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Compare data more with MAPS, DA-

One thing that would improve students' ELA skills- Reading (SSR)

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Consistency of language is different.

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What are the exemplar essays and rubric for each level/ assessing a certain skill.

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Kids are not necessarily coming in with skills of selecting their own readings and building the practice of reading independently.

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Reading & Writing

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Analysis!!!! We have to start with identification because they can't even begin to discuss the "how" or "why" because they don't understand what they are reading.

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Writing analysis

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Academic integrity, formatting for SAR/ECR/MLA, Grading expectations, level-dependent rigor,

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how much grammar/conventions factors into grading on writing assignments seems loose to me

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Possible gaps in assessments / types of grades. Analysis.

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Reading / SSR could be an easy "critical expectation" to meet. SSR with some level of accoutability (not a grade)...they need to discuss and write about what they are reading, etc.

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I think that we are consistent in late work guidelines and retake/redo policies. I think there is work that needs to be done in terms of analysis and overall rubric grading.

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Students are coming into HS with a lack of knowledge in the area of analysis. There are also noticable conventional gaps (grammar, spelling, etc.).

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Reading endurance and understanding of literary devices. Being able to not only define the devices but also identifying them within the text

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Depth of thinking, responding beyond the surface, effort,

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Last year, E1 had a great meeting with E2 where we looked at common rubrics. E1 was able to use the E2 analysis rubric and adapt it for 9th grade, so students get used to seeing the same language.

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I am glad that there is a distinction between alignment and consistency! The difference is the way in which skills are taught. In order to maintain vertical consistency, we would need the curriculum to be vertically aligned and the way it is taught to be consistent. This could include terminology and methods.

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I feel like we are consistent in late guidelines and re-do guidelines. I do not feel that we are consistent in scoring (calibration could be more of a norm).

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I feel that we have worked toward consistency in grammar lessons, analysis v. summary, conventions, critical thinking skills, standard formatting...probably others.

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Good consistency with late work, use of direct embedded quotes, citations, literary devices (students still need practice but definitely consistently addressed)

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Consistency could be language of the craft used, adhering to departmental agreements, scoring rubrics could be more consistent, etc.

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I feel like how we approach silent reading/reading in class differently, and phone policies are different all over.

I think rhetoric and basic grammar/mla expectations are tight

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Having the same expectations or expectatins that build on previous ones. Essentially, making sure we are not teaching something that needs to be unlearned at the next level.

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Adequately explaining their quotes and their thought process in short answers/essays. Also, putting in genuine effort and not fishing for the "right answer" - English is far more about how you explain and develop your answer so I think this should be emphasized to students .

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We are aligned in our late guidelines and in our re-do / corrections guidelines.

We have our TEKS and we have EUS; those documents should help with vertical alignment of skills.

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Analytical commentary

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Sticking to standards laid out by PLCs. Everyone agreeing to specific expectations and holding each other and out students accountable

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Sentence structure, Grammar, Essay organization, reading comprehension

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If we are vertically aligned, we can have a baseline of expectations of knowledge and skills for students coming up to us. We might spend less time teaching what students already know. We would also be expected to teach and assess certain skills before our kids leave us to prepare for the next grade level.

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Rhetoric and basic grammar

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Vertical Alignment is ensuring that knowledge and skills are built upon each year. It is similar to scaffolding within a lesson, but on a larger scale.

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I would love to know what acronyms are used for specifics skills across the grades i.e TPCASTT for poetry, RACE for paragraphs ( though recently I heard that AP does not want us using this!); and SOAPstone/Spacecat for Rhetoric?

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Knowledge of skills being taught and expected at the next level

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I think vertical alignment means that we are consistent in our practices in the classroom so that our students are set up for success when they move on to the next grade and aren't thrown off by significant differences in terminology or method

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It means working toward a common goal that is built upon each year with an understanding of level-specific skills and expectations in the levels preceding and following our own.

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PLCs across grade levels work together toward the common goal

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Skills progression / skills building up from the previous year

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Documents guidelines within the math department and expectations per level, including calculators, showing work, teaching methodology, late work, calendars, category weights, homework ideas (trade and grade, formatting, what good work looks like, points off--how does that look on tests, HW etc., units in answers, team norm (example claculators, late work, etc, average workload for each course, magic wand- vocabulary sync between courses

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When is it valuable/ when is it a tool/ not a crutch.

Balance use

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Adding/Subtracting and Multiplying/Dividing fractions

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math skills - academic maturity from 8th to 9th

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math skills - academic maturity from 8th to 9th

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Be open and willing to change things. Like thinking about different ways to teach things. And focusing on work over just the correct answer.

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Share notes or calendars of course outline

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Share notes or calendars of course outline

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Not being able to do simple arithmetic (adding fractions, multiplying fractions, etc). Also exponent rules/properties.

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Student ownership of work, INTEGRITY - stop the cheating.

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I feel like calculator use is loose across the department. It's also not easy to access what they do in different math classes.

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proper algebraic solving maneuvers, square-rooting too soon, crazy canceling

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Solving equations - students in precal still have trouble solving a one step equation.

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Making sure students understand what they are doing now will influence their future and try to emphasize student rigor.

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Having similar process to teach different topics. Like when math department decided to all teach facoring the same.

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Systems of Equations and Factoring

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Course grading and calculator use

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reporting in function notation

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Gaps in how a student approaches a problem algebraically, and whether they know why they are moving things or different ways available to them.

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factoring ( difference of cubes)

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The same processes and teaching methods across the different math courses.

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It means being consistent between classes & knowing what is expected in future math classes so that students are as prepared as they can be.

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I feel like the math department does well in factoring - growth and retaining.

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Sometimes what a student needs in the future isn't easily visible or has few examples for a teacher to show students.

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Proper notation, reporting of answers, vocabulary ( transformations),...

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Consistency seems to be same definitions across teachers

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Emphasizing work over just the correct final answer in point allocations for grading

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Ensuring students are set up for success for the next course. Knowing what areas were emphasised or timing issue that needs to be addressed in the next class.

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Being on track to grow and retain content for math classes before and after.

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Being on the same page with policies and preparedness.

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work ethic/study skills

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Alignment to me means the wording of definitions and ideas are described in similar or same ways across levels/teachers.