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Different ways to show mastery. Able to re-take tests/assignments. Opportunity to re-teach before re-testing.

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Behaviors not to be held personally- so the student continues to be given mult opportunities.

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Awareness that new things take time to learn. Being observant to students' emotional needs and providing other ways for students to demonstrate content mastery. Being flexible.

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Multiple opportunities to try- even if they don't succeed.
Failing is ok- that is how we learn.

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Extra grading. Extra curriculum development, planning for re-testing, or make-up work. More chances to see students succeed in their content.

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Curriculum and lessons based on WICOR strategies with staff being able to collaborate to create new fruitful strategies.

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No real deadlines for any assignments. Don't have to give up just because I bombed a test/assignment.

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#3: Be creative! Always assessing students and where they're at 

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#3: Be creative! Always assessing students and where they're at 

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Keep a growth mindset, supporting each other, self care to be ready for students. Be flexible and open to new opportunities.

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Students more self-reliant (weaning them from learned helplessness). Providing scaffolding for critical thinking. Wider application of skills.

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Being able to collaborate in different ways- different people, time, etc.

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#3: Many ways to show who they are outside of a classroom (whole student), has many ways to show their learning in class (not just quizzes).

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#3: Many ways to show who they are outside of a classroom (whole student), has many ways to show their learning in class (not just quizzes).

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Every level/capability can be supported and challenged.
Individuals can be challenged at different levels.

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Coursework that is rigorous and engaging. Is appropriate to their developmental level.  Students and staff have growth mindset.

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Learning new things to advance teaching. Planning and practicing new things. Looking at results to improve learning.

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Growth mindset; how learning is structured so failures can be turned into successes.
Having an opportunity to relearn what is not understood in different ways.

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Structure and expectations allows for multiple opportunities. Multiple ways/medias to show what they have learned. Being sensitive of the emotional state of the student (i.e. moving assessments). Lots of review balanced with upping the challenge.

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Requires thinking, expands their understanding, improves independent work skills. 3 or more elements of WICOR.

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Students can show what they know in different ways. Opportunity to demonstrate mastery even if a student completely bombs something. It's ok to fail, mistakes are proof that you are trying. First Attempt In Learning. Gradebook is fluid.

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Zone of proximal learning. Giving coursework a slight step above where they are at to constantly push them to keep learning.

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#3:  Trying to give all students an on-ramp (help students get there with challenging coursework through scaffolds. Going slow before you can go fast). Students talking more than teacher (questions, inquiry). Planning with other teachers - purposeful planning. 

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#3:  Trying to give all students an on-ramp (help students get there with challenging coursework through scaffolds. Going slow before you can go fast). Students talking more than teacher (questions, inquiry). Planning with other teachers - purposeful planning. 

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Differentiated assignments based on learning style. Opportunity to select a way to show their knowledge. Everyday is a new day to learn move on from the day before.

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Keeping it fresh, building assignments and instructional strategies off needs of students and are research based. Meeting students where they are and taking them to the next level. Staff participate in PD to continue learning and implementing new techniques.

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Scaffolded assignments that lead to rigorous work, multiple tries to learn material, opportunities to show understanding in creative ways.

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Coursework that brings about conversations about different experiences.
Coursework that stimulates one to undertake complex problem solving.

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Providing scaffolded assignments, willing to learn.

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Understanding the student's background. What is the function of the behavior?
Supporting differing opinions
Collaboration (with no judgment)
Not taking behaviors personally (emotionally detach when needed) **working through emotions with trusted support group.

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Scaffolded work, differentiated, leveled assignments. Staff challenges themselves to implement new teaching techniques.

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Being able to build relationships with ALL of your students - not just extroverted kids.
Knowing all other staff members
Feeling recognized and having input

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Scaffolded assignments, critical thinking, challenging stereotypes, thinking outside of their comfort zone.

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Staff are welcoming to all students and to each other. Good relationships between staff modeled for students. Positive interpersonal relationships that create a culture supportive of student needs and interests.

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#3: Tasks that make you question consistently, Level 3 AVID questions, building confidence, learning new things, talk about what growth mindset is. 

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#3: Tasks that make you question consistently, Level 3 AVID questions, building confidence, learning new things, talk about what growth mindset is. 

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Good interactions with each other, supportive actions, treating one another with respect.

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Open communication between staff, inclusive, professional, supportive (within content and personally)

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Rigorous assignments and activities. High value, and authentic work. Work that gets students excited about learning, and keeps them curious.

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#3: Positive conversations, support without judgement, positive relationships with classes, everyone is doing their part (sense of teamwork)

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#3: Positive conversations, support without judgement, positive relationships with classes, everyone is doing their part (sense of teamwork)

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Greeting and interacting with all our students everyday.
Supportive relationships among staff.

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Staff is professional and respectful. Members are approachable and ready to help fellow staff members.

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Comfortable in the classroom, willing to talk, willing to interact.
Feels respected by classmates and teacher.
Feels like they are listened to/have a voice.
Good work acknowledged

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Smiling teachers, hearing their names, seeing teachers interact with each other with kindness and respect.

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Feeling included, welcomed and accepted by staff and peers.

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2 : Kids exuding kindness.  Staff is approachable for student concerns.  Mutual respect in, and outside of the classroom.  Staff models kindness and respect with each other

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2 : Kids exuding kindness.  Staff is approachable for student concerns.  Mutual respect in, and outside of the classroom.  Staff models kindness and respect with each other

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Students feel connected to staff members and to peers. Engage in appropriate communication.  Students feel comfortable to speak their mind and feel like they belong to our school community

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Respectful (peers, adults)
Fun, friendly
Open minded and being respectful to others' opinions.

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#3: Students have friends and trusting adult in building they can go to if they have problems. 

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#3: Students have friends and trusting adult in building they can go to if they have problems. 

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positive interactions with peers and staff

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Interactive, learning new things, higher level thinking, feeling almost frustrated, but the challenge is worth it. Growth mindset.