3:00 PM Review our norms and set goals.

3:05 PM Team review and reflection and create a poster session presentation.

3:25 PM Conference style presentations.

3:40 PM Create measureable goals.

3:55 PM Closing thoughts.

I would encourage you to find ways you can extract the data from these programs to provide students further support. The programs are going to provide students with good remedial support that is already teired. I would challenge you to think about the skills students continue to fall short in and pull them individually or grouped by common skill and provide instruction that looks different. Perhaps if you can create a different looking activity it will help them master a skill they continue to struggle with.

Additionally, perhaps pull students and group students for other goals. Collaboration could be one. If they are received leveled academic support from the programs, create small group instruction to focus on soft skills.

The value of technology is to provide a few key benefits: engagement, instant feedback,data, and creativity.

• Engagement: what programs do you have available to engage students in work they enjoy. This is where you can lean on the programs you have in place and the technology tools that pair with is. Additionally, another great way to engage students is through the use of a screencast. Whether you created it or it is curated from a reliable source it can engage students in new and review instruction.

• Instant feedback: As students practice skills set it up so they get feedback. It is imporant our students know how well they are doing with skills. Website can provide this feedback as well as setting up Google Forms to do the same.

• Data: Similar to instant feedback, however this one is for you. Using the same tools you can collect data to look at and prepare for the next day. Sometimes the work is for themselves, other times it is for you.

• Creativity: Leverage technology to allow students to be creative. Give them independent work that might take 1-2 days or 1-2 weeks to complete. They can design informational slide shows, create videos using Screencastify, or explore other creative platforms. Don't feel like you need to design every box for the students to complete. Consider opening the box and allowing them to be creative. They will gain more and you will have to prepare less.

Personall, I was never a resource guy and I can honestly say I've never made a Teachers Pay Teachers purchase. Not that you can't, but that's not m personality.

• First, see above answers, those apply here.

• Second, use your programs. As I said, I didn't design all the activities students completed. Most of the time it was a directive to complete a journal page or a workbook page. I was strategic with when they did it and who they did it with. Not everyone completed Journal pg. 65 at the same time, but they all eventually did it.

There is no simple answer. What I recomend is create systems and protocols for this.

• When working with a group, every time you direct them to do something independently (finish solving this problem, read this paragraph, talk with a partner about the answer to number two) circulate the room. This is a proactive way to answer questions.

• Establish with students what questions need to be answered immediately, and what can wait. Encourage students to "move on" and go back to it when the teacher is available.

• My favorite strategy is empowering your classroom "experts". Today we are working on finding similes in our stories. If you need a refresher, ask Kelly first. She is an expert on similies. She won't tell you any answers, but she can reteach you. It's a really powerful experience.

Establish working norms. As a class, talk about what good independent learning looks like and sounds like. I encourage you to have an open mind that it is not silent. Set clear expectations and hold students accountable. The one's that can't handle freedom, take it away. Assign them a working location until they can try again. If you ever walked into my room, it was never silent. We had clear expectations that during certain activities, like watching a screencast, they shouldn't be talking. Unless they were pausing it to ask/answer a peer question. However, I also trusted them when they were talking that it was on task. Were there social conversations? Yes I'm not oblivious. However, I didn't care because my students were happy and they completed the work I expected at the quality I expected. If they weren't hitting deadlines or turning in poor work, then we started the conversation at "how well did you use your time in class?"

I have two answers, one for a formative assessment and one for summative.

• My formative assessments were timely and planned based on where they were in the skills. They were automatically graded. I considered this a "formal" assessment in the sense that it provided me authentic and reliable data. I also let the students see the data so they were aware of their progress.

• My summative assessments everyone took on the same day and same time. It was a "self-paced" class during the unit, but we all ended and started a unit together. Although we could argue I wasn't doing what was aboslutely best, I had to play that game to stay within my district expectations. It also makes it much more manageable for us. Think of it as checkpoints.