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Use of core curriculum

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Analysis of Formative Checkpoint to inform instruction

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Focus groups based on student misconceptions

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Increased student discource

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Meeting teachers where they are. Focused on areas of teacher-established needs.

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Email to schedule a initial meeting

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Use of quadrant activities to guide work with non-cycle teacher

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More mindful of documenting student evidence when making instructional decisions in the classroom

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Use of visual of the problem to gauge student understanding prior to solving (tape diagram).

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Supported students with understanding/meeting the expectations of the task and working collaboratively.

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Collecting/analyzing formative checkpoints to make next steps

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Teachers do the tasks prior to engaging with students

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Teachers asking questions and making connections to the Standards, Objectives, tasks, and assessments.

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Focus on what I can do and ask for what I want.

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Focused on behaviors and next steps

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Provided suggestions and resources. Modeled groupwork feedback.

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Focused on planning and building teacher capacity to get to coaching

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Focus on what I can control

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celebrate small wins

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Multiple teachers at my schools (this year and last) attended