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Students participate in activities that develop self-confidence in advocating for themselves and leading others.

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Students receive instruction on asking higher-level questions using Costa’s Levels of Thinking during tutorials, collaborative study groups, class discussions, and problem-solving activities.

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Students use Goal Setting tools to monitor their grades and/or progress of their goals within their classes.

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Students use critical reading skills to gain a deeper understanding of the text and content.

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Students take intentional and purposeful notes, carefully choosing a note style (Cornell, two-column, etc), and following through with the AVID FNT process.

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Students participate in activities where they use writing to think through concepts, create new ideas and reflect on findings.

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Students use organizational tools to keep track of course work and to organize their thinking and learning.

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Students participate in organized study groups.

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Students demonstrate dedication to their academic growth by taking responsibility for their learning, having class materials, and maintaining a planning system for work and projects in classes.

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Do students use digital resources for school and do they use them in academically an appropriate manner? Can they tell what resources are legit vs. non-legit

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Students participate in group activities facilitated by the teacher, with structure planned ahead and built into the assignment.

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English- ELA (Blue)
Social Science- SocSci (Pink)
Science- Sci (Yellow)
Visual and Performing Arts- VAPA
World Language- WorldLang
Math (Green)
PE
CTE
Specialized Academic Instruction- SAI

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Students use technology to collaborate on assignments, class activities, and discussions.

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Students receive instruction on the use of structures for inquiry such as Socratic Seminars and Philosophical Chairs.

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Students participate in all the stages of the writing process, including pre-writing/brainstorming, drafting, revision/editing, and polishing/publishing.

Does not always need to be on an essay-length writing. Use revision on CER/Short Answer responses and even sentence-long answers.

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Students demonstrate an array of WICOR strategies. (Writing, Inquiry, Collaboration, Organization & Reading)

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Student Lead Conferences

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Use effective questioning techniques in the classroom to promote students’ critical thinking or higher order thinking skills.

Create a classroom culture that nurtures thinking and inquiry.

Engage students in using Costa’s Levels of Thinking to think more deeply and broadly.

Teach students to identify and employ the strategies and skills of successful learners.

Collaborative Study Groups

Philosophical Chairs

Socratic Seminars

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Students use the template below to think through the creation of specific, measurable, action-oriented, realistic and timely goals, and then reflect on their goal.

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Students use digital tools like highlighting, underlining, changing font or font color, bolding, or italicizing text to point out key features, identify vocabulary, or outline important steps.

Content specific guides are available for specific styles and purposes for marking the text, as well as a template for customization.

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Mr. Jimenez's Site Team Lesson on Focused Notes
Cornell Notes
2-Column Notes
3-Column Notes

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This learning log is what students do at the end of the week to reflect on their participation in our activities and to think about how they can improve moving forward.

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Students can use this resource to organize their time and tasks they need to complete in a weekly manner.

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CSG Overview

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Academic Language Scripts

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Accessing Digital Information Overview

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Students set up an appointment clock (using Kami to annotate, or physically creating one on paper) in order to designate 12 partners for collaboration.

Each pair MUST have each other's names written down on the same hour on the clock. Then, the instructor can say "meet with your __  O'Clock partner" to quickly pair students off and ensure that they are not working with the same student each time.

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Handout 3.7c_Blank Partner Appointment Clock.pdf

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Philosophical Chairs
Socratic Seminars

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SCAMPER (Jimenez recommends: on short response or 1-sentence response answers, have students go in and choose one way to revise their writing)

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This lesson plan document has a built in requirement to identify what area of WICOR students will be focusing on and how they will do it.

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Maintaining Self-Advocacy

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Students use this resource to breakdown complex assignments into chunks and refer back to their plan to monitor their progress.

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Students use Kami for PDFs, or the comment feature for Google Docs to add in notes or explanations for annotations (marking the text) in the margins of the reading.

