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Goal #1.1: What (quick) formative data can we integrate DAILY to foster college readiness?

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Goal #1.1: What (quick) formative data can we integrate DAILY to foster college readiness?

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Answer: Students write one reflective sentence articulating what they learned. Answers can be logged on Exit Tickets, journals, a document, etc., online or in print.

Reflection is a skill all successful people need; we need to show our students how to develop the art of reflection so they advance toward adulthood as thoughtful people.

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Goal #2.1: How might I best strategize creating a consistent Homeroom for Period 2?

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Goal #2.1: How might I best strategize creating a consistent Homeroom for Period 2?

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Answer: Teamwork makes the dream work! Asking a team of students to help set up CHC every day will ensure all students have the opportunity to view CHC in a quiet, respectful environment. Also, I will have time to take attendance as the Homeroom team sets up.

By getting the students involved in the Homeroom routine, we are demonstrating the value of CHC as a time to share important information. We are also honoring the work of the students and staff who use the platform.

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Group Name: The Fellowship of the Goals

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Goal 1.2 How can equity grading be incorporated easily into the classroom?

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Goal 1.2 How can equity grading be incorporated easily into the classroom?

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Attend District PD Equity Grading
Attend pre school year site training
specialized groups on campus are piloting it: Scardino, Gonzalez, Rossini
Rubric and scales 1-4; 1-5 based on standards met
Including Interim Assessments, essays, classwork, homework, etc.

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Pristera, Perez, Garcia, Cervantes, Hammonds

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Goal 2.1: What quick and easy ways can we foster the opening of each class period?

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Goal 2.1: What quick and easy ways can we foster the opening of each class period?

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PBIS:
welcoming at doors
Asking getting to know you quick questions at the door to interact with students.

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18-Wheelers

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Continue to look at CAASPP data and identify anchor standards that need to be addressed.

Give students with IEPs transition assessments yearly in addition to informal academic assessments to determine what graoth is being made by each specific student.

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Goal: 1.1 - Question: Do we model/share "excellent" student work/assignments to foster the success and growth for all students in the classroom?

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Goal: 1.1 - Question: Do we model/share "excellent" student work/assignments to foster the success and growth for all students in the classroom?

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Answer: Yes, we take the time in class to discuss and review what exemplary work looks like and model expectations with other students.

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How do you implement grading for equity for all students of all abilities?

Answer:  Attend PDs on grading for equity, collaboration with teachers of different populations.  Self reflection from after each unit/chapter.  Have a template for teachers to implement a grading for equity for of all student populations.

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Goal 2.1 How do we create a welcoming environment and utilize home room effectively?

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Goal 2.1 How do we create a welcoming environment and utilize home room effectively?

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Answer:
We greet students at the door and welcome them to the classroom.
We use home room for the following:
Cam High Connect
Do our SEL check-in
Question of the Day
We do celebrations and make a conscious effort to build personal connections.

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Goal 1.1.What can we do to help students better understand the A-G requirements and track their progress through that process?

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Goal 1.1.What can we do to help students better understand the A-G requirements and track their progress through that process?

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Our website can have an info graphic or interactive tool to keep track of their continual flow of class and progress through the process as well as key college admission terms.

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Goal 1.1 Can we use data from google forms, quizzez, gizmos, concord consortium and quizlet to identify how students are learning and adjust to instruction?

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Goal 1.1 Can we use data from google forms, quizzez, gizmos, concord consortium and quizlet to identify how students are learning and adjust to instruction?

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We can use these programs in order to see how students are understanding the material and grasping of the lesson plan.

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Goal 1.1: How can we effectively communicate data to the stakeholders to foster success and reveal areas for growth?

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Goal 1.1: How can we effectively communicate data to the stakeholders to foster success and reveal areas for growth?

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Answer: We can effectively communicate data to the stakeholders by presenting data from various sources gathered at various times with analysis and summaries in the document. Individual departments can view that data and make adjustments to lesson plans and pacing. Individual departments can also use the data with lesson study to evaluate teaching practices.

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Group Name: 2022 Resnik Air Division     

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Group Name: 2022 Resnik Air Division     

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Goal 2.1

What strategies can staff use to establish a relationship with students beyond academic needs?

Answer: SEL check-in at the beginning of each period.

