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202-201

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How can I make the self-reflection process after assessments meaningful for students?

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Fluency Intervention for Struggling Readers

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Fluency Intervention for Struggling Readers

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Special thanks to Stephanie Ryan for her help in determining the best resources for my students!

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Spanish Immersion Programs: Increasing Student Comprehension

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Spanish Immersion Programs: Increasing Student Comprehension

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How can I make the self-reflection process after assessments meaningful for students?

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The Power of Motivation= Student Engagement

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The Power of Motivation= Student Engagement

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https://docs.google.com/presentation/d/19qo_qwjfO2Lc01Gq7evEbRXVpI8KVh3nnFugkOCEUFM/edit?usp=sharing

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The Power of Motivation= Student Motivation

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The Power of Motivation= Student Motivation

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Positive Reinforcement: What affect does it have on Behavior?

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Positive Reinforcement: What affect does it have on Behavior?

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Restorative Practice Student Mentor Program

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Restorative Practice Student Mentor Program

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Click the google link below to read more :)

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Amanda Smith
Click here to see how I created positive relationships within my classroom without losing instructional time.

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TOUCH this image to discover its story. Image tagging powered by ThingLink

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Home Language Survey and Cultural Proficency in Program Choice

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Home Language Survey and Cultural Proficency in Program Choice

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Leadership Cohort Virtual Showcase - Action Research Project: Home Language Surveys by Carol Argumaniz | This newsletter was created with Smore, an online tool for creating beautiful newsletters for individual educators, schools and districts

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Restorative Practices to Build Accountability 

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Restorative Practices to Build Accountability 

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A Proactive Discipline Approach

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Cortney Evans

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by Kristin Frazier

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Increasing Student Recognition and Voice

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Increasing Student Recognition and Voice

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L. Zamora

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by Sandra Zamora

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Knowledge is Power! - Sandra Zamora Action Research -Year 2 by Sandra Zamora | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Restorative Practices and the Impact in Behavior Office Referrals

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Restorative Practices and the Impact in Behavior Office Referrals

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Are new teachers prepared for the stresses of teaching? How can we support them?

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Teachers need to be trained on stress management and coping techniques, social emotional strategies, paired with accountability partners, and given a voice in implementation of new programs to design them to be as least stressful as possible on teachers.

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Improving Scientific Literacy Through the Use of Conclusion-Based Writing

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Improving Scientific Literacy Through the Use of Conclusion-Based Writing

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Click here to see what I learned about Restorative Practices in the classroom.

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Amanda Larsen & Estrella Tovar from Lakeland Elementary

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Transforming Students from Technology Consumers to Producers

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Transforming Students from Technology Consumers to Producers

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This year's goals were designed to guide teachers to work with students on improving relationships and culture. In February, teachers were able to provide feedback on how they felt about efforts to improve the functionality and culture of the department.

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Increasing Science Understanding with Interactive Notebooks

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Increasing Science Understanding with Interactive Notebooks

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Throughout the year students reflected on their learning using colorful drawings, writing, and creativity. This reflection process had an impact on student engagement and benchmark scores.

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High School Advisory - Staff Perceptions

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High School Advisory - Staff Perceptions

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The findings of this action research will be paired with Travis Zuber's research on student perceptions about Advisory in an effort to create engaging lessons in an optimal environment for student experiences.

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Please follow the link to the Teacher Self-Care Action Research Project from Tracie Kroenert and Linda Ryan from Wellington ES.

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I incorporated mindfulness techniques in the classroom after researching that it can reduce anxiety and negative behaviors in the classroom.

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I interviewed teachers, APs, and analyzed data from written referrals to discover what issues teachers are facing in and outside the classroom to better understand students.

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I incorporated feedback rounds with three teachers on campus for several months. It allowed me to give real-time classroom feedback without giving a formal "appraisal" of teachers. Ultimately, the educators were able to self-reflect on their areas of need, and I was able to work with them and/or find the resources they needed to continue to grow as educators.