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How is what I'm finding connected to what I know? Or what do I still need to investigate?

We know we're reaching students based on data review (growth and achievement at the individual, class, and whole grade levels).

We know that offering sentence starters, vocabulary practice (quizlet) and differentiated exemplars strongly lower-achievers and EAL students.

In Q4, we want to explore how to make content and skills more accessible for struggling SSD students. We want to investigate new ways to remove barriers for SSD kids.

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ART SPEAK

We want to explore how we can develop students comfort level with using subject specific vocabulary.

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Is there any way for us to measure (quantify) whether or not the choices we are offering our students in class are actually benefitting them?

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What changes might I make to my inquiry into reaching more students in different ways?
I want to explore how I can add on to the work we are doing now to build on the goal we have set.

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How can i sort the information i've found?
For performance based data, teacher provides challenge-appropriate content/activities/requirement for students who are in different level. For learning preference, make sure there are balanced amount of skills/learning style of learning opportunities provided in class. for ATL, ensure there are different strategies given to students who are in need.

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How can I sort the information I have found?

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How can I sort the information I have found?

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I can use System reports from PS, and I can use Excel Maps reports. From there, I can filter the data and group it so it can best show patterns and commonalities.

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The Grade 6 teachers are feeling like the close assessment of students is helping us to work with each student's level within groups. Exit tickets allow us to group students in the following lesson according to how much they understood from the previous lesson. Development of grammar, punctuation and vocabulary differs in each class.

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How am I feeling about my inquiry at this phase?

We are looking at our data, at the same time that we are working on PD for executive functioning and reading the book "Your students, my students, our students". We are starting to make connections between all three things and we are coming up with ideas as we start thinking about next year.

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What information helps me answer our inquiry questions, or my other questions?

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What information helps me answer our inquiry questions, or my other questions?

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Students voice, Summative Assessments, and student engagement.

Mandarin: Min, Yuen Pyn and Rachel

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Perhaps see if there are any studies about self-assessment accuracy and students' attitudes towards self-assessment.

8th grade Science

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I can collect report card data, Maps data, Ac logs from PS, to look at patterns of student attainment and how best to support those students who may be struggling in many subjects.

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What changes might I make to my inquiry into reaching more students in different ways?

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What changes might I make to my inquiry into reaching more students in different ways?

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1. Adopting a better way to make our students feel connected with the school community.
2. Teaching self-advocacy to our students
3. Adopt an Inclusive Assessment Arrangement plan school wide by creating procedures for students who are entitled to EAL accommodations.
4. Reintroducing and reinforcing SIOP strategies into classrooms

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How is what I am finding connected to what I know?

I know that there are many students that either enrolled to our SSD or EAL program and I have seen them challenged by the course. I also know that these are the students who have scored lower than what they could have if they were supported well.

The data I will collect will guide my future decisions to plan and implement differentiated  process that would improve engagement and learning while encouraging my students to explore a variety of ways to express their understanding.

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We want to find a way to better monitor our tiered activities in class. This will allow us to provide feedback to the kids and to make formative observations of their work.

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What changes might I make to my inquiry into reaching more students in different ways?
We are meeting with SSD and EAL over the coming weeks to learn how we can improve our process journals to ensure SSD and EAL students achieve the most success in Music class.

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What information can I collect, analyze and sort to create patterns and make meaning? What Data can I collect. In G7 Design I feel like we can move to improve Evaluation -criteria D by using some of these resources in combination with our command term posters.
https://dese.mo.gov/sites/default/files/curr-eld-instruction-academic-language-function-toolkit.pdf
Data We can look at the growth in criteria D performance from Semester 1 and semester 2 results.

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How is what I am collecting connected to what I know:
The data around IXL helps as I know students are low achieving but this will tell me in specific areas and also give them a chance to improve.

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Exploration - RR from Grade 5 for next year to allow Book Club start up straight away. Students are being levelled for reading through MAP, F&P and listening to group discussions in Book Clubs, Utilise
e library resources, parent support on board.

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Student feedback about the effectiveness of the differentiation in process and product that is already put in place is necessary. So, I need to look at collecting baseline data in order to analyse the perceptions of my students.This could be done through questionnaires/surveys and also through the comparison of their scores in each criterion.