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Goal 2.1 How can we create a welcoming environment and inform students about available opportunities on campus?

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Goal 2.1 How can we create a welcoming environment and inform students about available opportunities on campus?

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Teachers greet students as they enter the classroom
Open class with SEL/icebreaker activities such as student-led breathing exercises or having students stand up, turn around, and say hi to another student
Check-ins by the teacher during group work
Show Cam High Connect (show at end for closing activity)
Use Flippity to randomize groups for check-ins/student discussion

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1.1 What formative and summative assessments are we using to gather data to inform our instruction?

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1.1 What formative and summative assessments are we using to gather data to inform our instruction?

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Use of formative assessment tools such as Quizlet, Kahoots, paper assesments, exit tickets (both digital through Google Classroom meet and paper), Checking for Understanding (student pickers).

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1.1 Engage
Q:How can we expand the lesson study process to provide content standards specific data?

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Goal #1.2:
Answer: Accommodations are constantly being used such as a calculator on tests and text to speech, reteaching lessons, retesting, breaking down lessons, and chunking the material. This is especially done with science courses where teachers are breaking down the periodic table.

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Goal: 1.2 - Do we motivate our students to complete assignments on time to grade the work in a timely manner?

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Goal: 1.2 - Do we motivate our students to complete assignments on time to grade the work in a timely manner?

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Answer: Teaching students time management skills is part of equity grading as this will enable them to be successful individuals in college and society

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How do we bridge the standards-based grading with an actual number to produce a grade? How do we quantify it? Scales?

We need more electives available to every student.
There should be remedial classes available to those who are needing more support in specific subject areas to bridge the gap and provide more supports to subpopulations.

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1.2 What does equity grading look like to you in your classroom and how can you begin to integrate it?

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1.2 What does equity grading look like to you in your classroom and how can you begin to integrate it?

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A: Equity grading looks a little different in every subject. As a physical education teacher, we're looking at more physical abilities. In Math, it can be very difficult to introduce. Sometimes, equity grading looks like adjusting for every student's unique needs and abilities, and using that to inform grading.

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Goal 1: What formative and summative data are we utilizing to guide our choices for instructional strategies and progression?

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Goal 1: What formative and summative data are we utilizing to guide our choices for instructional strategies and progression?

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Quiz scores, comprehension checks, quick writes, real time assessments, quality of group interactions, games (Kahoot, Quizizz, Quizlet, Conjuguemos, Textivate, SmartMusic, YouTube/Edpuzzle)

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Goal 1.2 How do we support all students through equity-minded grading policies and assessments?

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Goal 1.2 How do we support all students through equity-minded grading policies and assessments?

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Answer:
As teachers, we could be open to accepting late work. We also could be open to allowing students to re-take tests.
We can also work with colleagues within our department to create departmentwide grading polciies.

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Q: How can we better implement equatable grading across all content areas?
A: Include professional development differentiated for specific subject needs and create a cross-curriculum standard.

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Goal: 2.1 - Do we connect with our students through personal interactions by using humor and learning about their personal lives and interests? 

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Goal: 2.1 - Do we connect with our students through personal interactions by using humor and learning about their personal lives and interests? 

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Answer: Sharing jokes, creative writing and projects, smiling and chatting with students individually, and welcoming them inside the classroom during passing period.

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2.1 What are we doing in our classroom practices to promote opportunities to build a classroom community and implement PBIS and SEL goals?

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2.1 What are we doing in our classroom practices to promote opportunities to build a classroom community and implement PBIS and SEL goals?

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Greeting students by name at classroom doors, sharing and promoting Wellness Center Friday SEL presentations and fostering discussions around them in our classroom, and creating attempts for students to authentically connect academic content to their lives.

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Goal: 2.2 - How can we implement SEL teaching in the classroom?

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Goal: 2.2 - How can we implement SEL teaching in the classroom?

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Answer: Utilize the SEL curriculum weekly that is created from the Wellness Center and have the Wellness Center present what they do and what resources they offer to the class.

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Goal 2.1 Does meeting students at the door have a positive effect on student attitude?

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Goal 2.1 Does meeting students at the door have a positive effect on student attitude?

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In order to create a positive environment in the classroom it is important to greet students to foster an inviting and safe space.

