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Intentional planning for Success criteria

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Intentional planning for Success criteria

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Planning for common formative assessments

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Planning for common formative assessments

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Intentional planning with success criteria

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Intentional planning with success criteria

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Meeting with grade levels for planning for success criteria and formative assessments

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Meeting with grade levels for planning for success criteria and formative assessments

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In between sessions of collaborative planning.

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In between sessions of collaborative planning.

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Have given the opportunities, however, not many are participating yet.

Trying to meet the educators where they are and connect the HQ, District initiatives

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Collaborative quarterly planning with assessments and success criteria.

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FCT & Coteaching for a Cycle using success criteria tied to clear learning targets

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FCT & Coteaching for a Cycle using success criteria tied to clear learning targets

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Ensure that administrators have access to 1 pagers.

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Include 1 piece of CCRS feedback on LWTs.

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Remind educators that they are doing the great things, helping them be more mindful and intentional in how they are using them

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In focused collaboration we encourage teachers to try something they haven't tried before (if you are an expert at exit tickets, pick something different to try).  

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In focused collaboration we encourage teachers to try something they haven't tried before (if you are an expert at exit tickets, pick something different to try).  

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Photo collages of teachers with artifacts from learning shared with other schools - we are all on the same page.

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Supporting teachers with daily success criteria that match the lesson.  Coteaching and supporting FCT with various goals for teachers such as providing individual student feedback.  

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Supporting teachers with daily success criteria that match the lesson.  Coteaching and supporting FCT with various goals for teachers such as providing individual student feedback.  

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Created schedule of collaborative times to touch base with teachers. Print copies of commitments from schoology to reinforce and remind.

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Use of response cards/TPTs during the training to collect data and model.

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Use of response cards/TPTs during the training to collect data and model.

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Supporting teachers with the quarterly in-between sessions,

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Teachers should be able to pick the subject are of their commitment.

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Teachers should be able to pick the subject are of their commitment.

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Doing a summary at the start that reinforces where we have been and where we are going (classroom commitments, check ins, success criteria, formative assessments), etc.

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Doing a summary at the start that reinforces where we have been and where we are going (classroom commitments, check ins, success criteria, formative assessments), etc.

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Allow teachers to make their own commitments so they are authentic (and not Mad-Lib commitments).

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Allow teachers to make their own commitments so they are authentic (and not Mad-Lib commitments).

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One pagers are used to help promote discussions and identify areas to focus on improving. 

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One pagers are used to help promote discussions and identify areas to focus on improving. 

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Coaching teachers and/or teams with connecting HQIP to their daily practice through reflection.

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Coaching teachers and/or teams with connecting HQIP to their daily practice through reflection.