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2. How can you improve implementation of these goals to be successful by the end of the year? 

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2. How can you improve implementation of these goals to be successful by the end of the year? 

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3. Possibilities for improvement of the reflection piece for students?

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3. Possibilities for improvement of the reflection piece for students?

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4. Can we use Along (classes/homeroom/mentoring/small groups) more?

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4. Can we use Along (classes/homeroom/mentoring/small groups) more?

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I have not made a direct connection between between PoG and behavior interventions yet. I often work on these with students for other cores but have not done it directly myself yet

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Implementing competencies in projects. Integrating the language more often.

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I will post in my students intervention notebooks/their individual whiteboards which competency we will focus on for that intervention time.

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The biggest PoG skill that I can tie into some of my interventions is skilled communication. For one of my 8th grade students we are working on him communicating when he needs something for SEL reasons. This ties directly into skilled communication and I need to use this vocab better before the end of the year.

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In my classroom, I am consistent in posting the goal that we are working towards on my daily slides. However, I am not as consistent in helping students make that connection through discussions or activities. It happens...sometimes :)

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Having a Final Product for each project to reflect on how the skills are being used.

I need to make better connections throughout the project and use the language more often

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I feel a lot more comfortable about POG now than I did at the beginning of the year. As we are learning in Summit, we try to discuss what POG competencies we are working with in specific checkpoints/projects.

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Kim and I created a bulletin board in our hallway and listed skills/concepts and where they fall in the competencies. I have been trying to point out these skills/competencies in rehearsals to make those connections.

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We have done activities in homeroom to relate the competency to the activity. We will start working on the 8th grade showcase where the students pick a project and a competency and display their work to the public.

Something to work on would be to have them pick a competency to work on per hex as well during mentoring time

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I will work to be more consistent in using the continuum during mentoring times to give students an opportunity to identify and communicate their growth.

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One way I can bring up these competencies more, is by having students make those connections with each of my checkpoints, maybe as they set a goal include how they will grow in X competency. Just those short little conversations to continue to add that language in my cores. Additionally, using the continuum in mentoring--which I have not been, to have some more one-on-one conversations.

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Honestly, I have just been trying to use the vocab and tie a few concepts to the competencies. I have started using a few minutes of the rehearsal following a performance to discuss with the class what competencies we touched on and how we did so. Typically a 5-7 minute discussion/brainstorm with the class.

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One big way that I can improve implementation of the POG competencies is to give them enough time to reflect on the learning with self-reflections. I think it is important to give students plenty of time to think back on the whole project so they can identify the POG competencies that were practiced throughout the project. I also think it is important to meet with each student to discuss how they think they have grown in these areas from the beginning of the year until now.

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I make my students select their competencies before opening and then go in and delete the ones they are not using because they seem overwhelmed by having to fill out the whole slideshow.

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I have not been using a formal/written reflection. We spend time talking together after a performance.

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I think having different ways to reflect on their learning and connection would/could be important such as a video, podcast, Instagram, essay, ect. I think kids can get REALLY bored of writing paragraphs after each project for every class

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Sometimes it feels like the students are able to just put the same exact skills and answers for every project they do. Is there a way for students to be more specific about one skill instead of identifying two every time?

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Students were confused at first if they had to do all six competencies on the reflection and some ended up doing a lot more than intended. I am not really sure how to make it more simplified but it does seem overwhelming to them, especially at first.

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I've noticed that students answers to the doc are very basic. Last unit I asked them about the different competencies in a couple different ways to see if they could respond with more depth. Many were able to both in the discussion/form/journal format because it was different, and a good chunk of the grade were able to include a more thoughtful answer in their reflection possibly because of that.

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For the reflection piece, I am currently having students reflect on specific POG competencies at the end of a final product of a project. I feel I need to do a better job with having them reflect throughout the project more so they are aware of how they are using or not using the POG competencies. I had students go through the POG competencies at the beginning of the year, and I think it would be interesting to see how they would score themselves at the end of the year. One idea would be to score themselves and then have them provide evidence or proof of how they have grown.