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2023-24 Muir School  Vision- synthesis of school-wide recommendations 

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Recommendations by Cross Grade Discussion Groups

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Recommendations by Cross Grade Discussion Groups

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Recommendations by Cross Grade Discussion Groups

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Recommendations by Cross Grade Discussion Groups

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Recommendations by Cross Grade Discussion Groups

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Recommendations by Cross Grade Discussion Groups

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Recommendations by Cross Grade Discussion Groups

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Recommendations by Cross Grade Discussion Groups

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3 significant changes to our practice that we have implemented and the rationale for the change

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3 significant changes to our practice that we have implemented and the rationale for the change

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1.  Intentionally shift the responsibility of learning onto students through routines, more student choice and systems.

2. The significant change to my practice is how I am reflecting on the ways I can modify the curriculum so that it is more connected between the lessons and paralleling what is happening in the classrooms.

3. Using data and research to build content knowledge and to make instructional decisions

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3 significant changes we plan to cultivate at the start of next year and the rationale for the change

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3 significant changes we plan to cultivate at the start of next year and the rationale for the change

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1. Finding ways to memorialize student conversation through board work during literacy comprehension conversations

2. Ways can students represent their thinking in literacy- comprehension, decoding, encoding?

3. Building systems and structures for students to consistently

4. Building in consistent methods for student reflection that guides them to build on prior knowledge

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What did your team learn about the research theme and drivers of improvement?

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What did your team learn about the research theme and drivers of improvement?

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Understand the Learning Goal -
How do the phonics and word knowledge come together to aid comprehension? We need to be explicit and systematic build foundational skills in order for kids to access independent reading so they can work on reading comprehension.

Anticipate Student Thinking -
Language Comprehension/Language structures can be built through read alouds and viewing in the lower grades (as foundational skills are developed.)

Productive Talk/ Questioning -
Change how we approach comprehension, what does it mean to use Productive talk while talking about reading or writing.

Use Representations/ Tools -
Not yet touched upon

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Recommendations for updating or keeping our research theme/drivers of improvement

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Recommendations for updating or keeping our research theme/drivers of improvement

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Recommendations are ...

Building systems to promote equity of student voice and diversity in who's voices are elevated

Intentionally add language that makes this a cross content-cross curricular research theme/drivers of change

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Questions/Wonderings/.   Lingering thoughts?

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Questions/Wonderings/.   Lingering thoughts?

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A question we have is ...

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3 significant changes to our practice that we have implemented and the rationale for the change:

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3 significant changes to our practice that we have implemented and the rationale for the change:

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1.  Being intentional with the questions for the speaker chart when the discussion lacks then coming up with new questions

2. Scribing more words that contributed to the discussion. For example, if a student asks an important question then we can scribe and students can turn and talk about it.

3. Using an online platform (Loilonote) for student notebooks, using this as an assessment for student learning.

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3 significant changes we plan to cultivate at the start of next year and the rationale for the change:

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3 significant changes we plan to cultivate at the start of next year and the rationale for the change:

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1.  Wait time at the start of the year

2. Finding a way to increase participation in math discussion

3. Be more creative with lesson study structure, finding new ways to deliver a TTP lesson.

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What did your grade level learn about the research theme and drivers of improvement? 

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What did your grade level learn about the research theme and drivers of improvement? 

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Understand the Learning Goal:

Anticipate Student Thinking: Showing a misconception should represent multiple student thinking not just the wrong answer.

Productive Talk/ Questioning: Add wait time, Methods to create dynamic questions for the speaker

Use Representations/ Tools: Manipulatives can help make sense of difficult concepts, can make it concrete

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Recommendations for updating or keeping our research theme/drivers of improvement

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Recommendations for updating or keeping our research theme/drivers of improvement

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A recommendation we have is to add the drivers of change into the theory of action. For example, 2 drivers of change are already included and those were the ones that most of the teams focused on in each lesson.

As a school, we need to get more clear on what a misconception is versus the wrong answer. Understanding when it is important to use a misconception and when is it not.

Our next steps should be moving away from productive talk and now getting into data and using data to inform the learning goal.

Shorten the research theme.

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Something we are left wondering is ...

