Thank you! These workshops are vital for developing my understanding for writing rubrics and making assessments. We all need to be aware of the steps the kids need to follow to be able to master a concept. I had a chance to get more feedback from others about my LU document and see others' documents about other subjects/grade levels.

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I like being able to see other teachers' thoughts on the 4 point scale ie how it applies to their subject. I also saw trends in language and seeing patterns in real life helps me learn. This session was helpful as the feedback session provided some good insight on how we could clarify some of our levels for students/parents. I attended the previous Faculty Forum session that was similar to this one. It's a bit messy, but I guess that's the process. It's sometimes difficult to communicate clearly exactly what we mean in a way that is clear. Sometimes, we wanted to add another level. It can be a little frustrating, but rubrics often are. In practice, I guess you just have to make a decision about where a student falls on a continuum when they may fall between two levels. Some feedback is better than no feedback. Also, it opens the door for further conversation. It provided a new way to approach assessment.

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2a. The content of this session can be applied to my work. 2b. Why or why not? We need to continuously revisit assessment as a teaching/learning tool. A guide for us as teachers to determine "where" a child is and where we can go next when he/she is ready. Especially following conferences and progress reports, we are very aware of the necessity of clear expectations and plans of actions for parents and students. Absolutely agree that this can be applied to our work. Sometimes we are so eager to teaching these kids what they are suppose to know that we don/t slow down and understand that they need a 4 level pathway. It was helpful to organize I can statement in levels It helps us collaborate on ways to differentiate the instruction. I can specialize my teaching strategies better this way.

It gives me more clarity in my thinking of where I want my students to be in assessment.

This is directly related to what we teach and actually creates something we can use in our planning rather than just philosophical discussions.

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It helps me see what my students needs are and where they are at. We can take the feedback that we received and use it to better our lessons and ways to level the lessons to benefit the variety of learners in the classroom.

It was very beneficial!

The content can loosely be applied to my work because I currently write student comments and assess informally, but I do not complete checklists on progress reports. The more I practice writing learning progressions the easier it is for me to write my own with my teaching partner and begin to use in the classroom. I know to be more specific in my wording. I can see trying to use one of these level up to learning charts when we are teaching a specific skill. I wonder if it would help our students to ask questions and motivate them to do their best. We used a Progress Report skill that needs to be mastered by the end of 2nd trimester, so this will help us now. I think that there should be vertical coordination in all areas of art, but would like access to the Google doc we created last year. A lot of our work is still on this good doc. As we continue to develop our view on feedback, this session was helpful in teaching us how to start planning. I would love something more concrete with which to give my students feedback. It helps solidify the purpose of our teaching, and more importantly helps students begin to understand the "why" behind the "what" they are learning. Learning how to assess students is always important. As a team we need to be able to work through a task in the time we have set aside. It is really easy to get stuck on a topic and lose momentum. This helped me understand where we are headed in the future of report cards. I am an assistant so I don't generally teach a whole unit, but I can help the students move up, and I can use this technique for teaching a single lesson as well. Everything that I do is related to the classroom curriculum. I need to know the progression for each grade level, the expectations and what I can so with technology to support the teachers and students. Assessment is a critical part of our jobs as teachers. The more deep thought we can give to creating "good" assessments, the more valuable our work will be. I already see kids feeling motivated to Level Up when shown the 4 levels for a math activity. The rubrics and assessments I write help me determine how the units/daily lessons will progress. Students all have different ability levels and only rarely will you find a whole group at the same "level." We also need to help kids realize what they do know and where they need help. I can use the document to plan teaching of this unit, and Kristi and I agree that we want to revisit our curriculum to see if it needs revision.

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I have just started incorporating this in my classroom for the students to see. I'm still working on my language for a learning ladder and daily 4 point scale check-ins. It was helpful in thinking about we plan our lessons and units and leveling up. It was also helpful practice in writing I can statements... Students and parents need and deserve to know what the target skills are and where they fall along the way (or beyond). I can implement this for myself and/or with students.

3b. Please tell us anything else you want us to know. We would like to begin working on what the music progress report should look like. We are developing an assessment tool for each project. For example, "The Nutcracker Project" includes a packet of resources, word sheets, and self-assessments based on choice and teacher assessments in eurhythmics lessons. I really enjoyed this session today! I think it was a mind opener for all of us! We were surprised at how easy it was to complete an example, and we all three (on our team) think it is a great idea. It's nice to have feedback...very helpful I could use some individual help. I hope follow up sessions go from practice to actually creating documents we use in our everyday planning. We need more time for this! I agree with what Janet said...it is important for us to write in which a way that the kids can read and understand what is expected of them within the different levels. great process to continue to explore and practice. I like the way it helps children to become more aware of learning goals and elucidates the steps in the process of learning for the teachers. Please please, is that google doc available? Offered again, with whatever the next step is. I like diet coke and chocolate I would say that you're awesome, but then again, I need to craft my feedback in a way that helps you improve & grow :) I wish there were more Wednesday workshops devoted to this work because it seems like a very important, large work load, and that it will take much more than 4-5 more workshops. Thanks again Jill. This session more than others felt like real progress was made and we can use this strategy in our own team meetings. nothing to share. This was very relevant...I would like to see how it can be incorporated with our students. Almost like a rubric...if the kids could see the statements and self assess. Great session, thanks! What is the "target" for us...will there eventually be this kind of information for everything we teach?

