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Depth of knowledge questions are a majority at level 2 and 3 (not at 1).

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There is a high percentage of creating and some learning by doing.

Our feedback systems are strong.

Teacher Role: about 1/3 of the teachers are coaching and facilitating

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Shift DOK from mostly 1 and 2 to more evenly distributing 1-4.

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We are primarily utilizing DOK levels 1 & 2. However, OSTs are written in levels 2 & 3, so we should work on shifting our DOK levels.

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Shift from teacher led to student centered learning (where students own the learning) for a portion of the class.

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We are primarily teaching as lecturer/facilitator and our SWD may benefit from the content in different modalities, such as a more hands-on approach.

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We noticed that just because the learning task is student directed, such as creating, building, etc., it doesn't mean the DOK level correlates.

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High-achieving students need to be challenged in every class not just the "honors" classes

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Our high-achieving students aren't challenged on a regular basis. This could account for the reason why there is such a significant population below grade-level.

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We need higher depth of knowledge questioning and student to student talk.

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Further breaking down data in PLCs - looking at specific students abilities, standards, etc.

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Weekly report out on data by grade level to give teachers time to process and discuss data

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Utilize PLC time to share best practices and instructional strategies that have demonstrated student growth

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DOK 4 relates to relevance. Relevance was at 39% on transcend