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Lindsey
Grade level. An administrator can ensure that teachers are planning intentionally through observations in the classroom and meeting with grade-levels to examine goals, objectives, and unpacking of the TEKS.

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Through faculty meetings and meeting with grade-levels to determine what need to occur for student achievement.

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Will create for further academic success.

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Displayed in the classroom and shared with remote learners at the beginning and end of the lesson with references during the lesson.

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Is tedious and daunting.

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By stating the objective daily and making sure that students are understanding the content through activities and questioning.

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We state grade level success criteria with PLC goals

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The grade level team would decide the success criteria.

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- Teachers would decide the success criteria.
- Administrators would make this routine by allowing time each week to plan for PLC lesson and ensure teachers are using TEKS to guide them

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The grade level team of teachers.

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The teachers as a PLC

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The teachers and their team

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The teacher and her team.

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We will share learning intentions through PLC goals. We will set norms to make this routine.

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The teacher and her team

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Team decides

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Through faculty meetings and grade-level PLC goals. This is done through norms to make this a routine.

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This is an admin’s job as I do not have a staff.

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We will share learning intentions through PLC goals. We will set norms to make this routine.

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Teacher and team

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We will set norms for our PLC goals

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We convey our learning intentions and success criteria by posting our I will/We will statements.

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We convey our learning intentions through I will... We will... statements as well as questioning throughout the learning process.

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We will share learning intentions through PLC goals.   We will set norms to make this routine.

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We convey our intentions through I will statements

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Through the use of I will/we will statements

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- Group planning can help us share our learning intentions and success criteria for each PLC.
- We make this routine by following a PLC guideline/agenda for planning

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We convey our learning intentions and success criteria by posting our I will/we will statements.

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The team of teachers creates the learning intentions and success criteria.  Administrators can ensure that teachers are using this process during planning/PLCs.

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Teachers doing this step in isolation will provide the student with clear expectations on what they are expected to learn during a lesson and what the success criteria is.

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Teachers doing this step in isolation will give me the opportunity to clarify learning intentions and success criteria to my students.

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Will give me time to clarify intentions and success criteria to my students.

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Teachers doing this step in isolation will give me the opportunity to clarify learning intentions and success criteria to mu students.

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Allow for teacher clarity on specific skills and expectations.

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The teachers and the team plans the learning intentions and success criteria. Administrators provide the structures, time, and support in order to make PLC's a routine and best practice on their campuses. This also means checking in and becoming a part of the PLC team themselves at times. 

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The teachers and the team plans the learning intentions and success criteria. Administrators provide the structures, time, and support in order to make PLC's a routine and best practice on their campuses. This also means checking in and becoming a part of the PLC team themselves at times. 

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Teachers within their team and content area plan the learning intentions and success criteria. Administrators provide the structures for PLC to take place and also provide support for teams during PLC and team planning.

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We will share these during team plannings, and make sure that it is included in the norms to make it routine.

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We use "We Will" and "I Will" statements to share our learning intentioned and success criteria with our students (Posted on the board and read aloud), fellow staff members (Planning together and posted for all to see) and administrators (posted on board and when they review lesson plans).

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We do this through lesson framing.

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Allow for teacher clarity on student expectations

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Learning intentions and success criteria can be shared with staff through DC meetings, team meetings, faculty meetings and even through vertical team meetings. Other small moves, can be sharing through a shared technology (padlet, TEAMS, etc.). This becomes a routine by setting a structure of planning or lesson plan, and then following through with a check-in or follow up. 

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Learning intentions and success criteria can be shared with staff through DC meetings, team meetings, faculty meetings and even through vertical team meetings. Other small moves, can be sharing through a shared technology (padlet, TEAMS, etc.). This becomes a routine by setting a structure of planning or lesson plan, and then following through with a check-in or follow up. 

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Learning intentions will be shared within a team and also documented in team PLC agendas. Teams meet routinely every Wednesday. Administrators are also a part of our campus PLC meetings.

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...will create clarity for students regarding what they are expected to do/learn.

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1. Planning this step in isolation (alone) - Scary and daunting.  Having team collaboration helps us to have other points of view or feedback on what needs to be clarified.
2. Sharing this step in isolation (apart from lesson) - Helps set students up for success because they will know their agenda and goal for the day. (clear expectations)

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All our teachers post their lesson frames, and verbally discuss it with their students before each lesson. 

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All our teachers post their lesson frames, and verbally discuss it with their students before each lesson. 

