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Flow, connectivity etc.

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I wasn't sure what the outcome/distinction was between what students think is happening in a class and what teacher hopes for....is it calling out the different perspectives? Perception and reality?

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The badge looks fabulous.

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I love the Home Group partners. That is a great way to build different layers of relational capacity. I wonder if a trio might improve flow in cases where someone is missing (at least for digital)? If someone is out, partners are tough.

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There are multiple Critical Reading Process Genial.lys out there. This year, Rhonda made one with the updated image including vocabulary throughout each phase.

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I appreciate how intentionally you are building relational capacity throughout this CoP.

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I'm wondering if the FOI Genial.ly could be utilized (revised slightly) for use in our upcoming CoPs for the FOI integration.

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I think the secondary teachers really need to study their own standards in order to see how they support the AVID Essential Skills. Here are the newly completed docs that mirror the AVID Elementary Descriptors. Using these makes more sense to me than looking at elementary descriptors.

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Here's the middle school version of the standards and essential skills.

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I appreciate the design of this course so much. As a CoP lead I immediately think of all the things I want to steal, however, I wonder how we can keep the ACE content "special" so that this opportunity stays a nuanced course that "feels" different from PL courses? Although it has been said already, but this course is fantastic!

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Consider adding a "toolbox" of AI tools to help with this work. Mentor text for Kande: https://avid.instructure.com/courses/36278/pages/level-up-ai-costas-levels-of-thinking?module_item_id=3214149 (Engage tab)

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Consider shifting "Tidy up your table" to "Tidy up your workspace" so you don't have to modify the page for the virtual course 😊

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How do you make sure your lessons are rigorous?

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How do you make sure your lessons are rigorous?

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Will participants be shown AVID's definition of rigor? Will participants be able to discuss the importance of landing on a common definition of rigor as a site in order to strengthen alignment of instruction and scaffolding practices?

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Do they have access to the AVID AI generative tool? Is there an opportunity to incorporate awareness of Packback as an instructional AI tool?

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How are we setting participants up for success with this opportunity? Will their site leaders be CC'd on communication to allow them to leverage this work to engage in conversations around continuous professional learning growth on the site? Will PMs be included in communication in order to serve as additional supporters of this work?

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The rubric is amazing! I love the use of data in this process.

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I clearly saw the overview of FOI and modelling of two of the components. I understand you will continue to build/model in the continued learning experiences. I just wanted to acknowledge this....nevermind, Ben's presentation made connections that I missed along the way.

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As with all things AVID, it is a lot of information for participants to take in, so it will be important to ensure time for them to debrief and apply not just after each activity, but at the end to put it all together and identify their next steps (to avoid overwhelm).

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Participants have the opportunity and space to dig into the FOI and process what each element could look like, feel like, and sound like. The layered reflection opportunity allows educators to continue to process the FOI as they continue their journey in this cohort.

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I wonder if this might fit in with diagnostic teaching in the next iteration?  

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I wonder if this might fit in with diagnostic teaching in the next iteration?  

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It might simply be a way to connect the concept of diagnostic teaching outside of the world of education.

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This establishes the FoI and gives participants active practice. Certainly, the expectation of biweekly reflection on various elements of the FoI will move participants closer to routine application of the FoI in lesson design/planning. I wonder how do we know (or will we know) that it results in student outcomes outlined in the CCR? I would challenge us to consider how we might evaluate the top of the triangle. Or share our research that suggests the elements of the FoI impact the top of the triangle.

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How will the e-portfolio and/or various artifacts directly connect to the educator behaviors? It was not readily apparent from looking at the content of the course. How will engaging in diagnostic teaching (for instance) lead to adults manifesting (insisting on rigor, breaking down barriers, aligning the work, or advocating for students)? What should we expect to see?

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I think you hit the nail on the head here. This is very obvious and intentional throughout.

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The FoI is a game-changer, IMO. And the rubric (chef's kiss). It's actionable out of the box. But even better, it's a point of conversation with our partners. Sit that in front of them and ask is this what you want to see in your classrooms? Is there something missing? So good. It needs to be in pretty much every CoP.

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LOVE LOVE LOVE that we're using texts (in Kami) but also video and audio. I would really LOVE to see us be much more intentional with the prompts we're providing so we can call out more clearly the purpose of reading. It's almost there, I think. Maybe it looks like... Reading Focus: As you read look for examples of ... For instance, we do a Home Group Partner A/B activity around an appropriate environment. Love it. You give them a lens (which is the focus). But I actually think we almost need to be more explicit in calling out the Critical Reading Process here. We're doing Activate, Engage, and Extend. And I'm not certain our participants would necessarily be cognizant of it nor am I certain they would necessarily replicate that in a lesson. I see lots of really great teachers miss this regularly.

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Love the mix of AVID and non-AVID. We use SO many strategies throughout it may feel onerous to catalog them all, but I was hoping at the end of the modules we'd more intentionally do an instructional practice debrief of some sort or at least link to the strategy from our library so they can easily grab (and possibly share) uncommon commonality, says means matters, etc. I realize the FoI is not necessarily strategy-focused but I think the strategies support the FoI.

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I think this is one of the best (if not the best) Canvas course I've seen us build. I agree it's AVID CoP-like but it's not exactly the same, which I like. BUT... I think there are elements of this course that really need to be universal expectations (like connecting back to Learning Objectives or Performance Objectives.)