• 8th curriculum – intentional with ELA, working on skills
• 7th curriculum – science, academic component, ownership

Reflection:  (need prompts?)

Follow up from last time:

• contacted St. Monica’s about Soapbox (no response)
• contacted and put in touch with Soapbox ICS – receptive to idea.  Will plan on working together with them in future about it
• process with 8th curriculum with MP working smoothly – more planning as a result

Discussion this time:

• 7th grade – student ownership
• student led discussion yesterday about educating other students – how to go about that process
• student centered teaching and creating of lessons
• student created board presentation with student centered feedback loop
• 7th grade more focused now on cross-curricular activities and being intentional about certain skills such as language and research
• next year will be more smoothly mapped out because need for extreme fundraising not an issue
• 7th graders come up with plan for next year’s class on how to manage the garden and timing

Future follow up:

• possible anonymous donor to help fund greenhouse
• would it be worthwhile to spend mitzvah day to build some of the greenhouse process
• scheduling to split 6th grade during social studies – splitting the time together
• capstone project and including jewish components more strategically

Explicit Examples in Student Work (when applicable):

• 8th curriculum – intentional with ela
• 7th curriculum – science, academic component

Reflection:  (need prompts?)

suggestion from boss concerning soapbox – we have some relationship with repairing together school about being more intentional about having them do it together – possibly talk to ICS about doing it more intentionally

suggestions from boss concerning soapbox – st monicas about some joint program

process with 8th curriculum with MP working smoothly

working on skills to compliment content

trial year next year with 3-5 major activities/units of study

7th grade more focused now on cross-curricular activities and being intentional about certain skills such as language and research

next year will be more smoothly mapped out because need for extreme fundraising not an issue

7th graders come up with plan for next year’s class on how to manage the garden and timing

• Follow up with Fernwood and Browning?
• Reflecting since our last meeting
• How to utilize databases
• What else is 7th working on?

Reflection:  (need prompts?)

would change to make more intentional next time

more organized in grant writing process and grow beds

next year – more science involved as well as writing process; more mini lessons

possibly share notes on improvements – boss wants me to reflect

pivoting to something else instead of greenhouses for 7th grade?

possibly about regulations of land (local/federal government)

Explicit Examples in Student Work (when applicable):

Learning Partner Conversation:

How might you include geography in a different kind of way in the future (i.e. interactive map)?

Continue to use mini-lessons to support student research skills, aligned to area high schools and specific google search strategies (A. November strategies)

Reflection:  (need prompts?)

Explicit Examples in Student Work (when applicable):

Learning Partner Conversation:

increasing student skills to be ready for next level (high school); ways to do that, activities, support.  Having 8th grade students work on documentation and analysis.

Reflection:  (need prompts?)

So far somewhat successful in building general capacity for document analysis + thesis creation.  Can work on modeling for each student, as well as providing explicit feedback loops.

Explicit Examples in Student Work (when applicable):

Providing them with test to assess skill levels:

https://drive.google.com/file/d/1supiw4mpYm2Xh93UaBYD419QVcFtiWUp/view?usp=sharing

Having them create their own DBQ; which is applying skills:

https://docs.google.com/document/d/1YBWYwVm0ANll-zRDq4fxT1nQU2I0PZo17GsWoylbw2c/edit?usp=sharing