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We had meaningful conversations about the importance of sitting in the vulnerable place of recognizing where student are academically without immediately addressing frustrations about cell phones and absences.

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We analyzed successes and challenges with our action steps. We are happy with the templates and scaffolding we put in place this year. We were disappointed with transfer skill of our students and their ability to write a CER without the supports. Next year we want to use scaffolding and supports sooner, provide multiple opportunities to show understanding of CER in multiple ways, focus on more vocabulary, and continue to improve our supports.

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Department Goal (Claim)

Students will be able to comprehend and apply current vocabulary and grammar concepts in their reading and writing assessments.

- Assessments were reviewed for alignment with vocabulary and the expected outcome. Assessments were adjusted using data from reading and writing assessments

- Structure, audience and conventions of texts were analyzed to purposely instruct students on how to identify them based on register, formality and format of writing.

- At the beginning of the 2024-2025 school year we will start with an introduction of the different text types of reading and writing, audience and how to use registers to identify text conventions.

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This year we helped students succeed by building positive relationships with our students, and incorporating disciplinary literacy into our classrooms. We will continue to research best practices and how we can best support our students.

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I had a powerful discussion with Betsy about leading the student to success from testing to I can statements!

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We were able to create some new projects via the school store that helped kids access, make sense of, and share their findings and reasoning of info they collected. We were disappointed in students' skill level in communicating ideas with evidence and connection to their reading.

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We discussed how we really hit CER hard with the freshman, but next year, we will be more explicit in incorporating CER into the older groups, to keep consistency.

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We made some great progress this year. We are really excited about the work around self reflection and critiquing professional artwork.

Moving forward next year we want to continue this work. We also want improve the department implementation of this goal. We would like to have more student data to track student growth in this area. This starts with discussions around how we assess and score student reflection.

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This year in our PLC we worked on soft skills with communation being the emphasis. We created a shared rubric and prompts to use in class.

For next year we will focus on CER. We have created prompts for each of our career pathways.

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Strengths this year:

Working well with making sense with the real world situations by showing their claim/evidence/reasoning.

Team tests: students have been able to see that their answer is not reasonable for the situation and can provide reasoning on why

Ideas for next school year:

Have students grade a problem based on the rubric- justify the grade

Be more obvious in labeling claim, evidence, reasoning. Having problems that are being graded on just one area.

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1. It went better than we thought.

2. Creating a common anchor assessment yielded beneficial conversations.

3. Next year we plan to refine our anchor assessment process.

4. Next year we will all be using common format for writing structure: CER

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To sum up the year we can ups and downs in every class. Next year we will put in more discussions and writing for projects. Also put in a checks an balances with students for accountability

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Two thoughts on how the year went:

1. Despite the confusion/chaos at the start, we were able to accomplish a lot in a short amount of time regarding common writing assessments for 9th, 10th, and 11th.

2. We know where we are headed for next year and have ideas of how to fix what went wrong this year.

Two thoughts to implement for next year:

1. CommonLit reading BOY/MOY/EOY assessements for 9th, 10th, and 11th, which are much better than iReady (hooray!) and align with our goals as a department and as a school.

2. PLCs will be more organic to allow us to meet (with smaller groups, easier to facilitate) and collaborate with the people we really need to and establish vertical and horizontal alignment.

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Takeaways-

We are one of three district high schools who met Essentials Level 1 in our Hatching program.

We increased our number of connections and improved relationships with 9th-12th grade students.

Next Year-

We are looking at redesigning our responsibilities to be aligned with our strengths.

We want to focus on increasing our points of contact through Advisement and connection with students through ICAP, SEL, and Naviance lessons.

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Considered how lessons being taught fit into the new structure. It highlights different aspects of lessons and different things to focus on.

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Strengths from this year:

We provided writing opportunities through reflection prompts and guiding questions for scene/production/concert material students were working on.

We asked higher level questions so students could explore why a theatre or musical work was written and what about the text provided evidence for their conclusions.

Things to work on for next year:

More scaffolding for vocabulary, concepts, and language.

Hopefully there will be more student led discussions by the end of the year addressing the reasons for exploring claims like why a piece of music or a play was written the way it was to send the message or tell the story.