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Review of "Core" -- importance of essential standards. Sharing learning targets with students - what is it, what does it look like to be proficient? Common formative asmt -- common by the conversations you have as a team and what you determine is needed for Tier 2

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Review of "Core" -- importance of essential standards. Sharing learning targets with students - what is it, what does it look like to be proficient? Common formative asmt -- common by the conversations you have as a team and what you determine is needed for Tier 2

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Core needs to be rigorous for all students. As a team, we work together to add the supports and fill in missing skills during the Tier 2 time

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Just remembering that Core is for on-level learning (or above). Anything that is remediation needs to be at a different time to make sure kids have access to all levels of intervention.

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Core instruction should be at or above grade level. Keep reteaching and interventions during literacy flex and MTSS time. If we never expose and push kids to achieve more complex skills, it will be much harder for them to achieve it
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We have to work together to identify common essential standards for our units. These need to be checked on a regular basis not just at the end of the year.

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I think there are many things we are doing really well based upon what was suggested in this video and I also see some areas that we can refine. We have come so far!  All kids need to get grade level or above curriculum and they will never make it to grade level if they don't. This really stuck out to me. I also think teachers are so so so bus working so hard, that sometimes it is difficult to focus on all the important conversations and reflect upon teaching practices as much as they'd like to. Overall, this was reassuring that we are on the right path!

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We can teach kids to how to handle their emotions and things they can do to regulate their emotions while naming them. We can encourage kids to try new things that are hard and try even if we fail we tried it. Hard work is a great quality that must be developed and I acknowledge hard work even when the answer is not always correct.

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I show that I am serious about learning by setting and communicating high expectations with follow through. I explain that I am not here to get you ready for 3rd grade. I am helping to get you ready to be successful in life. This isn't a one year investment that we are making its a lifetime. We talk about having and getting jobs a lot because in the long run that is what we are trying to do.

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There are many things we can do for this. The time that I imagine a lot of this happening is morning meeting or closing circle, but it can be quick checks throughout our day. Ask students to share and discuss, have them work together, various games and activities, teaching students about growth mindset and how they may not be able to do something now, but will be able to later. All of these things help students to feel engaged and motivated in school!

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Showing students the importance of learning is important. Mine will occasionally hear about me working on Masters class homework on weekends when we share, showing that I value my own learning. We also share our expectations of them and help them to see the value we place on their learning by helping them to succeed.

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Emotions: effective pacing, physical movement, intensity, enthusiasm, humor, positive teacher-student relationship building
Interest: games, friendly conversation, present unusual information, question to increase response
Importance: Connect to student's lives & ambitions, encourage application of knowledge
Self-Efficacy: track and study student progress, effective verbal feedback, provide examples of self-efficacy

Promote Growth-Mindset
--Personal Goals & track of progress (ST charts, Tricky word graphing)
--Examine & reflect on effort and preparation (look at mistakes/errors -- reteaching & attempts 1 & 2 on CFAs)
--Use stories & quotes "I will not give up on you!" "I believe in you."

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Model learning as a teacher -- think aloud. Show how you grew from where you started to the end (after continued practice).

As we work to master standards, remind students that it's ok to not know right away; but they need to show what they do know so you as the teacher can continue to help them to learn and practice with future attempts.

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Emotions check ins, discuss coping strategies for various emotions. Have students set goals throughout the year, encourage them to continuously work toward that goal, tie curriculum into their goals/interests and discuss how the curriculum/academic tasks can impact their goals.

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Show that you are serious about your own learning. Share something that you learned through one of our professional development or share when you had an "aha" moment. Tell students something that you are practicing outside of school. Talk about what happened when you first started learning about this topic and what you know/can do with that topic now that you have practiced.