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Unpacking the unit assessments

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Providing a step by step process for teachers

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Teachers really dug into the unit assessments. We had great discussions around questions/ misconceptions that students may encounter and we continued to bring this into our discussion during the planning portion of the day.

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Interpreting the standards - Specifically what will our teaching look like to match the outcome of the standard(s).

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KIPP

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We have a solid unit planning culture at NPE, so this did not feel 'new' to them at all (so everything flowed nicely). They appreciated revisiting 'how' explicit they needed to be; this was especially helpful for our 1st/2nd year teachers.

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This process really helped to keep our teachers grounded in THEIR grade level expectations. Often times, our teachers are trying to make our students do too much, because they didn't have a full understanding of the standard. This process also really helped to guide the planning process!

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Despite having driven each PLC through a similar slide deck and presentation, each team took away something different that is going level-up their team's planning.

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Continue to build teachers capacity around the idea that reading/thinking behaviors guide students in achieving the outcome of the standards.

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This was a great chance to talk about intentional planning for the reread routines to make sure that students are engaging with specific parts of the text.

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The teachers appreciated the resources provided and the steps in the planning process. They also enjoyed the protected time to plan for initial instruction. The KIPP was a big hit as most teachers were not familiar with this resource.

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This really tricked up some of our PLC's! They really wanted to focus on what their teacher actions would be, instead of what we would have the students do to engage in the work.

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Focusing on a text-set was a great way to help teachers better grasp the opportunities that Wonders offers in building content knowledge.

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Planning for and scripting out the explicit "I Do" of the lesson

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Continue check-ins to ensure that the intentional planning is still happening when teams go back to planning partners.

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My teachers need more support/ learning around the metacognitive skill (bucket). For some reason, this was really tricking them up and they had a hard time with this, even though they do it naturally each day!

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Time to plan the first text set

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I will continue to follow up with PLCs to ensure the work is continuing to happen. I am encouraging our entire Admin Team to do pop ins to classrooms to just do a pulse check on instruction around this work.

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Continue to observe during reading/writing for next steps.

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excuses for why students are not engaging with the texts

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Live and learn - each session was a little more productive than the last

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Working on how students will read the text-chorally, partner, independently etc.

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It was so critical for my teams revisit the importance of filling the 3 buckets

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Classroom observations, continue to focus on scripting the "I Do", and focus on metacognitive strategies

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Seize the moments when we as coaches can get in front of students to model and keep our own skills honed. I'm thinking specifically as it relates to the metacognitive skills "bucket"