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Celebrations
- Classroom environment contained encouraging posters and fostered growth mindset
-Examples of flexible seating
-Evidence of mindfulness
-Group chants
-Circling up
-Exemplary warm demanding classroom where teacher was responsive to students (emotional, physical and instructional) needs.

Wonderings

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Celebrations

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Celebrations
Use of Jiji to teach math concept.

Wonderings

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Celebrations

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Celebrations

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Celebrations
Room environments were warm
Positive praise/encouraging statements/feeling check-in

Wonderings
How can we respectfully identify students who are working with teacher on skills?

Next Steps
Directed praise, strategic feedback

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Celebrations
*consistent expectation that every student can succeed.
*evidence in how students engage in choral repsonses
*students have routines across the classrooms in which all students participate
*students enthusiastic to learn
*they participated, active participation
*teachers are singing
*warm environment where students want to take risks and share

Wonderings
*What would the work look like to move the staff from a step 2 to a step 3?
*How do we ensure that all classrooms are utilizing routines, scaffolds and differentiated groups?

Next Steps
*Possible peer observations within grade levels to learn deeper routines, strategies to meet the diverse learning needs.

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Celebrations
-Evidence of small group instruction based on FA
-Guided practice opportunities

Wonderings
-How can teacher feedback be grounded in the learning target and students learning progression towards mastery?
-How do teachers monitor student approaches/strategies during math tasks?
-How can teachers build in more formative assessment opportunities by increasing student talk opportunities and releasing the cognitive load to students?

Next Steps

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Celebrations
Teachers were observed circulating throughout classroom.
"Tell me more..."

Wonderings

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Celebrations

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Celebrations
*so many rich examples of formative, structured responses
*pause within choral response
*thumbs up
*pause in lessons for clarification/correction based on student responses/feedback

Wonderings
*Students on Chromebooks. Were those strategic groups?
*How do we ensure that all classrooms are utilizing routines, scaffolds and differentiated groups?

Next Steps
*

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Celebrations
-360 math collaboration in MS
-Whole group discourse
-Partner talk to build math discourse

Wonderings
-How might collaboration enhance student learning in MS?
-How can seating in MS enhance collaboration?
-How might we design collaborative opportunities to move from basic to productive (cooperation vs collaboration)?

Next Steps

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Celebrations
Some work in pairs and triads.

Wonderings
How can we get students to share or explain their reasoning more?

How can we break groups into smaller, strategic groups?

Next Steps
Structured use of collaborative groupings. Are grade levels preparing students for the rigor of accelerated conversations?

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Celebrations

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Celebrations
*students given time to discuss and share with eachother
*the vocabulary of the discipline
*sentence stems
*established routines of turn and talk

Wonderings
*When are students provided time to meet/discuss with a group independently?
*How do we make our student collaboration more intentional?

Next Steps
*develop more student driven collaborative activities
*provide opportunities for studet to elaborate using examples, evidence, and reasoning, to logically ground or strengthen complex ideas

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Celebrations
-3 read strategy in Math to build math literacy and a scaffold for ELs
-CGI Math Tasks

Wonderings
-How can teachers ensure the instruction/student work reaches the rigor of the standard while supporting all learners?

Next Steps

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Celebrations
Unpacking a complex task using procedural concepts throughout the grade levels.

Wonderings

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Celebrations

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Celebrations
*grade K exposure to higher level text.
*reading pictures (K)
*text features in grade 2
*blending and segmenting in isolation to stretch into difficult text

Wonderings
*What time is allotted for independent practice for lesson learning targets.?
*How is it monitored?

Next Steps
*Continue with the shared reading

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Celebrations
- Learning Targets provided for each classroom walk
- Learning target that guided instruction and feedback provided for students in PE
-Learning targets posted and accessible to students
-Small group intervention in math

Wonderings
-How can we narrow the LT focus to align with the learning progression of a standard?
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Next Steps

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Celebrations
Consistent use of What, How, Why, and Learning Targets
Overall use of concept development-unpacking and modeling
Access to resources: tools, notebooks, charts, etc.

Wonderings

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Celebrations
*Learning targets posted, in student friendly language, referred to during lessons.
* CLEVER strategies in use, both in ELA and History
* Opportunities to apply taught concepts real world context
* Speaking and listening opportunities evident
* Teachers connect content to access critical thinking skills
* Level of cognition on target with standard
*Allowed student choice/flexible grouping
* Use of graphic organizers, and other tools to support student thinking/conceptual understanding

Wonderings
*When do we establish the Gradual Release? How might formative assessment indicate when students are ready for independence?
* How does today's lesson fit within the lesson progression? Is that clear to the teacher AND the students?
* How are teachers differentiating within/across lessons to support learners at varying levels?
* How are teachers integrating in the ELD standards to support language learners?

Next Steps
* Success criteria could be more explicit/apparent
* Sequence lessons to build knowledge and skills (this was not apparent in some rooms)
* Identify places to differentiate instruction for all learners within the aco

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Celebrations
Step 2
*students had a clear understanding of the learning target.
*learning target was written down and also verbalized and acted out.
*guided questions and prompts aligned
*use of sentence stems
*technology use
*lessons anchored to previous learning
*lots of visual aides
*TPR (blending and segmenting in grade 1, K 1 finger I see, 2 fingers wonder)

Wonderings
*Could partner share be expanded to other set ups (learning communities)?
*district initiative to move towards center learning?

Next Steps
*Student self reflection in their own learning.

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Celebrations
* Room environment and layout (in some rooms) demonstrated warmth
* Teachers substituted Proximity for Voice, choosing to walk up to a student to address issues rather than yell out/reprimand
* Teachers were enouraging, supportive, addressed students respectfully
* Clear expectations were set and enforced
* Teachers invited greater participation from students were more more quiet
*Variety of learning experiences to support diverse learners
* At the door, greeting students

Wonderings
*What engagement strategies are implemented other than "talk with a partner"?
* How can we elicit more responses from reserved/quiet students?
*What systems are in place to provide actionable feedback and to allow revision/resubmission to demonstrate growth toward mastery?

Next Steps
- Insist that all students participate and make attempts to engage in the learning
- Provide help when students are struggling