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Dedicated team planning to align the grade level together.

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Dedicated team planning to align the grade level together.

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Social Emotional Skills

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Inclusive, honest, kind, and constructive.  

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Inclusive, honest, kind, and constructive.  

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I think we need to create a Culture that is less structured and supports student Autonomy even from the very beginning. Teaching the necessities to learn such as Math and Reading and Writing but allowing students to choose what is important for them to pursue and develop their natural talents. Students need to be supported in their focus abilities.

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community knowledge of assessment policy

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community knowledge of assessment policy

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ownership

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growth in them to be risk takers, balanced, and more.

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how to honor standards while also meeting students where they are

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how to honor standards while also meeting students where they are

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Team plan time to work with team and all service providers to address the whole child with assessments.

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Knowledgeable, caring, reflective, principled, and open-minded students who are comfortable with thinking skills and inquiry.

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Knowledgeable, caring, reflective, principled, and open-minded students who are comfortable with thinking skills and inquiry.

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Education for students surrounding their own understanding and expectations for feedback- and feed forward.

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Education for students surrounding their own understanding and expectations for feedback- and feed forward.

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Time to reflect with students and the teaching team to see what works, what was enjoyed, or what was a challenge

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shift in understanding of "assessment" -- it's not always formal, or graded

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shift in understanding of "assessment" -- it's not always formal, or graded

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Safe, trusting, to enable risk-taking and constructive feedback.

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Safe, trusting, to enable risk-taking and constructive feedback.

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Student work shares with grade level teams (mid way through or at the end of UoI) as a way to reflect on what the student learned and how it is aligned to the way the unit is written along with learning experiences

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encouraging kids to continue their growth and learning by providing positive feedback and encouragement

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creating a culture where we all have an understanding, and love for one another. 

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creating a culture where we all have an understanding, and love for one another. 

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Dedicated time to teach the children HOW to self assess, what it looks like. Time to build the classroom culture of positive reflection and assessment with depth. Time to teach the children how to work through constructive feedback and learn from challenges and what they are doing well to create a positive outcome.

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Dedicated time to teach the children HOW to self assess, what it looks like. Time to build the classroom culture of positive reflection and assessment with depth. Time to teach the children how to work through constructive feedback and learn from challenges and what they are doing well to create a positive outcome.

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Longer blocks with "WIN" embedded in curriculum time frames, allows more push in support; remove WIN block to open up classroom schedule

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Longer blocks with "WIN" embedded in curriculum time frames, allows more push in support; remove WIN block to open up classroom schedule

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Work with Math Team to have the assessments be more IB than end of unit.

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Perhaps as a culture we could collaborate around differentiation within the classroom environment 

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Perhaps as a culture we could collaborate around differentiation within the classroom environment 

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Meeting students where they are socially/emotionally first, then academically

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Meeting students where they are socially/emotionally first, then academically

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open to new experiences and opinions

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Students need to be taught how to learn whatever it is that they want to learn. Students need to have the autonomy to choose what it is that is important to them to learn and not be spoon fed curriculum that we deem Important. Its hard for a student to learn how to be an "inquirer" when they are not allowed to inquire throughout the day. This would require less curriculum and more free time for students to explore their talents with teacher support.

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Work with specialist one on one about where our Tier 3 students are not just the scores.

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caring, honest, bravery, developing of character 

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caring, honest, bravery, developing of character 

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Promoting student agency big or small throughout the day

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a cultural shift around grading expectations needs to take place...parents need coaching about this type of feedback/assessment

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a cultural shift around grading expectations needs to take place...parents need coaching about this type of feedback/assessment

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Understanding different learning styles and accomodating that for students

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Understanding different learning styles and accomodating that for students

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Everyone is all in, all hands on deck, anyone can help out annyone

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Everyone is all in, all hands on deck, anyone can help out annyone

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Build in reflection time to each unit. May need to change the pacing for FUNdations and Math.

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Help your students to understand it's okay to have a different culture.

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Help your students to understand it's okay to have a different culture.

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Having time to digest, analyze and collaborate over assessment to help make the most of the data gathered, so that we may help our students grow through more meaningful instruction.

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ALL students need access to the Tier 1 curriculum

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ALL students need access to the Tier 1 curriculum

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While it is imperative that we cover curricula properly and that we all move at close to the same pace so that there are no gaps in instruction for groups of students, many teachers voice their concern over the pace at which we move through the material/units. The concern is that there is no time for reteaching or flexing on time for students if the need is seen.

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Lean away from high stakes testing, lean into more authentic and meaningful feedback for students

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Lean away from high stakes testing, lean into more authentic and meaningful feedback for students