00:07:31 Kristin Williams: Kristin Williams, K-5 Instructional Coach, West Valley Yakima 00:10:05 Katie Novak: https://bit.ly/WASAReviewSessions 00:11:54 Katie Novak: Morning person for sure!!! 00:12:09 Mira Gobel: Morning person and too much stuff 00:12:24 Allison Abernathy: Morning person and the amount of stuff depends on the day! 00:12:25 Melissa Valley: The one with all the bags---do I need all this stuff?! 00:12:31 Alicia Quackenbush: Total morning person, always lots of bags and lots of drinks! 00:12:38 Erin Gehrke: I need to settle in and prioritize my day mentally and on paper. 00:12:38 Laura Staley: Yes! All the bags and drinks 00:12:46 Kristin Williams: morning person and lots of stuff! 00:12:47 Valerie Najera-Aragon: Morning! 00:12:50 Melissa Charette: Morning person----Yay!! It's the start of a great day! 00:12:53 Katie Novak: Erin - ME too! I make a to-do list every morning! 00:12:53 Laura Pugh: not a morning person until multiple cups of coffee 00:12:56 Nicole Kernutt: I am a mix of the too much stuff and morning person! 00:13:28 Katie Novak: https://bit.ly/WASAReviewSessions 00:13:45 Paul Douglas: Monday-too much stuff and coffee, Tuesday- coffee, Wed-Fri- Morning person 00:13:47 Heather Randolph: Rolling cart full of work I cart back and forth work to home…endless cycle! Morning person🥳 00:13:52 Katie Novak: https://bit.ly/WASAReviewSessions 00:18:02 Tracy Wilson: 🙌 00:18:44 Laura Smith: 🌟YES!! 00:25:17 Katie Novak: https://bit.ly/WASAReviewSessions 00:26:31 Katie Novak: I would love to know your thoughts on the connection of social emotional learning, student agency and self-regulation. 00:27:34 Kristin Williams: Proud to say our school adjusted our master calendar to include morning meetings and soft starts this year. Kids are loving it! 00:27:45 Katie Novak: Kristin - That is awesome!!! 00:27:56 Katie Novak: What school? I imagine some people here would love to visit! (; 00:29:46 Kristin Williams: Apple Valley Elementary in Yakima 00:38:00 Alicia Quackenbush: Can you put PSD in a breakout room together. 00:38:57 Cle Elum Roslyn Elementary Staff: Can Carrieanne Selzler join Cle Elum Roslyn? 00:39:24 Laura Staley: Can Rochester have a breakout room? 00:39:32 CERSD: susie martin: CERSD 00:39:36 Ferndale, Sara Dessert: Ferndale please 00:39:42 Rachel Diane Brock: OSD 00:39:57 Sally Keeley: Eatonville 00:39:59 Erin Dorso: Walla Walla 00:48:23 Alicia Quackenbush: I think it depends regarding the topic at hand. 00:49:01 B-ESD: 7 minutes it is... :) 00:50:38 Katie Novak: https://bit.ly/WASAReviewSessions 01:04:28 Laura Smith: This is such a great metaphorical explanation of how to explore intervention and supports for self-awareness and autonomy in the classroom! 01:04:51 Laura Smith: And the Target explanation-- #nailedit 01:04:55 Katie Novak: Laura - There is SUCH a connection with UDL and SEL. They depend on each other for success! It's not "one more thing." 01:04:59 Cherlyn Pijanowski: Everyone gets what they need to experience success ☺️ 01:05:22 Tracy Wilson: I hear often " i offered it but they didn't...." 01:05:30 Erin Gehrke-OSD: I think teachers will find relief that there is an element of modeling/guided instruction when teaching new strategies..then allowing students to choose the best of the strategies that work for their own learning. 01:05:36 Laura Smith: 🙌 Totally agree! 01:05:40 Mira Gobel: Agency...they get to determine what they need, and skills to verbalize that they need, then do what they need. 01:05:44 Carolyn Balderston: We can let our students know they can have the courage to try a strategy and keep trying strategies until they find one that works for them (growth mindset) 01:05:48 Sean Shaughnessy: strategies are introduced incrementally for everyone to explore. Expert learners are self aware and are able to select the strategies that work best for them in the future. 01:06:01 Tanya Houle: They grab pretaught resources from different prospectives to support their learning 01:09:09 Katie Novak: https://bit.ly/WASAReviewSessions 01:46:50 Katie Novak: Share some potential barriers and/or flexible pathways you could share with learners as options. 01:48:47 Nicole Kernutt: Barriers- students not being able to read/access text. Students not knowing/understanding vocabulary used in story. 01:49:15 Katie Novak: Fab, Nicole. What options can we provide to eliminate the barrier of not being able to decode the text? 01:49:28 Alicia Quackenbush: Barrier: can't be self directed for the amount of time it would take to read the text. 01:49:40 Laura Pugh- North Mason SD: Flexible pathways- sharing predictions about character with a thought partner, on paper, or to class 01:49:54 Cherlyn Pijanowski: Not being able to read at CW's level could be addressed by having students listen to the text being read, watch an enactment of the text, or reading pictures. 01:50:07 Nicole Kernutt: Flexible pathways- reading buddies/ peers, audio book, teacher read aloud group option. 01:50:18 Alicia Quackenbush: Read the text aloud. Allow students to buddy up. 01:50:27 Deanna Tompkins: flexible pathways for reading: read independently, read with partner, listen to audio of selection, sit at teacher read aloud sharing knowledge of character: writing on paper, share with partner, labeled drawing of fern, flipgrid video to share learning. 01:50:35 Alicia Quackenbush: Audiobooks that show text 01:51:18 Trina Baugh: flexible pathways-reading choice-silent read or listen to audio version in quiet space, loud space for partner or small group read aloud; response choice-write, type, draw, dramatize, video, chart, or other paper/tech visual to show using textual evidence how Fern's character changes in response to overcoming a problem. 01:58:17 Katie Novak: https://bit.ly/WASAReviewSessions 02:20:13 Katie Novak: Pomodoro Technique 02:33:15 Katie Novak: Ask me questions if you have any!!