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3 significant changes to our practice that we have implemented and the rationale for the change:

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3 significant changes to our practice that we have implemented and the rationale for the change:

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1.  Cultivating equity of voice in class discussions and being intentional about uplifting the voices of student of color

2. Center student data to drive instruction, not only in pre- or post-assessments but also formative assessments to try and minimize the gap

3. Looking more to curriculum and not designing our units of instruction

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3 significant changes we plan to cultivate at the start of next year and the rationale for the change:

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3 significant changes we plan to cultivate at the start of next year and the rationale for the change:

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1. How can we be more flexible with the structure of TTP so that every learner has access?

2. When designing the progression of a unit we must include time for student for practice and strategic small group intervention following a TTP lesson.

3. When utilizing new tech we need to evaluate if it is a replacement or an enhancement to the curriculum.

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What did your grade level learn about the research theme and drivers of improvement? 

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What did your grade level learn about the research theme and drivers of improvement? 

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Understand the Learning Goal:
It's important to know more than just the units of your lesson. You need to understand the progression. For example, with measurement moving from arbitrary to concrete units to measure. Or another example, decomposing vs. rearranging to find the area of an irregular shape.

Anticipate Student Thinking:
It's a balancing act from centering on student work and keeping close to the learning goal.

Productive Talk/ Questioning:
Who is talking?
Also, there seemed to be a progression from the beginning of the year (setting up sentence frames) and the end of the year for high-level questioning.

Use Representations/ Tools:
This again is about understanding the content area. It's important to show and expose students to various representations. For example, we need to get away from only showing pie-charts for fractions.

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Recommendations for updating or keeping our research theme/drivers of improvement

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Recommendations for updating or keeping our research theme/drivers of improvement

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A recommendation we have is ...

To focus the research theme on “minimizing the gap” through Lesson Study practice and think deeply about what changes we can make as teachers to the TTP structures to meet our student’s needs. How is our research theme focused on uplifting the voices of students of color and our least reached students?

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Something we are left wondering is ...

How are new teachers to Muir being supported to grow their TTP practice outside of Lesson Study cycles?

What role can collaboration K-5 and intentional vertical alignment play in improving our practices as a school?

Where is there room for teacher voice in selecting the timing/content of research lessons?

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3 significant changes to our practice that we have implemented and the rationale for the change:

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3 significant changes to our practice that we have implemented and the rationale for the change:

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1.  Changed the way our boardwork is designed through scribing responses and to track the discussion to elevate the way they are engaging in the neriage in critical ways (through scribing key comments and questions, and the accountability tracker)

2. The use of guiding questions and the scribing to help the students collaboratively develop the summary of learning at the end of each TTP lesson so they have more ownership of the new learning that is happening.

3. Visual Vocabulary Cards for each math unit has helped elevate the math discourse and the precision of their sense making through shared mathematical language, which helps them clarify their thinking with their peers.

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3 significant changes we plan to cultivate at the start of next year and the rationale for the change:

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3 significant changes we plan to cultivate at the start of next year and the rationale for the change:

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1. Having students bring their workbooks with them during neriage so they have the ability to update their thinking as the boardwork discussion unfolds

2. More opportunities to observe other teacher’s lessons, watch videos of, and provide each other supportive feedback around teaching and learning

3. Finding ways to set up structures for elevating and establishing a foundation of solid  student to student academic discourse so that we can learn something new and challenge ourselves as educators in a new way

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What did your grade level learn about the research theme and drivers of improvement? 

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What did your grade level learn about the research theme and drivers of improvement? 

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Understand the Learning Goal:

Anticipate Student Thinking:
1.  It is critical to be thoughtful about the progression of student thinking when planning the boardwork.  However, flexibility is critical for meeting the students where they are at and still reach the learning goal, even if it means pausing the lesson for critical ahas and wonderings, etc.
2. We also have to understand what prior knowledge they come in with and also what environmental print resources could help them make sense of the task at hand.  These both play critical parts in effectively anticipating students thinking.

Productive Talk/ Questioning:
1. When critical questioning is modeled and practiced and discussed critically, students are able to discern and understand when to ask the right kinds of questions to deepen their sense making.  Our questions or types of questions will determine the types of responses those presenting will provide. Different moments require certain types of questions (whether you are confused, or not understanding their approach, etc.)
2.  Accountability trackers help students monitor and increase the amount of participation.

Use Representations/ Tools:
1. Visual Vocabulary is really helpful for supporting their boardwork discussion and the precision of the language they use when making sense of each others' thinking.
2. Accountability Tracker for student participation that can be tailored to what specific discourse moves you may want to develop with them.
3. memorializing key student generated critical questions that help them move the discussion along.

