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Students are keep a reflective journal

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We discussed Art and Design IB programs and how they are designed around student personal expression with an emphasis on communicating and evaluating their work.

Step 1 - Design would like to incorporate more of this through reflection and student critiques.

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ECC Characteristic - Random and varied questioning strategies developed by the students used to promote engagement and equitable participation
Strategy: Hot Seat
Step #1 - I will structure my schema (Paper 1 and 2 problems) so that the students will have to become experts in a chosen question, they will then take the "Hot Seat". I will share out at the next team meeting for feedback.

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We're modeling student-centered inquiry based on individual and group questioning. Respective to equity in learning, students develop extract driven questions considering both structural/stylistic and thematic/social ideas of their studied authors. These questions are shared in small groups, then on our classroom boards; as such, this student inquiry drives instruction and the framework of IB Paper 1 approach.

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Wall of Fame
Celebrate the accomplishments of the past in both the drama and music departments, maintain a Wall of Fame with visuals of student and crew work and photo for students to see themselves throughout their theatrical and musical development

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Using Equity Maps!

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New Faces in the Spaces.   I am going to start a student wall of photos and keep it going from year to year to start to see themselves IN the learning process.

Tom is planning to get new posters, order, design and add new material.

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ECC- Graphic organizers and models are used to support student construction of meaning

Ss understand the learning target as well as criteria for success in mastering the target
Step 1.  Create organizers/models to share with the students

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Williams, Percoski, Bratkovics, Wilkerson, Annunziato, Jamin

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Williams, Percoski, Bratkovics, Wilkerson, Annunziato, Jamin

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ECC: Ss experience warmth and acceptance of students and their contributions to the class

Strategy: "Friendly" Fridays, empathy activities, positive  public recognition and reinforcement, peer recognition

Step 1: Create materials to introduce friendly Fridays, letters, post it note recognition, and personal positive comment sticky notes.

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Kelly, Monroe, Grant, Abreu, Gillette, Kohl

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Kelly, Monroe, Grant, Abreu, Gillette, Kohl

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To create collaborative group opportunites for students grade-wise.
STEP ONE: Identify and communicate roles within each group; each subject will determine this accordingly.
ECC connection: "collaborative structures promote deep and sustained interaction"  To be accomplished in next two weeks.

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ECC Characteristic - Collaborative structures promote deep and sustained interaction along with practice working with students who have different experiences and perspectives.

Strategy - Increase opportunities to respond.

Step 1 - Revise planned lessons for the next two weeks to include at least two opportunities for every student to respond during each class, in a variety of ways.

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ECC Characteristic - Random and varied questioning strategies used to promote engagement and equitable participation
Strategy: Hot Seat
Step #1 - In the next two weeks, we will plan a lesson to incorporate this strategy in our current unit, and share our plan in our next team meeting for feedback

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ECC - T regularly monitors the student understanding of process and content

Use Explicit instruction (article)
Model / Relate new knowledge to previous knowledge (Zone of Prozimal Development - Vygotsky) Build and prime background knowledge.

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ECC Characteristic - questioning and discussion techniques

Strategy: QFT

Step 1: Find PowerPoint online with sample instructions
Step 2: customize it for evaluating the success of the design

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ECC: "Prior knowledge of individual students is uncovered and diagnosed relative to new learning"

Strategy: Using background knowledge (government knowledge and knowledge about the country of study)

Step 1 - Research effective methods for activating prior knowledge, and building on previously taught content

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ECC-"Random and varied questioning strategies used to promote engagement and equitable participation."
Strategy-QFT
Step One-Determine a Q-focus that will not only engage learners but provide enough material for them to create deep questions.
Step Two: Run through the first step(s) of the process and provide explicit instruction with regards to each step:
a. give them time Q-focus
b.give them structured time (limited to 5-7 minutes) to ask questions.
c. Have them sort by importance.
d. Have them identify as open and closed.
e. Have them change one open question to a closed and one closed to an open.

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ECC: our environment honors the experiences of our students
Strategy: bringing "woke Wednesdays" to the students
Step 1: review past WW posts to staff

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Brenda, Anne, Tara, Laura, Greg, Bill, Kristen Stewart, Kristin Churila, Heidi Turgeon

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Brenda, Anne, Tara, Laura, Greg, Bill, Kristen Stewart, Kristin Churila, Heidi Turgeon

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ECC Strategy: Explicitly stating the objective and purpose of the lesson. Connecting to prior knowledge, modeling in step-by-step the task and how to begin and carry it out.
Step #1:  Read the objective out loud each class and have students connect the to the unit.
Conversation tracker to foster community amongst students and get to know each other.

ECC Strategy: Popsicle strategy - give multiple/different  reinforcement/praise for students.

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Daigle, DiPinto, Marolda, Nelson-Kauffman, Johnson, Francis, Cooke, Glowacki

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Daigle, DiPinto, Marolda, Nelson-Kauffman, Johnson, Francis, Cooke, Glowacki

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**ECC focus: classroom environment honors the experience and background of Ss by displaying relevant and culturally-relevant images and instructional materials**

Step 1- have a conversation in classes about how we can "revise"  the physical space of the classroom/pod to better represent their ideas/cultures/languages/perspectives. (the idea of "storyentation":

how do we tell OUR stories? Who are we as 9th graders?)

Potential questions for students: what could we change in this space to remind you more of your home/community? What could we

Potential outcomes: upgrading bulletin boards based on student suggestions; highlighting/celebrating different cultures with visuals on walls; who are figures in history/society who you see as role models?-- post quotes/images of those people.

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ECC: Collaborative structures promote deep and sustained interaction along with practice working with students who have different experiences and perspectives

Strategy: Re-grouping students

Step 1 - Re-group students who seem to work with the same students often based on grade, etc. This way students work with new students who may have different experiences/perspectives (e.g. different grades); have them spend time identifying questions to ask each other to get to know each other and have a conversation (social skills practice)

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Gallery Walk
Step 1: Find a location

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ECC Characteristic -  questioning assist students answering without lowering rigor

Strategy - QFT

Step 1 - watch a video of the QFT in a math classroom