The Pulse from Jeffco Curriculum and Instruction
  • Blog
  • Blog

March 08th, 2021

3/8/2021

0 Comments

 

Building a Music Program to Meet the Standards
Amy Woodley, Jeffco Music Coordinator
​ amy.woodley@jeffco.k12.co.us

March is Music In Our Schools Month! It’s a great time for music educators and administrators to check in and make sure your music program is on track to meet the artistic, social-emotional, and curricular needs of the students in your school. I often get questions about how to maximize the benefits of a school’s music program, and I love helping schools find creative solutions. 

The Colorado Academic Standards are a great place to start when thinking about the role your music program plays in your school. The music standards go deep at every grade level, but also give a lot of flexibility on how to address each Grade Level Expectation. This is where the needs of individual students become an important guide for making decisions on what to offer. As you look ahead to next year, here are some questions that you might want to consider:  

  • What is the philosophy for K-12 music education in your articulation area? When administrators and teachers share common values, the individual student growth is significant and the program as a whole will thrive.
  • What is the flow of the K-12 music program in your area? What opportunities are available at every level? What part does choice enrollment play in your school’s needs? What supports are needed to facilitate learning K-12?
  • Elementary General Music is often where a child’s passion for music comes alive! A wide variety of musical experiences, from singing and playing instruments to composing and performing, is an important first step in helping students build connections and become lifelong musicians. What supports do educators and students need to make these experiences possible?  
  • Passion in music can be expressed in a number of ways, and it is important to give choice to students who may seek one pathway over another. In middle school and high school, Choir, Band, Orchestra, and other music electives are part of a comprehensive curriculum and each gives students a choice and voice in their learning. Many students come to your school with previous experience on an instrument or in choir, and are looking for pathways to continue their learning. What structures are in place at your school to help every student develop their talents?
  • Leveled ensembles maximize the effectiveness of Colorado Academic Standards in Music. A student’s grade level and their ability level are often correlated, but not always. Approaching scheduling from an equity lens, and providing students the opportunity to learn at their experience level helps every student find success. If you do find yourself combining experience levels for ensembles, how can you maximize learning opportunities for every student in every class? 

As you reflect on the music program in your school, don’t be afraid to dream big! We often get stuck on our current reality, but with a little creativity and collaboration, you will be able to make great things happen for your students. Please reach out to me anytime you need a thought partner in this process. Great music and arts programs benefit ALL Jeffco students!

0 Comments

February 24th, 2021

2/24/2021

0 Comments

 

Building Relationships with All Students

By: Ali Tanner
​
Every day in classrooms across Jeffco, whether virtual or in-person, educators are working hard to build and maintain relationships with their students.  This is no easy task.  We aren’t just building relationships with students on the surface, but striving to cultivate a lasting connection with far less face-to-face time than ever before.  Our ‘teacher hearts’ know the positive impact that relationships can have on the learning culture of our classrooms.  Research also supports this idea, with Teacher-Student Relationships having a whopping 0.52 effect size according to John Hattie’s work in Visible Learning.  We know quality teacher-student relationships play a foundational role for student success.  
As we reflect on the culture of our classrooms and our touchpoint with students, we might consider these questions (adapted from the Distance Learning Playbook, pg. 51 and 62): 
  • In what ways are you planning to stay connected with your students?  With families?
  • In what ways do students seek connections with you?
  • What do you need to be mindful of when planning discussion opportunities for students virtually or in-person? 
  • How will your students know you hold their abilities in high regard?

One strategy you could use to continue to deepen your conversations and relationships with students is called “What’s in MY News?”.  This strategy, shared by Sarah K. Ahmed in Being the Change, provides a place and space for your students (and yourself if you’d like to join in) to share what is on their mind - what is currently ‘their news’.  Examples of student news could range from “I am worried about my grade” to “tomorrow is my birthday.”  This strategy could be adapted for content specific news (maybe tied to self-reflection and assessment) or more open-ended depending on your students and your classroom.    
Picture
Start off with a blank table like the one shown above. Model for the students how they might complete each section of the table, being sure to make connections between what we are feeling, why we might be feeling it, and what we can do moving forward.  Once they have completed the table, you could create an opportunity for students to share their news, or use this as a silent reflection tool. To start, you might consider using only the first two columns.  Then, as your students grow comfortable with the strategy, you can add in the identity and action pieces.  Any way you choose to adapt and use this strategy in your classroom, you are sure to learn a little bit more about your students and, in turn, strengthen your relationship with them.  
0 Comments

February 22nd, 2021

2/22/2021

0 Comments

 

Science: Journey or Destination?

