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Lack of multiple entry points; lack of higher order thinking strategies.

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A question about implementation of the CTAP lever ___ I have is...

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A question about implementation of the CTAP lever ___ I have is...

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Lesson plan posted and aligned to standards in all classrooms.

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Collaboratively developed on learning plan template. Objectives are posted.

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In 3/3 classrooms teachers had a variety of strategies to provide feedback and support; 3/3 classroom students transitioned to learning quickly, followed routines and attended to learning; adults worked to support students when off task.

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Students' emotional needs were supported; classrooms felt safe, vibrant, etc.

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All classrooms had students engaged in their learning. All adults in every room we visited were positively engaged with students and were supporting them. Each classroom was under control and conducive to learning.

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3/3 classrooms had 2 teachers. 1/3 effectively used 2 teachers to create opportunities for learning.

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In the 3 classrooms observed, all adults in the room were engaged with students.

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I saw routines in place, learning areas organized for learning and a teacher engaging students in growth mindset.

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Routines are in place in all classrooms that promote a safe learning environment. Students engage in growth mindset.

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Adults engaged; opportunities exist for students to feel proud; routines are in place to support positive student behavior.

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In all three classrooms students were actively engaged with ALL adults. Students and teachers engaged in a growth mindset, "I can use this strategy to help me." "You can do this!" "Stamina-keep trying even when it's hard."

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Classrooms were well managed. A next step is to provide tasks and process opportunities for students to engage in discourse, justifying answers, leading modeling; sharing thinking processes and confusions.

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Need to post/use language objectives; groupings are there but need to use assessment to differentiate and assess learning in groups.

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I saw missed opportunities to provide more differentiated instruction within small groups.

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Observed tasks that were at foundational level (e.g., computational fluency - no deeper thinking and understanding.

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Increasing the use of language objectives  (1 out of 3 classrooms had them posted) and opportunities for student-to-student talk opportunities to promote deeper understanding.

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Students would benefit from more cognitive engagement student talks.

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More emphasis on language goals; need more evidence of thinking strategies.

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Increased opportunities for formative assessments throughout the lesson.

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Though criteria for success is posted and shared with students, no evidence of formative assessment was observed during the walk through.

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Something that is surprising/disappointing about implementation is...

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Something that is surprising/disappointing about implementation is...

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Something that is affirming about implementation is...

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Something that is affirming about implementation is...

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How will we focus our co-planning on student centered learning and engagement (multi and varied groupings and meaningful tasks)

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Acknowledging turnover in 1/3rd of staff and administration, we are building on the experience of staff members who have been here and aligning expectations of where we are and where we need to go.

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Surprising: The scores on the CVR for Lever 2.2 (Collaborative Lesson Planning) is as high as it.

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Despite not having the MOA signed, grade level teams have been working hard to plan collaboratively, and scored highest in Lever 2.2 overall (Lesson plan: collaboratively developed on learning plan template)

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It was surprising that the math CVR ratings were lower than the Reading CVR ratings. As well the difference in scores across a grade level was surprising

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Disappointing: Grades 3-5 did not meet the common math assessment benchmark.  We were no where near 60% students to 80% mastery of assessed standards.

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SEL was noted as a strength. Keeping in mind staff turnover we have lost little leverage on the work we started last year :-)

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Is co-planning able to focus yet on multiple entry points and higher order thinking?

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Coplanning and lesson plan progression with a focus on  student centered learning and engagement with high cognitive demand

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How could we form a cycle for ILT to be looking at data to monitor and adjust school systems and supports?

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Increasing multiple varied grouping with meaningful, coginitively demanding tasks and informal and formal formative assessments

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Students should be able to answer:
What am I learning? Why am I learning it?

How am I going to speak and write to show my mastery of the content objectives, discipline specific language, and key-uses of academic language based on my proficiency level?

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Intentionally planning higher-order thinking questions during co-planning