# data[].attributes.body
- frequent and consistent recognition of student work
- clear progress points
-celebration with family and community

# data[].attributes.headline
Accountability to the Learning community

# data[].attributes.subject
Accountability to the Learning community

# data[].attributes.body
Students participate actively and build on each others thinking. While working towards clarifying thinking
~Listen attentively

# data[].attributes.body
When thinking about apprenticeship in Kindergarten and 4th grade, we wonder if this is appropriate for elementary age children. To us apprenticeship means learning by working with someone who is a master of that domain.

# data[].attributes.body
~clear and high expectations
~fair and credible evaluations
~recognition of accomplishment
~curriculum geared to standards

incorporates ideals in backwards design to ensure teachers plan with intentionality

recognizes that everyone can access a rigorous curriculum and even exceed expectations with proper planning, time, and access to expert instruction

# data[].attributes.body
-Students take ownership of and have a voice in what they learn and how they learn
-They are responsible for the quality of their thinking and learning including when they don't understand something and taking steps to remedy the situation
-They must self monitor their learning and feedback
- They use their own background knowledge and apply it to new information
-Self reliance and independence

# data[].attributes.body
- specific and accurate knowledge
- appropriate evidence for claims and arguments
-commitment to getting it right

# data[].attributes.body
- synthesize several sources of information
- construct explanations and test understanding of concepts
-formulate conjectures and hypothesis
-employ generally accepted standards of reasoning
- challenge the quality of evidence and reasoning

# data[].attributes.headline
Dunlap and Eddins .                  1. A commitment to knowledge at the CORE 

# data[].attributes.subject
Dunlap and Eddins .                  1. A commitment to knowledge at the CORE 

# data[].attributes.body
-No needless repetition
-Curriculum organized around BIG IDEAS-UBD-Transfer Goals
-Teaching and assessment focus on those big goals.

# data[].attributes.headline
By Brian Mason, Lillian Loftin-Bell, Michelle Gay 

# data[].attributes.subject
By Brian Mason, Lillian Loftin-Bell, Michelle Gay 

# data[].attributes.body
~The results of an assessment should accurately show learning efforts.
~Evaluations should be based on standards and curriculum
~They should be purposefully planned so students are prepared
~Evaluations need to provide accurate feedback and shows how students are progress toward expected standards.
~Grading should be against the absolute standard and not the curve (maintaining high expectations).
~Evaluations should be available to both students and parents.

# data[].attributes.body
-Students challenge themselves and their peer by raising questions through accountable talk.
-Students receive assignments with extensions so that learning continues
-Students are able to verbally justify their claims
-Every subject has challenging assignments

# data[].attributes.body
Clubs at NES allow students the ability to tap into their interests. For instance, Makey Makey, Lego club,  Science lunch bunch, Coding club, possibly iNavigate. These we consider to be "apprentice" activities so that students are able to explore their own interests.

# data[].attributes.body
-pulling lots of information together
-testing ideas
-applying
-constructing solution

# data[].attributes.body
A right and obligation to understand and make things work.

Understanding you can analyze and solve problems.

Knowing how to ask questions,  using tools to problem solve and knowing when to use those skills.

# data[].attributes.body
Helping students to feel as if their efforts and growth/progress are known/seen and appreciated

# data[].attributes.body
The teacher is constantly modeling and teaching learning strategies for students.
Publishing work is what students are working towards.
Teachers provide students with feedback in order to guide students learning as well as develop reflective practitioners.

# data[].attributes.body
by Kim Fearringtion, Meaghan Cole, Amy Brande

*All stakeholders know what is expected from beginning to end.
*Students understand what is expected and are willing to assess their own and others work to see if expectations are met.

# data[].attributes.body
We are done!!! (finished)

# data[].attributes.body
by Coach & Musci
Celebrate clearly defined progress with family and community.
Example of sharing is Hallway Displays, presentations, (Dance Flight), PBIS assemblies.

# data[].attributes.body
Clear and high expectations
Fair evaluations
Being recognized for accomplishments
Curriculum geared towards standards.

All students are able to access curriculum with planning and direct instruction
By: Kiandra Torry

# data[].attributes.body
I think of the phrase "learning by doing". When students can build their understanding through
hands on learning experiences. In order for students to be doing most of the work, teachers can model and then allow students to practice in small groups or through further exploration. Ex: Mini-lessons and then students examine this concept through their own books during literacy time. Or pose a wonder question in science. Spend time investigating the question through hands-on exploration. This could also be students developing their own podcasts or digital presentations using skills learned through mini lessons with teacher. Applying those skills into creating a larger product to showcase.

# data[].attributes.body
Keri Frank
I Can statements are clearly visible for students.

Classroom rules and expectations are visible for students and students are reminded of these during circle time.

Models of student work is visible as well, showing expectations of project/assignment.

# data[].attributes.body
Acknowledging the effort of students when they accomplish their goal and/or reach an intended level of their desire. Using PBIS language and in return, hopefully, motivates other students.