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Getting Along Together

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having students answer "why" questions and explain their ideas

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Offer more hands on cause and effect opportunities

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students give evidence for a claim

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use the garden

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project based learning

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community/vocational fair with booths for hands on learning local

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invite parents to the classroom to teach what they know

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Family Nights/activities throughout the year.

Have parents volunteer their time to the students.

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data analysis; identify learning needs based on data and observation

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making predictions

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teacher role modeling and scaffolding

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Presenting multiple perspectives and sources. 

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Presenting multiple perspectives and sources. 

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The relationships teachers form outside of school with community 

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The relationships teachers form outside of school with community 

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bringing in outside interests to engage students in activities that relate to the student's needs

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role model questioning, ask questions as we read and learn together, have students say aloud for a "together" process

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role model questioning, ask questions as we read and learn together, have students say aloud for a "together" process

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students create poster presentations that they assess with rubrics and post around the school

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provide opportunities to think using multiple learning styles

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editor checklists and rubrics that students use to assess their own writing

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Using learning targets and success criteria consistently ; student goal setting---how can I get to where I need to be?

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Using opening activities/questions that prompt students to access prior knowledge and experiences. 

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Using opening activities/questions that prompt students to access prior knowledge and experiences. 

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requesting best work and offering additional attempts to retry

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use photos to clarify vocabulary; have discussions with students to establish background knowledge

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spirit of aloha present in our staff, classroom, and student culture...we often help and support one another with positive intentions

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spirit of aloha present in our staff, classroom, and student culture...we often help and support one another with positive intentions

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Building Thinking Classroom

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Greet students by name-offer positive praise

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Utilization of large whiteboards

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Students to support all ideas with evidence from text, background knowledge, etc.

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School Counselor

School Based Health Services

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post critical thinking questions in classroom

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using thinking maps for planning and brainstorming ideas

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We follow a common curriculum base with a strong support lead

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We follow a common curriculum base with a strong support lead

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recognize student ability level to plan for success

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Students learn how to find evidence in the text to support ideas (SFA)

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Students learn how to find evidence in the text to support ideas (SFA)

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Buidling Thinking Classroom-Work is always visible to all.

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Think pair share, rigor role cards, explicit instruction strategies, etc to ensure all students are participating

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daily writing/drawing of students' own ideas

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Be prepared and know your subject matter.

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PLTs are dedicated to planning instruction based on priority standards

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giving students time for team discussions and class discussions

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All staff are committed to collective commitments and have a strong sense of accountability to all members of the team

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give examples and non-examples to check for understanding

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give examples and non-examples to check for understanding

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quality checks where students learn to be prepared for partner sharing, gallery walks, group sharing/presenting, or teacher check w/ positive feedback

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quality checks where students learn to be prepared for partner sharing, gallery walks, group sharing/presenting, or teacher check w/ positive feedback

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planning for the week in advance rather the day of or day before

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Differentiation in Tier 1 Instruction

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use artistic expression for outputs: students do paintings, drawings that reflect the content. teachers post around room

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Create a class community of kindness.

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making predictions

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increase arts, hands-on, movement in learning

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citing evidence

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Resource time for kids to explore and implement their creative ideas.

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provide constructive and positive feedback to provide direction for next steps

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Continue SEL based lessons and activities that foster unity, rigor, belonging, etc.

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Use visual aides to refer to instruction.

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students do self editing, using a simple rubric, as well as peer editing

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read a part of a story, word problem...and have students draw it out

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read a part of a story, word problem...and have students draw it out

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having students reflect everyday

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For EL students increase use of visual aides for success.

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Work with community partners that culminate with a field trip.

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Ask question such as “what if…”

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Provide activities that are a bit above their levels

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keep the student work via journals to review

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Provide extension opportunities for students to experience

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Holding students more accountable to LT and SC....my expectations should be internalized as their expectations

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use a tone of voice that is positive and kind.