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Our teachers intentionally frame the lessons for all learners at DPE.

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Teachers plan the learning intentions and success criteria. This should be done consistently.

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Teachers plan the learning intentions and success criteria.  We make this a system and routine by doing this consistently.

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Teachers plan the learning intentions and success criteria we can make this a routine by doing this process consistently.

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Teachers plan the learning intentions and success criteria. This can become a system and routine by implementing it consistently.

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Teachers doing this step in isolation will never allow students to be as successful as you think than when you can work together with your team. Many minds are more powerful than one.

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Teachers doing this step in isolation will never allow students to be as successful as you think than when you can work together with your team. Many minds are more powerful than one.

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- Whitney

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will prevent us from reaching all of our students and their success criteria.

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The teachers plan the learning intentions and success criteria based on TEKS, bundles, and expectations.

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The grade level teachers plans the learning and success criteria.

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As an ELA team we meet and discuss intentions and criteria. We make this a routine by making it a priority at every planning time.

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As an ELA team we meet and discuss learning intentions and success criteria. We make this a priority at every planning time.

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Teams planning together can share learning intentions and success criteria. This can become a routine by making it a priority to include during planning time.

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Through team meetings/staff meetings.  This will be part of the agenda each time we meet.

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We share our learning intentions and success criteria through PLC meetings and through our norms.

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We make sure to post the "I will" and "we will" statements in our SeeSaw lessons for both remote and face to face learners.

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Learning intentions are conveyed and displayed on the Seesaw activities.

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We make sure to include the I Will, We Will statements in our SeeSaw activities.

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We make sure to include the I will/We will statements in our seesaw lessons for our remote learning. We display these statements on the board for F2F.

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Grade level teams plan intentions and success criteria. We work together to make sure that we hold ourselves accountable for complete planning.

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Teachers doing this step in isolation is overwhelming.

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We share our learning intentions through PLC and routines are set based on PLC norms.

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Teachers doing this step in isolation is overwhelming.

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Teachers doing this step in isolation is tedious!

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is overwhelming.

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We display our learning intentions through our "We will" and "I will" statements in seesaw lesson and classroom board.

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We display our learning intentions through "We will" and "I will" statements.

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-teachers and PLC team

-consistency during planning.

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We share our learning intentions and success criteria in our PLC planning and lesson planning.

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The 2nd grade team decides as a team what the criteria for success will be.

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Jackson- 2nd

The grade level decides as a team what the success criteria is.

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Teachers doing this step in isolation will create a clear path for the learning objective and allows students to know the "why" behind the lesson.

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Teachers doing this step in isolation prevent us from reaching our students success criteria.

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As a grade level we decide the success criteria.

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We post our “we will” and “I will” statements and frame our lessons for both in person and online students.

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We use PLC data, vertical alignment, and faculty meetings.

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Jackson- 2nd

PLC data, vertical alignment and faculty meetings.

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Faculty meetings, PLC date, vertical alignment

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During our PLC meetings, we establish this as a part of our norms.

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Jackson- 2nd

Teachers display we will and I will statements in the classroom by including then on anchor charts and student journal entry’s.

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We will I will statements in classroom. Anchor charts and journal entries as well.

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By displaying “We will” and “I will” statements in the classroom and including them on anchor charts and student journal entries.

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Posting learning intentions gives students clarity and motivation.

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We post our "We will" and "I will" statements in our class as well as online.

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Spradley -The teachers involved in the daily learning of the students is involved in the planning and success criteria. Administrators are often there to monitor and offer suggestions when the team is stuck or brings data so we know what to tackle next. 

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Spradley -The teachers involved in the daily learning of the students is involved in the planning and success criteria. Administrators are often there to monitor and offer suggestions when the team is stuck or brings data so we know what to tackle next. 

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Teachers
and PLC team would plan the learning intentions and success criteria.

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Jackson- 2nd

Teachers doing this step in isolation will provide time to clarify intentions and success criteria.

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There are too many things to consider that when doing this step in isolation will limit teachers.

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Will provide time to clarify intentions, success criteria and what is expected of the students.

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Doing steps in isolation will provide successful criteria.

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The teachers and their teams plan the learning intentions and success criteria.

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The teachers and the PLC team plan the intentions and success criteria

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The teachers and their team plan the learning intentions and success criteria.

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Learning intentions and success criteria will be shared in PLC meetings with PLC goals on a weekly basis.

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This is shared during our PLC meetings.

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This is shared during PLC meetings using an agenda and creating PLC goals.