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Formative assessments are embedded in the lesson pacing. There are stopping points in which teachers will determine if students are being successful along the way.

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I wonder about the different ways in which the stage can be set for this type of structure. How are procedures taught, practice,
and maintained?

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Great process for student and teacher accountability to ensure learning.

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We wonder how many content areas can also use this process?

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Apply this process in other content areas.

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- Great use of a gameboard to keep students on track using the road map.
- Great use of Seesaw to get lessons to them.
- Provided a paper copy of the road map for students to track their progress.
- average letter a week with the hard cut off of 26 weeks.
- Binder to organize their content: peer review/teacher check. Students have explicit directions on the Peer Review.
- Teacher: Performance based teacher check + small groups. How long does these take as she does this 2-3 days a week for 35 min. Can she connect with them all?
- Opening huddle: update on class progress tracker, checking theirs.
- Closing huddle: revisit their goals and reflect. Student ownership. Words of affirmation is used to allow students to share positive comments about peers.
- Formative Assessments: lots of quick checks, conferencing with her and peers and self-reflections.

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1 Positive, 1 Push

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Find ways to create more time for small group instruction

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Find ways to create more time for small group instruction

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I LOVE the idea for the opening and closing huddle as well as nominations.  This is a great takeaway for me.

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I noticed that the teacher had many procedures and expectations in place for student success. Students did not have to ask "What next?".

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- I wonder for the lessons rather than a flow chart for each letter lesson could she utilize a 1st, 2nd, 3rd...idea
- Do they do any practice on Seesaw or is it all in their binder?
- How does she update her class tracker if all their work is in their binder? Can students have more ownership? Could she make it more visual? It is plain and scrunched together.

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I wonder how this looks in action. I'd love to see third grade students take responsibility for their learning in this way.

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She had very clearly defined procedures and expectations for her students.  No one was left wondering what to do next.  I love the way each moment of the time she had with them was being utilized.

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I like the explicit huddles to check in with students and ensure they know what they are doing