# data[].attributes.body
We will use "Think-Pair-Share" as our smart goal #2. We will have students read an article individually then have them write down their thoughts on article, then discuss with a partner and write down those thoughts, then discuss as group and write down those thoughts.

# data[].attributes.headline
Special Education Department SMART Goal #2

# data[].attributes.subject
Special Education Department SMART Goal #2

# data[].attributes.body
Special education students will use the Think, Pair, Share literacy strategy. Depending on the department each teacher will pose a question, prompt, reading, or visual to their classes. Students will be allowed a few minutes to THINK about the information presented to them. Students will then PAIR up with designated partners to discuss and collaboratively write down their responses on the THINK, PAIR, SHARE template provided, comparing thoughts and agreeing on the best responses. Students groups will then be asked to SHARE their thinking with the entire class.

# data[].attributes.body
The science department will administer the Herringbone strategy which we used for SMART Goal #1. Our objectives are the same but we will modify our practices based on our experiences the first time. Students will work in groups of 3. The textbook passages or articles are in their OneNote. Students will complete a paper-based or digital herringbone. Teachers will collaborate on evaluating student work.

# data[].attributes.body
Specific: All social science teachers will use the Reading Ladder strategy.
Measurable:  Teachers will pace students through an assigned article at a one- minute interval of reading followed by a one-minute written response. Then a two-minute reading interval with a two-minute written response. We will repeat up to four-minutes. Teachers will direct students on what to write in their written responses. Once written interval writing is completed, student will compare notes and thoughts ending with a brief class discussion.
Attainable: This strategy is achievable, class discussion and written responses will be measured and completed by December 12.

# data[].attributes.body
Smart Goal #2
Students will create a placemat to help them stay organized while writing their business plan. Students will fill in information into the appropriate 8-boxes on their placemat citing the work from which they found their information. Upon completion the students will pair-share within their group ensuring that their business plan choice is the right one for them.

1. Mr. Gaines (Period 1) Introduction to Business
2. Everybody completed the activity, it allowed students to see each other progress.
3. Needed a larger placemat, work was not cited, some could be more organized.
4. Students could interact with each other to see where they were in regards to their progress on the project.
5. Some students seem to take ownership in the project while others didn't.
6. Possibly, I would use a bigger placemat and give them more time to work on it. Routinely check on progress.
7. It seemed  to help them track each others progress on the project.
8. It seemed to help the higher level learners. Some of the lower level learners seemed to struggle with the concept.

# data[].attributes.body
Smart Goal #2
All World Language teachers will implement the annotated text strategy. We will first establish a level-specific baseline with reading comprehension questions. Next, we will teach the strategy to the class. Finally, we will implement a post strategy assessment to assess whether or not the strategy has made a difference.

# data[].attributes.body
SMART Goal #2:
After reading a section from the text, students will use a 5 x 7 index card and complete a Four-Box Comment Card with these four prompts: One Comment, One Surprise, One Question and One Observation. Students will individually respond to each prompt in 2-3 complete sentences and cite the page number related in the text. Students will use the completed card as a springboard for discussing the text with their table group. After the discussion, students share with the whole group responses from different boxes. Teachers will bring the completed comment cards to the literacy PLC on December 12.

# data[].attributes.body
Smart Goal #2
We have decided to repeat our Think, Pair, Share lesson. From our first Smart Goal we learned that our data was not measurable as in a more formal assessment. During this goal we will follow the same procedure using matching cards with vocabulary, pictures, or descriptions on them. In Illuminate we will choose to create  a matching quiz, a multiple choice quiz and/or a fill-in the blanks quiz. From any or all of the quiz' we will have data to meet requirements and to give feedback on whether more time is needed on the subject or if there are students in particular we need to work with further.

1. All teachers used the strategy.
2. The strategy was to use 3 sets of cards having vocabulary, descriptions and pictures. The cards may be used in any order. The description and the vocabulary gave students a harder time in matching the cards than matching pictures with the others.
3. For the most part there were no problems. One teacher had trouble setting up a quiz with pictures into Illuminate. One teacher experienced EL students not being able to match many of the cards, including the pictures. One teacher had no problems in having used the cards at various times and perfecting the strategy.
4. The cards strategy was well received and had students engaged throughout the lesson. One teacher had students take of picture of each then upload the picture with the name of the tool. This strategy worked well for keeping students on task and to offer an avenue for the students to use their phones in a responsible manner.
5. Students gained knowledge in an unconventional form and were therefore more willing to participate. Their improvement was shown in the data collect from a more formal (Illuminate) assessment.
6. Yes we would all use this strategy again but would "plus it." We thought it would be good for test and finals review. We discussed using follow-up worksheets, scavenger hunts, and as an introduction to new units or lessons. Another strategy was to use Jeopardy in place of the cards. See https://www.playfactile.com/
7. The strategy did help the students. Anytime that students are immersed in a lesson, sharing thoughts and ideas with other students, - they are learning.
8.We agreed that it was well received and improved student learning. However, it still remained that EL students suffered by not understanding or not being capable of the work.

# data[].attributes.body
Smart Goal #2
We will use Think-Pair-Share with our Culinary final project. Students read and research the groups choice of country. When prompted they will write something they learned about food or cuisine of their country. How is it different from American cuisine? Students will then pair with a student from their neighbor kitchen (1&2, 3 & 4, 5 & 6) and share their findings. Each student will document the shared responses. Students will then share again with other kitchens (1 & 6, 2 & 3, 4 & 5). A class discussion will follow about what was learned and discussed.

# data[].attributes.body
Revised VAPA Smart Goal: The VAPA department will again use the Think, Pair, Share literacy strategy. As a department we will have the students assess their own understanding of an artwork, concept, project or performance.

Students will individually respond in writing to a prompt, and then work with a partner to discuss each of their responses. After which the whole class will have a discussion of the responses. Each teacher will bring a sample of the written student responses to the Literacy PLC on December 12.

# data[].attributes.body
The department will use online feedback using Prokeys shortcuts. Teachers will choose which writing assignment to provide this feedback. On December 12 teachers will bring saved student documents to discuss results of online feedback on student writing.

# data[].attributes.body
Students will use the 4 quadrant reading log for their next reading assignment.  Box 1; summary Box 2; 2 question about the reading Box 3; 1 quote with 1 response Box 4; Analysis. Students will share their 4 boxes with a table partner.  Then, students will review their responses and make adjustments after hearing what their partner wrote.
Students work will be collected and analyzed as a team at our next literacy PLC.

# data[].attributes.body
Smart Goal #2
Students will use a Four-Step Approach to Problem Solving form to work through a word problem from the content of their level class.
Step #1 in writing students will determine the following:  What is the unknown? What information is being given? What is being asked?
Step #2 in writing students will state the strategy they will use to solve the problem.
Step #3 students will execute their plan mathematically.
Step #4 students will in writing or group discussion (teacher choice by level) determine if the solution makes sense or is reasonable.  They will also, mathematically check their solutions.