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Types of Data - Initial baseline assessments, MAP scores, student work (summative and formative), language objectives, accommodation plans, teacher observations.
Process - We are aiming to look at these in alignment and making sure you are looking at like data and acknowledging the changes and evolution across the year. It is also important to create a holistic picture of the student taking into account environmental and social factors as well.

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We have been doing station learning to reach more students. Also, we use data consistently (SLATE & MAP scores) to group students according to their ability levels. We also provide a variety of choices for students when it comes to choosing their topic for their summative task. Despite their language constraints, students have been showing improvement with writing and reading as we use writing structures (PEEL, OPC, Cornell Notes) and sentence starters consistently.

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Collecting MAP and IXL data to determine correlation to help student and fill in understanding gaps.

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How is what I am finding connected to what I know?

We already know that Criteria D is the lowest grade our students get on average and we think that this is partialy due to Englihs lnaguage abilities.

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Do I need to find out more information?
Look at the data we have, analyse assessment results and refelct on the unit with the students.

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I will be able to see which students are finding more and less success in various areas of the curriculum. With some of the Music Curriculum being independent, it is sometimes hard to get around the whole class to see how each student is doing. Certain students take more attention and so others are neglected.

Sorting the information, I could (depending on COVID regs) re-seat students to allow easier access to those who need more hands on practical help with their instruments; I could pair stronger students with students who haven't get hit targets, to give opportunity to the stronger ones to help and to provide support for the others.

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Analyzing summative assessments and aligning our curriculum to the criterion and making sure each summative leads to our final project goal.

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What information can I collect, analyze and sort to create patterns and make meaning regarding inclusive practices?

We would like to look at the correlation between Criteria D in Design and English langauge Learners.

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Formative Assessments: Dictation, Presentation, Role Play. Storybook, Peer Evaluation.

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Data from summative assessments. I think it would also be interesting to analyze data from student self-assessments and see how they compare with the actual marks and if there are any patterns. 

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Data from summative assessments. I think it would also be interesting to analyze data from student self-assessments and see how they compare with the actual marks and if there are any patterns. 

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8th grade science

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What information can we collect:
1. Learning styles of ISP students (auditory, visual, tactile, kinaesthetic).

-Based on this information, we collaborate with the classroom teachers when planning their lessons to make them inclusive to all styles of learning. For example: For visual learners, the instructions could be graphic with few words, mind maps or a video. For kinaesthetic learners: stations within the classroom in which they can walk/move while learning. Auditory: Instead of reading a text; listen to the text.

For assessments: Allowing students the opportunity to present the learning outcome in the learning style that best suits them. For example: creating a video, create a model version of the learner outcome, create a poster, write a poem or song etc.

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Data from formative assessments and exit tickets

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Data from formative assessments and exit tickets

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I reached more kids in more ways and this is how I know....

G6 I&S created an opportunity for Peer Coaching this quarter: students who proved mastery of unit concepts/skills on the formative (based on quantitative evaluation), were then exempted for the summative, and instead became Peer Coaches during work periods. That means that during work periods, there were multiple points of feedback in the classroom at all times - this is also collective interdependence (the group benefits from individual success).

We've also shared whole grade growth data from Q1 and Q2 with students, putting the focus explicitly on growth and acting on feedback. (We will also roll out ratings for peer review as another point of feedback for students).

We'll know we've reached more kids in more ways when increasing percentages of student work shows growth from formative to summative (collective picture).

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How can I sort the information I have found?

Look for correlation between, summative scores, progress and MAP data. Are students developing/improving through the school year in summatives in a similar manner to their reading score.

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- MAP Scores for differentiated reading/leveled reading
- Formative assessments with individual feedback
- Summative assessments to show progress as the year goes on

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Formative data, in-class observation for learning progress and preference, background knowledge, summative result, ATL skills

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How can I sort the information I have found?  We would like to add the MAP data and IXL scores of each student to our current grade books (or perhaps to a new spreadsheet), so we can look to see if the data correlates. We especially want to see if the IXL diagnostic data can predict success on the MAP test.

