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Since we have been teaching 6th grade for so long, we are able to anticipate student misunderstandings. As a result, we are able to adjust directions and instruction.

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Applying what we learn from Professional Development

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-More consistent support staff schedule with students

-Support during Math Acceleration

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Working on shifting our instruction and mindset towards the new math curriculum

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We analyzed student data and shifted acceleration groups to meet student needs fluidly and consistently

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Creating more hands on opportunities in math

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Resources from support staff to stay consistent with student needs

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Strategies to support our tier 3 students and ASD students

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We recognize teacher strengths and pair student groups accordingly to match certain needs during acceleration.

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More engaging activities to connect science and social science curriculum across content areas. (ex: field trips)

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Vertical articulation across grade levels to support students as they transition. (ex: common language, graphic organizers, etc.)

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Less interruptions in support during testing windows

Increased accountability

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Our biggest support challenges this year were not having enough support during math, with our ELs, and with social emotional needs of students.

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We are looking forward to improving our math instruction and support with the new curriculum.

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Our team takes the time to build relationships with each student so we can support their needs throughout the day. We also have open communication with support staff and families. The team is familiar with the curriculum so we are able to create engaging lessons that boost student learning and prepare for misconceptions.

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PLC time

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We spend time to learn about each student by collecting data from parents, screening info, and assessments collected throughout the year.

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We want to continue to improve our ability to connect and teach our EL learners and their families. We want to support these learners as the number of level 1 ELs continue to increase.

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PLC time and coaches.

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Less interrupted small group time during testing windows and after testing windows close (beginning/end of school year)

We need consistent small group instruction for our EL learners

Shared responsibility with all support staff and classroom teachers for data collection and parent communication

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The opportunity and support to plan art, dance and music evening events for various grade levels has been so great in creating a comprehensive and fun experience to celebrate the arts.

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Looking at assessments, trying to differentiate based on those needs, anticipating misconceptions

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Engagement of social studies curriculum; continuing to work on support of EL students

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PLC/Team Time

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-Increased support for gen ed math - seems to be built in for next year?

-Consistent expectations and consequences

-Consistent support staff

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We are continuously reflecting and creating activities that meet our students needs. We Utilize PLC time to reflect on assessments and students progress.

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Consistently reflecting on assessments in a timely manner. Continue to look for ways to incorporate parent involvement for special events.

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Common plan time and Wednesday PD?

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LITERALLY DITTO TO ALL OTHER ANSWERS FROM OTHER GRADE LEVEL TEAMS! 😊

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Since we teach (most) of the same students year after year, we can easily include student interest into our curriculums to maximize student engagement.