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Not sure if it's because I am a specialist and our rep hasn't relayed much information to us regarding critical thinking strategies. Hard on a specialist team since we have completely different indicators and subjects.

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To much together time with team and not enough alone time to process/reflect about my own students

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- continue with the resources and conversations we've been having

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Although it is easier to collaborate about common levels and groups across the grade level, it can be challenging to discuss and meet the needs of groups (particularly lower levels)

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Still trying to figure out how to fit the collaborative planning into my schedule but getting there.....

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CCQ is important unfortunately, there is not adequate time to share the information and actually implement the strategies.

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I feel that we do not talk consistently on actual higher level questioning for guided reading. I find myself doing it on my own instead of team planning because of a packed schedule.

-Prioritizing our Equity, CCQ, and Technology - we need a nice balance which is hard but vital.

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I do think that these conversations could extend into our reading curriculum with an added section of how to discuss cultural differences of the characters and the settings of the stories with a cultural lense

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I'm not sure that we have discussed literacy strategies in staff meetings since we have focused so heavily on culture/equity.

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Would love more electronic sharing

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Teams should generate these questions before the common planning time and embed them with the shared lessons to be discussed together. CCQ representatives can also provide feedback on whether the questions align with the standard of the type of questions that should be asked during instruction.

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More ideas on how to make critical questioning a part of daily reading.

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I feel that how the information was presented last year was more efficient. Right now it is put into planning form but has no real support on how to implement.

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All team members come prepared to share strategies/questions (to scaffold) for focus, on grade level and above grade level instruction, related to the weekly indicators.

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Our CCQ member does not effectively communicate with our team.

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I do not necessarily think we need it at this point. Time has limited the ability to do them as much, but unless a teacher feels they need support in that area I do not feel it needs to be improved on a school-wide level.

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Use nuts and bolts meetings to help with training.

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Our planning resources aren't completely ineffective by any means, however we're still working towards finding the best way to organize our planning.

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Provide more time to explore and identify valuable resources to incorporate this into everyday instruction.

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Allow more time

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In order to effectively implement formal/informal observations on these skills, we need to ensure that staff is provided with the tools and skills prior to observations. This may require more specific training. Maybe this is something that we hold off until next year once staff feel more comfortable and proficient?

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Collaborative planning isn't working for all...not sure what the fix is...

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Fitting it all in is the most challenging. We are using planning time to plan...we need to take it to the next level to actually plan for small group and deepen critical thinking opportunities.

**Additional comment about PBIS - we NEED tier 3 training as a priority, the rating of a three refers to general PBIS.

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how can we better capture team (CCQ, Equity, PBIS, Tech) meetings to facilitate "by in" and understanding of connections b/w SIP and team actions?

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Sometimes the staff meetings feel rushed and choppy. I think it would be best to focus on one topic per team meeting to really get a good sense and get resources we need.

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I would benefit from additional resources to help my students with higher level thinking skills.

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Critical questions are put into plans prior to meeting. Time saving, yes, but does not involve entire team; therefore, entire team does not have ownership.

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Helping us focus our planning on critical conversations rather than going over the lessons

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I think this can be embedded in our collaborative planning times with more assistance from administration or a little more guidance with how to do this effectively.

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Provide more resources on how to incorporate more higher level thinking questions

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peer learning is important and people may be less stressed if it is within grade level peer observations

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Sometimes it feels like we don't get a lot of information from the CCQ team and feel lost in the planning process.

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I would love more feed back from observations :)

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Continue to get feedback from team, admin, Eric, and Deb to guide the team to a deeper level of planning

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At this time our efforts have actually improved. Our CCQ team rep has done a wonderful job at embedding the ideas directly into our planning document. That said, we just need to keep the ball rolling with this because it has helped.

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In our common planning time, we spend so much time looking at the SLT. We need to spend time looking at the "big picture" and how we get there. What are the processes and questions that help us get our students there.

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More resources for our higher students that does not require more teacher time/planning

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I feel like we have time during planning to talk about strategies we can use but not enough time to talk about how they can apply, especially in subject areas other than Reading.

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I would like more resources that I can use with my students.

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Love the CCQ resources

Great data to get you thinking

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I'd love to have the opportunity to observe more teachers to see how they are embedding this.

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Observations should be occurring with higher frequency for all staff positions with frequent feedback.

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-Structure for peer observations/walk throughs that are low pressure and have a purpose of growth for the observer and observee

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Make sure we don't spend time discussing everyday activities and spend more time on the critical thinking strategies to align with curriculum,