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Students took notes on the AVID Tutorial Process, with the intention being that students would initially use these notes to create posters synthesizing the information. Additionally, students have the opportunity to revisit these notes each week as we work on actually completing the Tutorial Process.

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Focused Notes
Writing in the Margins/Annotating
K/W/L Charts
Weekly/Daily Learning Log Reflections
SMART Goals
*See Critical Reading for more*

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Students can use this template to organize their assignments and keep track of their due dates, submission status and scores.

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Arrive Prepared Checklist

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Technology Etiquette

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Students are assigned a section of reading to complete on their own. Students then meet in reading groups and assign roles to complete the pre-work sections of these Lit Circle work sheets. Each role leads a part of the discussion, and the group works collaboratively to complete the bottom half of each sheet.

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Adopt, Adapt, Accelerate, Advocate
This resource shows many online programs and possible uses for collaboration.

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This could be a good strategy for making up missed points on tests and quizzes.

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We'd love to get to the point where we could visit each others classrooms within the core site team (and beyond) and observe for WICOR to gain feedback and create a culture of learning among teachers. (Probably not until 2021-22 school year, but looking forward). We could utilize a form like the one below and visit each other on a cycle, complete the form and return it for reflection and goal setting at the following meeting.

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Students use this resource to reflect on their current grades and visit specific questions for each course in order to move forward.

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Students add notes in the margin with a specific intention: to note what the author is saying, and to examine how or why the author is saying it.

This strategy works wonders in high-level classes for text analysis and works for all text types!

Traditionally, students write on the left side of the text what the author is saying in each section/paragraph/chunk, and note strategies being employed by the author and purpose on the right side of the text. Kami would work well for this.

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Students took these notes based on a choice from multiple sources, all giving advice on junior year. Then, students worked together through Phases 2-3 to add in information from the other sources. Students then created 5 minute presentations advising their peers about Junior Year. Students revisit these notes occasionally, most recently to create a checklist of what needs to be completed (or researched) in their Junior Year of High School.

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On Math Summative Topic test, we asked question "What you learned" about the topic using the vocabulary words as another lens into students' learning.

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Students can use the Time Log to keep track of their time and the activities/assignment they are completing for the week.

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Evaluating Websites Student Resource

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A. Soria & I (Heimbaugh) collaborated to develop Small Learning Communities in our classrooms, which are small groups that students return to multiple times in order to build deeper relationships while still accomplishing goals. FOR EXAMPLE: in the intro to our first unit, these small learning communities work together to research an endangered animal.
Here is an example of the backchannel template that is used during Small Learning Community (SLC) Time: https://docs.google.com/document/d/1dq3g4gdROEq-SzX32wADKXGZpcN5xShkc7IlB6RqFl8/edit?usp=sharing

EDIT: This was used during distance learning, but can be adapted for in-person classes.

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Having students review their RACES responses, revise, & highlight changes would be a great use of their bell work/class opening time that I never considered before.

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In the past in ELA, we've tried to introduce standards trackers. Coupling them with grade reflections like these might help them become more impactful for student use and success.

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Students use the comment function on Google Docs to highlight key words/phrases and add a comment with their thoughts/questions.

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I have a specific form students use to answer questions regarding criminal acts that breaks down the who, what, where, when, why and how questions. The also analyze the crimes for specific traits and where the criminals made mistakes.

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Students can use the Unit Checklist to record assignments throughout a Unit, they can revisit this checklist and check off assignments as they've completed them.

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Evaluating Websites: Information Competence

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Students identify key points, phrases or words that are essential to their use of the text and summarize them down to hashtags.

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Interactive Google Slides Example (Biology) for Focused Notes

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Interactive Google Slides Example (Biology) for Focused Notes

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Students can use this resource provided by their teacher to organize their coursework. It allows students to organize their work in one centralized space.
Interactive Digital Notebook

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Share a Google Slides link for students to edit. Students are in breakout rooms and start on a different slide, then move on to the next slide and add to it until time is up.