The science team was presented with a fun challenge of creating a key for an assessment sample from the Wonder of Science.  Fifth grade teacher-extraordinaire, Lynn Story reached out requesting the solution to identifying the mystery location presented in an assessment from theWonderofScience.com.  She explained that her students were engrossed in the exercise and were looking for confirmation.  

Lightbulb!  The science team offered to meet with Ms. Story’s students the following week so they could present their evidence that supported their answers. We couldn’t wait to meet the students to hear their responses, but there was something big missing - we didn’t know the REAL answer!  How exciting!  And what a great opportunity to dive into the reality of scientists all over the world!  Of course, we wanted to give it a go. So on a Friday evening, with puzzled looks from our spouses, we started to work.  After Googling any possible answers unsuccessfully, we rolled up our sleeves and engaged in the exercises of the assessment.  Texting back and forth, the team couldn’t come to an agreed upon location and ended with high hopes that the 5th graders at Leawood could set us straight. ​
Picture
Where was this video shot?

The time-lapse video provides clues that guide students to identifying the location of the video.  Additional data such as length of shadows at specific times throughout the day, compass direction of the shadow, and temperatures offer further hints to help narrow down the location.

 We won’t ruin your own fun, but rest assured the students at Leawood provided convincing evidence for their responses.  Lynn Story also reached out to Paul Anderson, creator of the assessment from the WonderofScience.com and Bozeman Science on YouTube, who confirmed her students’ responses!  

If your students want to stump the science team or share their learning adventures, please reach out!

Yay Science,
Megan Hurley and Cathy Goodheart
0 Comments

February 22nd, 2021

2/22/2021

0 Comments

 

The Power of Questioning

Picture
By Lindsey Kjoller

As teachers we know the benefits of supporting students with small groups or individually based on specific learning needs. The ability to masterfully guide students’ thinking and foster a learning environment of curiosity and discovery, is the magic of powerful coaching in these small groups. In this section of the Distance Learning Playbook, Coaching and Facilitating, Fisher, Frey, and Hattie dive into the importance of questioning and prompting in successful coaching and facilitating. Second only to teacher talk, questioning is the number one teaching strategy used by teachers.

John Hattie has done extensive research on effect size, ranking 138 influences that are related to learning outcomes from very positive effects to very negative effects. Hattie identifies 0.4 as the hinge point, or the point in which an influence impacts a students growth about a year. Questioning has an effect size of 0.48. Teachers ask a lot of questions, in fact between 100 and 350 a day (Brualdi, 1998; Clinton & Dawson, 2018; Livin & Long. 1981; Mohr, 1998). If we can incorporate metacognitive strategies into these questions, the effect size increases to 0.55.

Being specific with the types of questions we use can help guide students towards meaningful learning. When students are unable to answer questions, teachers can use prompts to focus on the cognitive and metacognitive processes that support students. There are several different types of prompts teachers might use to support student thinking including prompts that: 
  • reference background knowledge
  • point a student towards a process or procedure
  • help the student reflect on their thinking to determine next steps

Similarly, simple cues can artfully guide a student's thinking. Types of clues include:
  • visual (graphics or simple highlights of an error)
  • verbal drawing attention to something important
  • gestures to draw attention to something a student missed or to key an idea
  • environmental cues using our surroundings to influence student thinking 

Teacher talk moves that focus on revoicing, repeating, reasoning, adding on, and think alouds are another way teachers might thoughtfully push students with their cognitive and metacognitive thinking. Although these teacher discourse moves were designed to support student engagement in mathematical discussions, they are general enough to apply in many different content areas. 

If you are interested in learning more about the art of questioning and metacognitive strategies, consider diving into more from Douglas Fisher and Nancy Frey in the Gradual Release of Responsibility Instructional Framework.

​
0 Comments

February 16th, 2021

2/16/2021

0 Comments

 

K-5 Sample Literacy Lessons
Opinion Mini Unit

Picture
In partnership with Ed Tech, Science and Social Studies, the ELA team has created sample lessons for the Claims, Evidence, and Reasoning unit in Bridge to Curriculum.  Colorado Academic Standards and the proficiency scales from multiple contents are represented in the units. 

