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The success criteria is not understood by the students because we are not all putting it into kid friendly language and using it as an assessment tool

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I wonder if one of the barriers for students being able to articulate success is the visual part as communication seems to be happening.

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We do a great job with providing standards based learning and learning is rigorous

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I noticed that majority of the classrooms align their learning target and success criteria to lesson activities. But are students understanding how to be successful to achieve that learning goal?

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I noticed that the students do not necessarily understand what success means. We have to teach this vocabulary explicitly to kids to encourage the expectation to achieve success.

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Surprised that any lesson being taught isn't connected to the standards!

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Intrigued that even though the targets are posted and verbalized, the students can't articulate what they are supposed to learn.

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I noticed that the feedback is not a conversation and that can lead to many misunderstandings.

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Surprised that some of the lesson's being taught are not directly related to a standard!

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I have noticed that most classrooms are following standards-based instruction, but there are many times that the learning intentions and criteria are not being talked about at the start of the lesson but are being brought up during the lesson.

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Im wondering if posted targets and criteria were there but missed.... should we question our "learning walk" sheet if we feel things were overlooked or not noticed?

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While learning targets and success criteria may be visible in the classroom, it looks like students should be made more aware of their learning targets and what success looks like for them. Students should be involved in their learning

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I thought it was interesting that there were so many NAs for students being able to articulate success.

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I noticed that students being able to articulate success is largely NA. This will look different for younger grade levels. The skill (being able to identify success) will also take practice for students.

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Aligning to standards, appropriate rigor level and activities directly support standard have been successful so far in the walkthroughs.

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I'm surprised that the "learning targets clearly posted and visible" has so many N/A, and more than the "yes" column.

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I wonder how we can get students to explain what success means- if it is just understanding the success criteria or if there is another piece to explaining and emphasizing success.

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Doesn't seem like intentions and success are clearly posted- what does clearly posted mean? Does not being posted mean not being done? When they are not visual for the whole lesson does it change the effectiveness of teaching or learning?

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really great at standards based teaching

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while learning targets are posted, they might not be visible or students don't know what they are learning and why they are learning it

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It's wonderful that so many people are doing standards based instruction.

It may be a good idea to brainstorm ways of displaying the intentions/success criteria, as well as how to involve the students more so they fully understand and can explain them! This is definitely something I struggle with.

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Learning Intentions are aligned to standards and lesson activities. For the success criteria we need to work on students being able to articulate what success means and looks like.

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in lower grades it is more difficult for them to comprehend quality work

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We noticed that the instruction is solid, but maybe the incorporation of the learning target and success criteria (the "why" and the "how") needs to be more clearly communicated and practiced

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There is a big difference between teachers communicating success criteria and students being able to articulate it themselves.

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I noticed that there are less people referencing the targets at the beginning of their lesson, but more are at points during the lesson.

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I notice that classrooms are consistently demonstrating standards-based instruction.

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Learning targets are generally clearly posted, but students don't know what they are learning or can't articulate it.

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I noticed that the referenced and aligned parts were higher in the yes column. I wonder if the "observer just missed the clearly posted and visible and communicated at the beginning since it is such a short time.

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All of the walkthroughs were aligned to standards, support the standard and are age appropriate. - We are all doing great with that part.

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Communicated at the beginning and end, but not necessarily during lessons

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-targets and criteria are not posted in every classroom.

-instruction matches standards/rigor

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Each classroom had their own style and really owned HOW criteria was referenced throughout a lesson. And every time they were in their own way.

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while learning targets may not be clearly visible, at the time, they are fully aligned to lessons and standards and discussed in the beginning of lesson