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Summative scores and Process Journal grades. Reflecting on what parts the students engaged with the best and understanding from this reflection what needs to be improved. Using the criteria is something I need to improve on.

On a practical musical note, analysing our collected data on successful chords, and how comfortable children are moving between them will help us to better support students with shapes they find more awkward.

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Reflecting on the unit with the students to find out what worked for them and what can be done better.

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We sometimes feel that we are teaching towards the assessment instead of teaching and guiding our learners through the inquiry process. This could be due to grade book deadlines, Covid19 restrictions on facilities and the inefficient use of planning time.

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Is my end of unit reflection (feedback from students) good enough to help me more with differentiation?

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Is my end of unit reflection (feedback from students) good enough to help me more with differentiation?

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Gyuri Jung

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We talked about implementing within department observations of each other as teachers. This focus will be solely focussed on inclusion and how we can set up the lesson for success for all our learners. This could be a 10min snippet across grade levels in which we can come together and analyse our current practices and discuss more on what we may need to do in a practical context.

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MAP, Summative scores, Formative (Quiz) data, and IXL diagnostic data

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- Use MAP data to develop reading groups

- Student Summative scores/Progress

- Student voice and choice within the class

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1.MAP Reading scores
2. SLATE scores
3. Semester reports
4. Achieve 3000 data
5. PROBE
6. Phonological Awareness Quick Screening Test
7. IB Assessment Access Requirement (Inclusive Assessment Arrangement)
8. Previous School Reports
9. WIDA Screener
10. Reinforcement Survey
11. Data on Home Language

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Select one supporting question from Slide #29 to reflect upon.

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What information can I collect, analyze and sort to create patterns and make meaning regarding inclusive practices?

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What are questions you still have, or areas you are hoping for deeper learning?

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What is/are an idea(s) that you'd like to try over the next 2 months?

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Write a headline about your goal/learning that captures your thinking today.

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What are my goals related to inclusion?

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What does inclusion mean to me?

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What do I know about this topic of inclusion? (Nov.9)

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What do I know about this topic of inclusion? (Nov.9)

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To incorporate more strategies with my co-teachers.

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To incorporate more strategies with my co-teachers.

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Differentiation in Formative and Summative Assessments

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Differentiation in Formative and Summative Assessments

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Gurpreet-                  Teaching motivational skills by helping students to see they have the power to do it themselves and then feel good about their accomplishments. 

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Gurpreet-                  Teaching motivational skills by helping students to see they have the power to do it themselves and then feel good about their accomplishments. 

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I am still reading more and more about the benefits of retrieval practice and I see this as an area of growth for us here in the middle school. I feel by adding retrieval practice to all our lessons, we would be better preparing students for high school

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Grade 8 I&S Learners are Engaged and Accessing Materials - Kevin 

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Grade 8 I&S Learners are Engaged and Accessing Materials - Kevin 

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Acknowledge students desire to do perfect work by saying
“Doing high-quality work is important to you.”
Rather than “Perfect isn’t important. Your standards are too high.”

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When planning with coteachers, I'd like to incorporate  more thinking routines, SIOP strategies, and Kagan structures.
CMOO

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Discover the indivdual learning abilities of students and respond to individual learning needs in the classroom. Create a learning environment in which everyone and teachers feel supportive and excitedd. Students need varying degrees of adaptation to achieve their learning goals, and our role is to ensure that appropriate needs are met.

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I would love to try the anticipation guide as a way to visually connect students to conceptual thinking and highlight the changes their learning has made

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I want to learn strategies on how to have reading/ writing activities that force the students to glean the content information from the reading in order for them to understand the big picture.

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Looking into some more Kagan type activities that we can do in groups that still maintain distance.

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I want to know how to pronounce my students' names correctly and provide more opportunities for our students in the EAL program to be active members of the MS community. CMOO

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I want to provide opportunities for the students to gain critical information through literacy. An example of this happened today. The students just zoomed through an Achieve 3000 article but then went back and reread when they couldn't answer the questions that were asked of them.

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Gurpreet

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Working on deeper learning about how to address executive functioning issues with some of our students.