They are a three week mini unit as part of the larger Claims, Evidence and Reasoning unit of study.  Included are:

  • Daily lessons for reading and writing.  
  • Materials linked for digital access (or printed or available in your library
  • Prioritized standards
  • Learning Goals and Success Criteria for each day
  • Embedded tech tools and standards

Lessons are designed to be taught in person or remotely.  These lessons do not include work from the Foundational Unit (phonemic awareness, phonics, word study).

Ideas are also included for instruction beyond the three week scope of these mini-units.

Enjoy - and please reach out to a member of the team if you have any questions!

​
0 Comments

February 09th, 2021

2/9/2021

0 Comments

 

Engagement

Picture
By Stacey Paulson
​
Engagement seems to be a buzz word lately.  It’s being elevated in professional learning, through different on-line platforms, studied in teams and yet this isn’t a new concept we’ve paid attention to. Many of you might be familiar with the research from Fredricks, Blumenfeld, & Paris (2004) about the 3 dimensions of engagement: behavioral, cognitive and emotional. Behavioral engagement is observable academic behaviors or actions. Learners sit in desks, listen, keep their cameras on, and turn assignments in on time. Cognitive engagement refers to the psychological effort learners put forth.  For example, planning, setting goals and monitoring progress. And the third dimension is emotional engagement.  This is when learners have a sense of belonging.  They engage in discussions and seek help when needed. (Distance Learning Playbook, p. 102)  In this blog: What Does Student Engagement Look Like the author connects to the 3 dimensions and uplifts 5 engagement opportunities for you to explore in your classroom practice. What might engagement look like at the beginning of class, during instruction, in groups, during independent work time and at the end of class?  

While the 3 dimensions are interrelated and provide us ways to think, reflect and plan with engagement in mind, the Distance Learning Playbook (p.104) also provides a Continuum of Engagement based on Amy Berry’s research (2020).


​

This continuum presents engagement through the perspective of passive to active.  Where engagement and disengagement each have varying degrees of being active and passive.  The continuum moves from disrupting to driving, which to me, is a very different way to think about the overarching concept of engagement. This leaves me wondering about my lessons and the strategies I implement. So, I’m asking myself:
  • How am I best supporting the learners I serve? 
  • How might I accept all my learners wherever they are on this continuum?
  • What might I adjust for those moving from participating (doing) to driving?  
  • What might learners need who are avoiding to start participating?

I think I’ll start with 3 different people in mind. I’m going to also consider my relationship with each of them, implications for my teaching, the feedback I provide as well as the scaffolds they may need. Want to get started with me?  Who might you choose to focus your reflection?
0 Comments

February 03rd, 2021

2/3/2021

2 Comments

 
“We are striving to forge our union with purpose. To compose a country committed to all cultures, colors, characters and conditions of man.” —Amanda Gorman, ‘The Hill We Climb’

February may be the shortest month of the year in terms of number of days, but anyone who has taught through the month of February knows that it is a mighty month. We have Groundhog Day (although, there’s something about the past year that feels a little like a continual version of Bill Murray’s Groundhog Day!), President’s Day, and, of course, the month-long celebration of Black History Month. Black History Month is an opportunity to focus on highlighting courageous leaders such as Harriet Tubman, Frederick Douglass, Malcolm X, and Rosa Parks. It is also a month to celebrate Black voices and perspectives through the sharing of stories, poetry, oration, and narratives that demonstrate the experiences and contributions of foundational Americans.  It is 28 days to affirm cultural traits and contributions and reframe thinking. In Jeffco, we not only want to make sure we take the time to celebrate Black History Month, but also to honor that these stories should not only be taught this month, but all throughout the curriculum. 