I agree this is valuable, but I really wish we could have had the insurance meeting today since we were all here and the insurance meeting is mandatory. I have had a hard time finding a meeting time that will work for me. I would like some more work time with my team to really develop more rubrics

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1a. This session was beneficial. 1b. Why or why not? This type of discussion is always beneficial! Great open conversation about reading in 3s and PreK! Good cooperation and conversation Nice to hear what is expected at Trinity as every school I have been to is different in what they expect from each age.

Great discussion across age groups. A time for reflection on what our readers are thinking. Don't always put myself in their shoes. Loved the conversation. Could have gone longer for sure. It was interesting to discuss these topics and hear about this, but I am so ready to start working on this curriculum and move forward. A nice reminder of understanding our readers. I feel like this is very important, but it feels like we have so much to do that maybe w This should have only been part of a meeting. I enjoyed sharing anxieties about reading. It was great knowing that I was not the only person in the room whose reflections often centered around the question of "Am I really teaching kids to read?". It is so important to understand what all types of readers are thinking and feeling and saying. I like thinking about how ALL levels of readers might be feeling, thinking I enjoyed hearing what everyone's "saboteurs" can be for reading. It was validating and productive and brought us together. Whenever teachers get together and spend time talking about children and helping children it is beneficial. I loved hearing about "saboteurs." I started to reevaluate the way I look at my daughter's reading level, the way I learned to read, and the journey of Trinity students.

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It was helpful to hear from other teachers about the areas of difficulty that students across grade levels have with reading. I also thought that picturing different students and what they would say, think, feel, and do about reading helped me to understand why different students lack passion for reading. It was helpful to take the perspective of the readers that we are teaching. I like to have conversations vertically which helps us to understand other grades perspectives I enjoyed hearing about the way other teachers feel about their students and it helps me realize that I am not alone. It also will eventually guide me to teach with more confidence and have resources to help each child. It is also helpful to think from the perspective of a child so I can help them more effectively and create a reading lesson that will benefit each child. It was very helpful to fill out the empathy map and put yourself in the shoes of a child and think how the child must feel/ think/say/do when it comes to reading. It gave me a chance to think about the child and walk in the shoes of a child when completing the empathy map. It was great to hear from other teachers to know that we are hearing the same saboteurs. It was beneficial to think about how students think and feel about reading before talking about designing curriculum. This session really made me think about the students in my class, and how they each feel about reading. The activities we did evoked good conversation. It was good to hear other teachers think the same way I do.

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2a. The content of this session can be applied to my work. 2b. Why or why not? Reading is applicable across all curricular areas, even in 3's and pre-k. Group discussion about what reading looks like in 3s and Prek...liked hearing what changes we could make to accommodate the "higher" readers. Good ideas to take back to the classroom I

Lots of good food for thought. I teach reading everyday and I need to think beyond the struggling reader to the kind of reader each child would like to become.

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It helps me think about my readers and what they are thinking. We have to think about our kids and their feelings/behaviors towards reading every single day. It made me think about my book choices and how to change them based on my audience each year. If we see a low reader shy away, we should be sensitive to what they are feeling and maybe give them a chance to express themselves. I would like to do the reading activity with my students. I feel like we are slowly, but surely moving in the right direction with our reading curriculum to make it more vertically aligned. I hope to learn more and more about this as an assistant so that I can apply it in the future. Yes. I want to encourage students to see themselves as readers, to enjoy reading, and learn how to immerse themselves in books. I can help support my students in a different way if i'm thinking about how they think/ feel about reading. It is so important to understand the students that we teach and what they are feeling and thinking. I will be able to use this information in my classroom and lessons and know that I am not alone in feeling doubts. Also, it will help me think from a child's perspective so I can better teach to their feelings and level. It will be helpful to keep the empathy map in mind while meeting with children. It is also helpful to remind myself that everyone has a little voice in their head and that I am not the only person that sometimes doubts myself. It's a great reminder when we meet in reading groups this week to help those kids struggling with reading, knowing that they hear those voices to affirm that they are smart and help them celebrate the small things. I also thought it was really helpful to hear from all grade levels (K-6) in this meeting instead of just meeting with the grade levels closest to ours. It was also helpful to think about our own struggles as teachers who teach reading. I believe this session is needed for the reading conversation; however, I didn't see any direct application to my daily work.

3b. Please tell us anything else you want us to know. Need more conversations across the grades Looking forward to what the future holds and what the expectations and goals will be. Thank you for this time and discussion about teaching reading. Such a complex topic. I would like to continue to work on our curriculum. I still think we need a specialist or to look at Common Core Standards to help us as we create this curriculum. So what do we do to quiet the voices? What do we do with our empathy? I love how Trinity thinks outside the box and takes the time to explore more broad ideas - like not just reading, but how low and high readers are feeling. I think we need a full day to talk about this! I think everyone has a lot to share and say. I wish I had more time to talk with teachers or observe teachers. Is the school going to go to one reading program across grade levels? For example, is the goal to move toward something like Daily C.A.F.E. for everyone? If so, I feel like I need to know more about how to incorporate that. Great discussion, cant' wait for more discussions about our reading skills, programs and vertical coordination. n/a I wonder if we could have some of these conversations in smaller, grade-similar chunks (K-1, 2nd-3rd, 4th-6th)