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Working on deeper learning about how to address executive functioning issues with some of our students.

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(Annette)

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The Truth is out there!  Read all about it.
Now, how can we get the students to do that?

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Differentiating formative and summative assessments to meet the needs of my students.

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I want to explore more about classroom management and creating assessments

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The MS PE Department is hoping that we can receive additional support and guidance in this area when moving forward to ensure that we are aligning wth the school's mission and vision around inclusion.

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We haven't used many physical copies of texts so it will be interesting to try it and see if it is any different when students can physically interact with the page by highlighting and circling key words.

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Students Prioritise targets/goals by arranging in hierarchy their lesson needs. (Vanessa, Rafael, Raikhi)

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Students Prioritise targets/goals by arranging in hierarchy their lesson needs. (Vanessa, Rafael, Raikhi)

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Using Carol Ann Tomlinson's Closure Stations, students will be ordering specific learning goals according to their needs. For example, based on their prior knowledge of social issues, students will research facts and solutions relating to their Book Club book.

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To create an environment that allows ALL students to learn and grow together.

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- How can we ensure that long-term relief teachers have knowledge around differentiation and is able to practice this in the classroom?
- How can we further promote student choice in the classroom?
- What is the best way for SSD to support classroom teachers around the use of differentiation strategies and best practices?

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Inclusive education is when all students, regardless of any challenges they may have, are placed in classes that are of high quality instruction, intervention, and support in order to enable the student to be successful socially, emotionally and intellectually.

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I´d like to learn more about how to ensure mutual success in mixed-ability working groups.

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I'd like to continue to explore various differentiation techniques and co-teaching models to support all the different ranges of learners. + I'm interested in learning more about teaching in the age of COVID (making the most of the new normal!)

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Tolerance refers to accepting studnets-Rachel 

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Tolerance refers to accepting studnets-Rachel 

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Accepting studnet's individual learning abilities and responding to individual learning need in the classroom. Greate a learning environment in which everyone and teachers feel supportive and excited. Students need varying degrees of adaptation to achieve their learaning goals, and our roles is to ensure that approptiate needs are met.

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I would like to look over the new MAP data with others from the grade 7 team to target student needs.        

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I would like to look over the new MAP data with others from the grade 7 team to target student needs.        

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(Annette)

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Learn about even more strategies to have students move around, learn with play

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I'd like to work on giving effective feedback.

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To continue working on developing our teaching and learning practices so that all students can understand and have access to the curriculum. Eg, building up resources to cater for all learners (adapted, translated, modified, resources and materials)

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Yuen Pyn and Min Lei : Receive feedback from students to adjust strategies to meet the learner's need

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Yuen Pyn and Min Lei : Receive feedback from students to adjust strategies to meet the learner's need

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What are some of the strategies that could be used to clearly identify the learning barriers even before I meet the students?

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To create an environment that allows ALL students to learn and grow together.

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Give prompt, valuable and positive feedback!

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NBEL Request for text simplification/complexity

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NBEL Request for text simplification/complexity

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Requesting support from N.Mclellan!
How to teach to acquire ownership of their education.

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I would like to implement individualised writing strategies in my Spanish Lang and Lit class.

I´m looking to offer more choice to my Spanish Language Acquisition students in my everyday teaching.

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I want to see what the feel is with connecting with different subject areas to make learning relevant. Planning and sharing ideas in year levels so things are topical in what they are doing across the year. We need more time connecting with other departments to see how we can connect or overlap. This allows learners to be more connected

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Annette

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Send them the articles or videos ahead of time so that they can prepare themselves better before class.

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I want to learn more strategies about classroom management.

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I want to learn more strategies about classroom management.

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We would like to try to have a co-planning session with a subject teacher to enhance student outcomes

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MRKU Spanish class headline: Low Prep Differentiation - Does it work and can it make a difference?

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MRKU Spanish class headline: Low Prep Differentiation - Does it work and can it make a difference?

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When having students work in different stations, we (the teachers) usually assign specific students to work on a certain task(s) based on their needs. I would like to try giving them more choice for certain tasks when applicable to allow students to take more ownership of their learning. :)