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In SPED, staff get to know students on a more personal level, learning about student's needs/wants and challenges. Start each class with an activity to get their mind and body moving (i.e., morning stretches and deep breathing activities before starting any classwork.) Allow students to take small breaks during class time to minimize frustrations. Make students accountable for their responsibilities.
Teachers show the Cam High Connect in homeroom , which provides students with any school-wide updates and activities.

Teachers stand at the door welcoming students in the class every day, every period.
Teachers continue to prompt students to access important references available to them at school (i.e., email, academic databases, Cam High Connect, visiting College and Career Center often, visiting with Counselors to review progress, checking grades in Student Vue to stay current with course content, etc.

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Goal 2.1: How can we effectively promote the purpose of the resources and supports available to students to encourage proper use of the resources?

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Goal 2.1: How can we effectively promote the purpose of the resources and supports available to students to encourage proper use of the resources?

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Answer: We can use surveys to gather data on how often students are using the resources and supports available and what resources parents are aware of on campus. The data can be used to improve how information is relayed to the stakeholders regarding these resources and supports. We can schedule annual tours of the College and Career Center, the library and research databases, and the Wellness Center for students.

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Q: How can we better incorporate the SEL check in on Fri-Yay?
A: Review the SEL check in during the week to prepare conversations and adaptations.

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Answer: SEL lessons, quote of the day, daily warm-up prompts, Cam High Connect, many teachers are greeting students at the door, foreign language teachers have students line up outside their classrooms and ask a question related to their content. We are starting to see more guest speakers starting to show up and share about social-emotional needs and other important matters that relate to students' needs.

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Goal 1.1

What formative assessment can we implement to all students to gauge their A-G readiness?

Answer: Teachers will receive a Google Form to list their students' progress in their classes (all of which are A-G and/or CTE). Counselors will cross check this data with the each student's comprehensive data (transcript) to counselor and make any necessary scheduling adjustments.

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1.2
How we using grading for equity for A-G eligibility?

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2.1 What is your strategy for connecting with your students in the classroom?

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2.1 What is your strategy for connecting with your students in the classroom?

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A: Beginning with Cam High Connect allows our students to connect with the larger campus culture and feel more grounded. Utilizing intervention time wisely, giving the kids the opportunity to use the time how they see fit (providing additional support, addressing direct needs, etc). Giving breaks during long block days, and providing students with helpful material (like TED talks) during breaks. Taking the first five minutes to build relationships by asking questions about students and trying to learn more about them. Using PBIS strategies and closing out classes by reviewing and providing reminders for essential information.

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1.2 How can we support and increase subpopulation confidence in participation and technology use at school and at home?

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1.2 How can we support and increase subpopulation confidence in participation and technology use at school and at home?

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Consistent communication with support systems/families/case carriers
Use the AIR form
Accepting late work without penalty (in some cases giving extended deadline)

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Goal 2.1 What can teachers do to interact better with students and make better time of home room? 

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Goal 2.1 What can teachers do to interact better with students and make better time of home room? 

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Teachers can make sure they are showing Cam High Connect, discuss different club activities on camps, more participation in spirit days.

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Question: What are effective strategies to build connections with students?
Answer: Use friendly competition in class.

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How do we provide  a positive learning environment for every student?

Answer: Greetings at the door, SEL check ins (conversations about how they are doing, plans for the weekend, results of sports and extra curricular activities) and maintaining a positive environment. Cam High Connect shown daily. Weekly SEL Check ins.

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Goal 2: What techniques do we utilize to create a welcoming environment in homeroom?

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Goal 2: What techniques do we utilize to create a welcoming environment in homeroom?

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PBIS strategies (Greeting at the door, positive comments/feedback, use of nonverbal gestures, positive farewell [Staples' Friday-High-Fives], etc.), genuine and authentic interaction with students, emphasis on student input and student-led discussion

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Is SEL used to meet goal 2.1.

Answer: Yes

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Many teachers break content down into chunks to make it more accessible to all learners. Give students time to connect to visual supports (youtube videos, photographs, hands-on activities, etc.)
Give students the opportunity to connect to the real world (i.e., using realia to connect to specific lessons- in Math, allow students to use real-world objects. For example, students can use "money" earned in class to purchase desired items in a student store. Students collect money for specific behaviors to "deposit" in a classroom bank account, then save up to "purchase" an item.