As Teaching Tolerance reports, students throughout the country often encounter curriculum that does not fully address the history of Black Americans. “What students often get instead is a condensed version of factoids, a February full of “holidays and heroes,” when they can explore sanitized experiences of Black people without any context.”1 The Social Studies curriculum team is currently adjusting unit-specific materials to push teaching beyond chronicles of “famous firsts”, exceptional Black people, and trauma spotlights in relation to marginalized populations in the United States. Honoring Black history is inextricably connected with the broader objectives of racial justice and racial healing for people from all communities, and pushing ourselves to think intersectionally about other marginalized social identities that can lead to compounding struggles. As Audre Lorde states “There is no thing as a single-issue struggle because we do not live single-issue lives”.  Some highlights include: 
  • 3rd grade curriculum has shifted to a regional studies model to allow for students to explore the indigenous cultures across the western region as both a cornerstone of historical experience but also as a keystone of current events.  
  • 4th grade Colorado history has expanded historical narratives to include figures such as Dr. Justina Ford and the Trujillo family.  
  • 5th grade units focus on identity and reframes the story of Indigenous people and the roots of slavery. 
  • Moving towards early US History in 8th grade finds students exploring the historical context of a newly formed country and the divisive idea of chattel slavery and its place in America’s history. 
  • High school students explore the unresolved issues of inequality that are elevated in the Civil Rights Movement and the Equal Rights Amendment. Teachers are encouraged to expand key figures such as Rosa Parks from beyond a single token act of sitting on a bus to her dedication and service in the fight for equal rights that started long before 1955 and lasted throughout the remainder of her life.  Students also engage in world events to expand their knowledge of inequities and intolerance, which is evident in their studies of the Nazi Holocaust in 11th grade.

So why share all that?  The social studies team, through the strong partnership with the Equity,  Diversity, & Inclusion team, are collaborating in the work of allyship and are working to move Jeffco beyond the bite sized pieces of Black history to infuse our curriculum with the rich history of our country that is Black History, Indigenous History, Womens’ History, and also continues to elevate the history of the United States.  We are also working with other content areas such as English/ Language Arts, to create strong connections across content areas and through disciplinary literacy to expand opportunities for students to engage in these topics.

To conclude, we are excited to see the lessons of Black history, and ways the teachers and schools will  honor the resilience, creativity, and vitality of Black people in the face of inequity and violence, past and present.  And just how we encourage the use of other commemorative months such as American Indian Heritage Month (November), Asian Pacific Heritage Month (May), and Women's History Month (March) to highlight stories and contributions of various American groups, we also strive to do the same within the curriculum and resources available to teachers and students in Jeffco. Below you will find a list of resources to support learning, discovery, and lesson planning this month from several trusted sources.  Jeffco teachers can find various resources across grade levels in Bridge to Curriculum that support examples mentioned above.  

Resources:
  • Equity, Diversity, & Inclusion and Jeffco Public Schools Racial Equity Resources 
  • The Founders of Black History Month | BLACK HISTORY THEMES, ASALH
  • Teaching Black History in 2021, EverFi 
  • February 2021: Honoring Black Agency & Black Joy, Facing History 
  • Black History Month: Teaching Beyond Slavery, Teaching Tolerance 
  • Why We Need Black History Month, Teaching Tolerance 
  • Scholastic Black History Month Lesson Plans and Teaching Resources
  • Black History Month Lessons & Resources | NEA 
  • Recent and Upcoming Literary Releases by Black Authors, The Root
  • The 18 Best Black Books of All Time for Black History Month  
  • Black History Month Is Every Month & This Book List Is Here for It 
  • Black History and Literature resources, ActivelyLearn
  • Resources for Black History Month, CommonLit

Contact information:
Sarah.Hurd@jeffco.k12.co.us and Natalie.Schaefer@jeffco.k12.co.us - Curriculum & Instruction TOSAs/ Social Studies
Citations:
  1. Dillard, C. (2019, January 11). Why We Need Black History Month. Retrieved February 02, 2021, from https://www.tolerance.org/magazine/why-we-need-black-history-month 

2 Comments

February 01st, 2021

2/1/2021

0 Comments

 

Feedback: the Gateway to Student Success

Have you ever run into a former student out in public like the grocery store, or a concert?  Most likely, that student shared a memory with you about something that you said to them or how you showed them support.  Providing feedback is a powerful way to influence a student’s thinking, achievement, and progression of learning with content as well as non-academic components that attribute to student success. Feedback as defined by Hattie and Timperley, “Feedback relating to actions or information provided by an agent (teacher, peer, book, parent, internet, experience) that provides information regarding aspects of one’s performance or understanding” (2007). It is timely, specific, and corrective. For example,  “You paid attention to detail and used appropriate inverse operations to find solutions. You seem to be having some trouble with outlining your steps in a sequential way. This video might be helpful. We will continue to work on this together until you have it mastered!” in lieu of “Good job, or you need to fix your assignment”.  Hattie’s work on effect size describes .40 as the “hinge point” for identifying what is effective in the effort to advance a student’s achievement. The effect size of feedback is 0.66, showing positive results in student growth and learning (Hattie, 2018). 