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Recommendations for updating or keeping our research theme/drivers of improvement

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Recommendations for updating or keeping our research theme/drivers of improvement

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A recommendation we have is ...

1.  Accountable Talk/Productive Questioning: Finding ways to set up structures for elevating and establishing a foundation of solid  student to student academic discourse so that we can learn something new and challenge ourselves as educators in a new way.  More emphasis on vertical alignment of which productive talk moves/skills we are introducing or continuing to cultivate across the grade levels so there is greater consistency in terms of vertical alignment across the school.
2. Use Representations/Tools:  We want to dive more into students' visual representations  and tools to make their thinking more visible and what that looks like in each grade level and to clarify what are key tools/types of representations each grade hopes that the students coming to them have developed before entering that grade.

Recommendations:
1. How to support students struggling with reasoning (is it because we need to build up fluency first? have higher standards for them?) more opportunity to explore research around that...
2.  What supports/structures  can we give students who have significantly compromised number sense a greater opportunity to access the learning being discussed during TTP lessons?
3. How can we rethink how intervention can better support TTP structures; how can we utilize intervention with greater acceleration and minimal disruption to access of grade level content?

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Something we are left wondering is ...

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3 significant changes to our practice that we have implemented and the rationale for the change:

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3 significant changes to our practice that we have implemented and the rationale for the change:

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1. Participation tracker to foster more equitable participation and for a more diverse conversation, and students invite each other into the discussion

2. Accountable talk frames and progression that were intentional at each grade level to provide a structure to guide productive conversations

3. Intentionality in boardwork and thoughtfully scribing students' questions to support the discussion and sense-making

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3 significant changes we plan to cultivate at the start of next year and the rationale for the change:

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3 significant changes we plan to cultivate at the start of next year and the rationale for the change:

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1. Intentionality around summaries/key learnings/vocab/diagrams that get memorialized and how they are used to support and defend student learning

2. Renewed focus on place value and overall thoughtful scope and sequence for the year and responsive to student needs/ mental math fluency with additional support through number talks, math games, etc

3. Teacher-prepared questioning to support student learning (also thinking about student participation)

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What did your grade level learn about the research theme and drivers of improvement? 

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What did your grade level learn about the research theme and drivers of improvement? 

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Understand the Learning Goal:

Anticipate Student Thinking:

Productive Talk/ Questioning: progression of accountable talk through the grade levels. Having students ask each other sense-making questions (as opposed to unproductive comments) to push each others' thinking. Implementing guiding question to guide the conversation and support the summary. Scribing critical questions in neriage for sense making. Implementing participation tracker and accountable talk frames

Use Representations/Tools: Memorializing reflections, vocab, summaries, tools, and models so students can reference and defend their thinking

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Recommendations for updating or keeping our research theme/drivers of improvement

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Recommendations for updating or keeping our research theme/drivers of improvement

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A recommendation we have is ...
Continuing to focus on accountable productive talk to uplift the math and strengthen student sense-making, as it allowed us to make student thinking visible

Students should:
-have a growth mindset where they take risks and learn from each other
-receive high-quality tier 1 and tier 2 instruction

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3 significant changes to our practice that we have implemented and the rationale for the change

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3 significant changes to our practice that we have implemented and the rationale for the change

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1.  In 1st grade, in response to the 2nd grade lesson, we have done a lot of work to support students in their abilities to access content, refer to the prior learning, and connect to new learning.

2. S-S discourse increased as a result of students having more tools to defend their ideas and discuss them with their peers (from #1)

3. For each unit, teachers have created a template to assess specific strategies that students will use during a unit, and the progression of skill building. We are able to monitor how student are progressing and where they will need intervention. If someone is lost, we have a strategic place to revisit and build on their understandings, plus as teachers, we understand the content and learning progression better.

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3 significant changes we plan to cultivate at the start of next year and the rationale for the change

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3 significant changes we plan to cultivate at the start of next year and the rationale for the change

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1.  Use the data from the assessment template to decide when to move forward, review, or reteach based on the goals of the unit - and to do this in collaboration with other stakeholders (math coach, interventionists, experts, etc)

2. Research what are best practices for students who are coming into school underschooled or with gaps so that we can use our school resources effectively

3. Flexibility of interventionists, more push in support

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What did your grade level learn about the research theme and drivers of improvement?

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What did your grade level learn about the research theme and drivers of improvement?

