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Time to reflect on the effectiveness of academic monitoring and share strategies/structures vertically.

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We love the district alignment! How can we be better paired as schools to share what is working and gather other ideas to keep moving our schools forward.

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Using a pacing guide that identifies access and challenge on days and then what that learning task will look like in the classroom.

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Give us time to refine and perfect everything that we have been working on. All good learning, but we want to get good at it.

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For new teachers (new to district and new to profession): what is the district's responsibility and individual school's responsibility (ie: coach) for onboarding? And not just how to log into Jeffco systems, but in learning around academic monitoring, internalization, access to curriculum, how to use curriculum, etc. 

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For new teachers (new to district and new to profession): what is the district's responsibility and individual school's responsibility (ie: coach) for onboarding? And not just how to log into Jeffco systems, but in learning around academic monitoring, internalization, access to curriculum, how to use curriculum, etc. 

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Finding time to ensure teachers are actively tracking successes with tier 2 programs. Looking for gaps in resources.

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The why, research, and process for choosing the practices they are being asked to implement.

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Clarity on evidence based practices on why it is important and essential compared to feedback provided.

Authentic and a belief of the practice not doing it to comply.

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Grade level systematic tracking system.

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Can ELA mimic the support and professional learning that the Math department provides?

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Training for paras, training for center teachers and ISPs (OG, Intervention, Core Curriculum, Behavior)

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Time to plan with SPED supports. What does it look like for SPED to push into classrooms? We would like to see a video of this with appropriate scaffolds. Share an exemplar please.

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What systemic instructional support might we use to address all areas of writing instruction?

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District led support for unit internalization for both math and HMH for new teachers as part of induction. - Onboard new teachers with the 24-25 Arc of learning, and get them deeply into the curriculum.

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Teachers need district to understand the realities of when and where it is appropriate to academic monitor.

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Autonomy

Continuing the internalization process outside of the PLC with a shortened way.

Time to identify the most important learning for their grade level.

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Real clarity of PD provided in the 6 days before school starts. One place not multiple newsletters with time and locations so that we can provide what teachers need

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Weekly PLC time for teachers to continue to analyze their data.

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Connecting Learning Specialists & Gen Ed Teachers

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Connecting Learning Specialists & Gen Ed Teachers

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Defining the tights around communication among Tier 1, 2, 3. Creating opportunities for building scaffolds/supports (checklists, graphic organizers, manipulatives).

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Bringing new staff up to speed with what's been learned already.   How teachers collect and use the data from academic monitoring.

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Bringing new staff up to speed with what's been learned already.   How teachers collect and use the data from academic monitoring.

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Time to look at the first unit and unpack/refine unpacking.

Time to train new staff and teams.

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Teachers need to understand the why?

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Time!

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Specific ideas for each unit and lesson on how to extend and challenge students provided by district ELA department.

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quicker start with curriculum alongside classroom routines and norms

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What is too much support or scaffolding?

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Teachers need to see academic monitoring in action - videos, labs, etc. Videos are easier because you don’t have to coordinate subs.

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Exposure and practice to monitoring in ELA and other subjects. Practice has been focused on math.

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What is the 1 thing kids need to get better at today and how does it connect to yesterday, tomorrow and the end of unit/module learning and grade level proficiency/

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Time to perfect and make internalization pieces muscle memory. Grace to play with it.

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Teachers understand how to internalize, they just need time to do this consistently.

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Elementary Teachers need dedicated planning time for all subject areas.

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More practice with internalizing ELA units, because our focus has been on math for the last 2 years.

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What do we do with the data we collect during academic monitoring and the cool down data and the assessments and....

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Teachers need concrete examples connected to our curriculum

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Developing some structures for teachers to get into each other's classrooms.

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Developing some structures for teachers to get into each other's classrooms.

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Clarity of what is a strong start.

Planning and pacing guides.

Permission to focus on engagement.

Sufficient time to plan as a team.

Norming SEL data to help us focus on what students need.

Clarity around the most important standards at a grade level...our rocks.

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Ideas on how to leverage paras to support this work.

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Consistent expectations around Tier 2 math interventions and comfort with all systems.

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Time to get to know the name, strength, need of their students

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4th - 6th needs more opportunities for data collection in the way that K - 3rd uses DIBELS / Lectura

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Ideas on how to leverage paras to support this work.

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Support with Challenge before December in IM. What can it look like in the classroom during whole group?

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Time, differentiated PD for new staff (lay the groundwork for academic monitoring from past years).  1:1 time with new to school staff. Supporting teams with the internalization work in other content areas.

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Time, differentiated PD for new staff (lay the groundwork for academic monitoring from past years).  1:1 time with new to school staff. Supporting teams with the internalization work in other content areas.

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Plan for clear routines and to directly teach expected behaviors.

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Support with specific feedback to provide students for access and challenge.

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Staff to staff

Students to Students

Teacher to Students

-Time to build a strong community and create a sense of belonging

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Clear vision from instructional leadership team on the foci for year.

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Differentiation- teachers have time to reflect on their needs within internalization.

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Continue work in PLC to ensure that we are building intentional questions while making a lap to boost access for some students and provide challenge to other students.

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Time to internalize the first unit while becoming more systematic with writing instruction across K-5.

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Focus on internalizing writing standards to address the needs of the students and the gap in the curriculum (HMH, EL).

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Focus on internalizing writing standards to address the needs of the students and the gap in the curriculum (HMH, EL).

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Systemic practices developed within the SPED department

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Clarity and structure with relation to small group instruction, both for teacher-led groups and for independent work

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Teachers being able to see videos of teachers in action doing this work.

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Teachers being able to see videos of teachers in action doing this work.

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Principals and Coaches that need time to plan for the strong start without something new in July

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The opportunity to see the arc. Some of us are seeing this for the first time. Some coaches were invited to see it on the 20th. We need time to talk.

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We need to provide examples to teachers of ways colleagues are implementing academic monitoring in their classrooms. Share outs.

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Our teachers have dug into strong Tier 1 instruction for math and are struggling with how and when to address Tier 2 needs.

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As much time as possible to get their classrooms ready for students.

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Support from ELA dept with ELA internalization.

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Support from ELA dept with ELA internalization.

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Teachers need time to practice

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Teachers would love to see central staff out in buildings the first few weeks of school as supports.