Providing corrective feedback paired with processes information is even more impactful. This feedback structure should address three questions for learners(Fisher et al., 2021).
  • Where am I going?
  • How am I going there? 
  • Where will I go next?
When teachers encourage and guide students with feedback, students are supported in the journey of knowing what success looks like, how they might address the inconsistencies between implementation and success, and moving their thinking and actions forward. 

For more information on tech tools to support giving virtual feedback, visit Jeffco Ed Tech Blog, Fine Tune Your Feedback With Digital Tools. ​
0 Comments

January 25th, 2021

1/25/2021

0 Comments

 

Focus on Progress over Perfection 
By Apryl Thompson

I want to take us back to mid to late August. If you remember there were a lot of unknowns, needs and a great opportunity to rally for our kids and our community. One opportunity came my way in a sudden and unpredictable way. Sure, there were rumors of teachers on special assignments being reassigned due to a lack of teachers available to start the 20-21 school year but never in my wildest dreams did I think that would come to fruition or impact me personally. However, two work days before the start of school I found this was MY reality. I was filled with many emotions but, I knew there was a need and a great opportunity to serve and grow. 

And just like that I was off to teach first grade! 

As we all started to settle into the unknown I found myself also trying to figure out where to start and what was most important. I found a real struggle trying to balance Covid safety protocols, getting to know the students and my new colleagues, and knowing what and how to teach. It all felt so overwhelming to be teaching in these unprecedented times. After taking a moment to breath and realizing this was not going to be perfect, I leaned into the importance of relationships and trust building, having a mindset focused on maximizing learning time and having high expectations that will grow learners to the best of my ability. 

Build relationships with families, students and the school community
After the initial shock that this was really going to happen, I realized how hard it might have been on the other side of things. There was a school, in fact many schools, sitting with a class full of students without a teacher and unsure how to make learning really work in light of the pandemic. There were students who had yet to meet and greet their teacher for this school year. There were families who had a wide spectrum of emotions and perspectives filled with so many unanswered questions including who will be teaching MY child this year. Who am I trusting to keep safe and educate my most precious possession? So I set a personal goal and priority to connect with the families, students and the community, get to know them, build a relationship and trust that we will do our very best to make this a positive experience for all. As a mom myself, I knew you have to trust the person you are sharing your child with, trust they will keep your little person safe and educate them, and that is exactly what I kept at the forefront of every interaction I had with families, students and the greater community I got to join. 

A mindset of maximizing learning time
As I got up to date on what the current reality was of in person learning, I quickly knew that there were going to be so many more interruptions in teaching and learning due to extra hand washing protocols and mask breaks that I needed to ensure I maximize student learning time. I also quickly discovered that all the ways I once knew of engaging students was going to be challenging due to social distancing rules and recommendations. It was easy to have an “I can't”  attitude but I met that with but I CAN DO this. I chose to become crystal clear with what students needed to know and  be able to do. I leaned into proficiency scales and made connections between content and units of study.   I worked with my amazing colleagues at the school and my fellow TOSAs to ensure I had teacher clarity. I shared with students all that they can do and what is next for their learning. We used outside spaces, made the best use of our handwashing times for extra practice and met them right where they were. 

Having High Expectations for Growth
I also recognized that there were unknown learning losses or learning opportunities as I called them.  I needed to set high expectations and have a dose of reality simultaneously. There was nothing wrong with what happened last spring. In fact I believe that many good things are coming from all of this for the education field, but that is for another day in another post. I remember lying awake at night trying to refine and be innovative as I knew I had a great task before me. I struggled to have learning tasks that students could access. I struggled with the data that was coming in at the beginning of the year. I struggled and was overwhelmed. Maybe others can relate.  Then one day while we were engaging in math my current reality hit me and will forever stay with me about what it was like to be teaching in the era of a pandemic. 

We were working on addition in math. The answer was 5, my students were all 6 years old, so I just knew we’d be successful with writing a 5 in the answer space. In all honesty, even though we were adding, I just wanted the student to write the number 5 on their paper. It had been one of those lessons that I knew very little was successful and I was striving for something positive to come from the lesson so we could end and not feel totally defeated! As I walked the room some were getting the 5 on the paper, but not all, and as I circled one sweet young lady said to me, as she was looking up to me from her lonely social distanced desk, “I know the answer is 5 Mrs. Thompson, but it has been a REALLY long time since I held a pencil and I forgot how to write a 5.” And from this moment on I knew we have a different kind of challenge before us. And this gave me the perspective that having high expectations is all about growing kiddos from right where they are at in a very intentional and passionate way. And right there and then I taught her how to write a 5 because that is exactly what this child needed in that exact moment in time. 