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Understand the Learning Goal - focus on teachers understanding the learning goal before teaching to provide stronger questioning and guide students toward goals with talk, models, and representations.

Anticipate Student Thinking - less about knowing every possible response and looking for specific ideas to highlight, but which responses support students in understanding the learning goal.

Productive Talk/ Questioning -

Use Representations/ Tools - Aligning boardwork, models and representations so that students can understand them and replicate them.

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Recommendations for updating or keeping our research theme/drivers of improvement

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Recommendations for updating or keeping our research theme/drivers of improvement

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One recommendation is ...
-More conversations about school-wide structures in place to support new students (new mid-year or generally new to Muir).
-More discussion around the learning progressions of a unit and how assessments are used to inform where students are in that progression going into a unit.
-How are LS teams/teachers preparing for a public lesson by adding/layering units or lessons to "fill gaps"? And how can the varied supports we have on campus (ie. interventionists, Beacon tutoring volunteers) help to meet these needs?
-A school-wide decision on what is the threshold of student understanding for which we should reteach a lesson?

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Questions/Wonderings/.   Lingering thoughts?

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Questions/Wonderings/.   Lingering thoughts?

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A question we have is ... How can we better connect with other schools in the pilot program or who are doing lesson study? How can newer teachers at Muir also receive PD on TTP/observe?

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3 significant changes to our practice that we have implemented and the rationale for the change

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3 significant changes to our practice that we have implemented and the rationale for the change

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1.  More time spent building foundational knowledge in number sense because it is a gatekeeper and has implication for all operations.
2.  Prioritizing number sense in our scope and sequence because we needed to slow down at certain points and speed up at certain times.  Scope and sequence helped up plan this out.
3. Students defending their thinking so that they could apply their prior knowledge/learning & we thought about how to navigate that for kindergartners. We also tracked this type of participation to encourage all to participate and give us information about who is not participating.

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3 significant changes we plan to cultivate at the start of next year and the rationale for the change

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3 significant changes we plan to cultivate at the start of next year and the rationale for the change

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1. Look at which units lend themselves to flexibility within the TTP structure and then modify our units to reflect this in a  developmentally appropriate way (2D / 3D shapes, measurement). Adding more hands on activities within the 'try' lesson.
2. Know what is important in each unit for vertical alignment (eg. direct and indirect measurement).  Looking closer at the expected prior knowledge and what they should know by the end of the unit because we can then ensure vertical alignment and knowledge progression up the grades.
3. Thinking about problem solving as a group activity especially if there are more exploratory units because Students will need more structures to support learning and discussion routines in group work.

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What did your grade level learn about the research theme and drivers of improvement?

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What did your grade level learn about the research theme and drivers of improvement?

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Understand the Learning Goal - Making sure the learning goals were tied to the summaries so students could take ownership of the learning. Creating a well designed guiding question to help students hone in on the new learning of each lesson. Also anchoring the summaries and refining the summaries overtime and making sure they connected to the overarching goal helped to see if we had met that goal.

Anticipate Student Thinking - Using prior learning for individual students to know what they will bring to the lesson.  And, referencing prior year's teaching/summaries is important for anticipating student thinking, but know you have new students in front of you and you need to consider what knowledge they have.

Productive Talk/ Questioning - Needs to be aligned and expectations for each grade level needs to be building and not just reiterating.  Need to make visible the  building blocks that get you to a full TTP whole class discussion. Created new ways to monitor and motivate student participation during TTP.

Use Representations/ Tools - Helped us make student thinking visible and get clearer about the benefits of  using specific representations.  This is turn helps teachers use the representations with students while making presentions.

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Recommendations for updating or keeping our research theme/drivers of improvement

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Recommendations for updating or keeping our research theme/drivers of improvement

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Recommendation is ...

Deepened the drivers we already have by:
-  knowing the learning goal: expand to focus on the goal of the unit and deeper dive into students prior knowledge to access the task, vertical alignment of content (e.g. measurement unit)
- anticipating student thinking: being responsive in the lesson and student learning in the moment
-productive talk/questioning: more explicit vertical alignment with these and understanding how it progresses as the grades go up.
- tools/representations: align specific representations throughout the school and understand how they develop/progress.   Add here the element of precision with tools and using them well.

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A question we have is ...

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Something we are left wondering is ...

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Recommendations by Cross Grade Discussion Groups

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Recommendations by Cross Grade Discussion Groups