Walkways 
As I reflect on my experiences, I could not have asked for a better experience, if I was going to have one. The students were so wonderful and excited to be in school learning. Families were so appreciative of all the work that was being done to support the safety and learning in our schools. There are so many amazing educators and administrators out there working hard every day and finding the best ways to educate children. One thing I shared with my students, their families and kept reminding myself was to focus on progress over perfection. None of us have done this before so we should not expect to be perfect. Learning and growing is messy, but  if we show up each day and  try our best we will make progress. 

And lastly, believe in them- the students, their families and the other amazing educator teams surrounding you!  We are all in this together and we are all growing together!


0 Comments

January 21st, 2021

1/21/2021

0 Comments

 

Finding the Relevance

Picture
By Magali Saez-Cox

​If you’re like me, you’re not sure what it means to be bored. My to-do list is so long that even when I find a few minutes to myself, I have a long list of fun things to do. So, what is boredom? According to merriam-webster.com, boredom is “the state of being weary and restless through lack of interest.” Well, now that makes sense, a lack of interest. Hattie’s research mentions boredom having a -0.49 effect size in our classrooms; A NEGATIVE EFFECT SIZE!?! So, how might we turn a lack of interest into engagement and connection to the subjects in our virtual classrooms? The Distance Learning Playbook suggests finding the relevance. When students find the content relevant, boredom is turned into engagement. There are three aspects of relevancy: 1. personal association, 2. personal usefulness, and 3. personal identification. Combating boredom in the classroom is not about being entertaining or feeling like we have to move at the pace of video games. When we understand the depths of relevancy and how a stressed brain can feel like boredom, we can help our students connect to the content. 

Relevancy is personal. What I find interesting may not be to someone else (I am keenly aware of my nerdiness). Same goes for each of our students. We can help them find relevance through personal association (Distance Learning Playbook, p.98). Personal association is when students can connect the content through an object, person, memory or something outside of the classroom. When this connection is made, a spark to learn more occurs. Personal usefulness is the second aspect of relevance. What personal goals have students set for themselves that tasks or assignments in our classrooms will help them achieve? A student who desperately wants a dog might engage in non-fiction reading to find reasons to share with his family to convince them to get a dog. A high school student who has goals to become a doctor will be vested in her biology class. The final and most motivating way for students to find relevancy is through personal identification. The Distance Learning Playbook says, “When students get to learn about themselves, their problem-solving, and their ability to impact others, relevance is increased” (p. 99). When the content or task aligns with students’ identities, boredom is not an option. Not all of the responsibility of relevance falls on teachers. Helping students identify feelings of boredom can help them refocus and find their own relevance. 

Studies have shown that boredom is related to stress. When students’ brains are overpowered by stress, distractions from emotional trauma, and ADHD, they can disengage, feel distracted and bored. The answer is not to provide more assignments or to overstimulate which can create even more stress and disengagement. The key is to support students in identifying what is stressful, when they are bored, and what feelings of boredom are so they can self-regulate, ask for help and find ways to re-engage in tasks, texts and content. Helping students find their personal associations, personal usefulness, and personal identification can support their engagement. 

As teachers, we strive to find the magic button to engage our students. Knowing more about relevancy, how to create relevancy for students and what might be causing boredom can be the key to engaging our students.

0 Comments
<<Previous
Forward>>

    Picture

    AUTHORS 

    Curriculum & Instruction

    Archives

    September 2021
    August 2021
    May 2021
    April 2021
    March 2021
    February 2021
    January 2021
    December 2020
    November 2020
    October 2020
    September 2020
    May 2020
    April 2020
    March 2020
    February 2020
    January 2020

    Categories

    All
    #CAS2020
    #distancelearning
    #ELA
    #Elementary
    #Elementary_ELA
    #Elementary_Math
    #Generation Skills
    #JeffcoDLM
    #jeffcoelectives
    #Literacy
    #Math
    #NGSS
    #P3
    #Preschool
    #ProficiencyScales
    #Reflect
    #Science
    #Secondary
    #Secondary_ELA
    #SocialStudies
    #Teacher_Appreciation_ 2020
    #Webinar

    Jeffco Ed Tech Blog

    RSS Feed

Proudly powered by Weebly
Proudly powered by Weebly