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My participant is a SPED teacher and is looking build her student's autonomy and self-advocacy skills.  I think this strategy is a good fit for her because it can be used to help students identify self-regulation tools that work best for them.

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Students use self-regulation strategies like mental breaks, body and movement breaks, fidgets, and self-talk to maximize their learning

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Using mindfulness techniques. The teacher is working with 1st grade students and self-management can be a challenge so setting them up early for success would be using these techniques to reduce anxiety and frustration.

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Embed mindfulness practices into the classroom to help students focus and relax

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BetterLesson: Share What Works | Free K-12 Lesson Plans, materials and resources

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She is very interested in providing feedback to students and helping them to understand their own progress and grasp of the concepts. It can be adapted to her young age group.

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EL Modification

This strategy provides English learners with integral support in smaller group settings to support their individual learning and language needs.

English learners need to listen to and respond to teachers during conferences. Learners may need to use all four domains of language, reading, writing, speaking, and listening during group learning activities. In order to support English Learners consider the following modifications:
Modifications:

1. Ensure assessments are fair, accurate assessments of learners. Consider accommodating, modifying, or creating alternative assessments for English learners that aim to distinguish between linguistic and content mastery. Consider partnering with learners' language specialist. See the following resources in the resource section below for more information: "WIDA Can Do Descriptors," "Using Informal Assessment in the Classroom" and "Assessing ELLs in ESL or Mainstream Classrooms: Quick Fixes for Busy Teachers."

2. Provide a variety of ways for learners at lower levels of proficiency to present their learning, including visually and with limited, scripted, or pre-recorded speaking. Consider cloze exercises, portfolios, learning logs, oral presentations, 1:1 conferences. Consult learners' language specialist and use data about learners' language levels to determine appropriate assessment formats. See the "WIDA Can Do Descriptors" and "How to Use Can Do Descriptors for Designing Learning Activities" resources in the resource section below for more information.

3. Provide feedback in a language learners can understand. Use simple sentence structure and use comprehensible vocabulary. Ask questions that are specific and efficient. See the "Teacher Tool: Leveled Question Stems" resource in the resource section below for more information.

4. Give direct feedback on language use. Conveying knowledge and information, and interacting with socially and academically with learning facilitators and peers are important parts of mastering any skill for English learners. Use learner-friendly rubrics to evaluate language skills used to show content mastery. See example rubrics in the resource section below.

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EL Modification This strategy provides English learners with integral support in smaller group settings to support their individual learning and language needs. English learners need to listen to and respond to teachers during conferences. Learners may need to use all four domains of language, reading, writing, speaking, and listening during group learning activities.

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My partner will be working in kindergarten for the first time (after three years in Grade 3) ... and while comfortable with the content of the grade level, she is thinking about how to establish a positive classroom culture from the "get-go" for the young learners .... and have them feel connected to the classroom and each other

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Classroom Mottos support students by encouraging positive attitudes, providing an anchor for continuous growth, and creating a classroom co

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BetterLesson: Share What Works | Free K-12 Lesson Plans, materials and resources

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Strategy Pack Launching Your Role As An Instructional Leader

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Strategy Pack Launching Your Role As An Instructional Leader

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BetterLesson: Share What Works | Free K-12 Lesson Plans, materials and resources

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My participant has a goal of assisting the CTE teachers in shifting their practices from "what we've always done" to new, more engaging strategies.  I always think it's a great idea to identify reality through observations and student data.  In order for teachers to see where change may be needed, R will need to take time to look at data with the teachers and find specific areas to pinpoint for growth. Then she can recommend strategies for the teachers to try in their rooms.

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Google Sheets

Google Sheets are free online spreadsheets that can be created, edited, and shared from a phone, tablet, or computer.

How this tech tool supports this strategy:
Spreadsheets allow for multiple and flexible ways to sort and aggregate student data. Google Sheets can be electronically shared, so multiple participants can look at the same data. It is also an efficient way to track data over time.

MasteryConnect

MasteryConnect is an online resource that helps teachers identify and track student mastery of Common Core State Standards to inform teaching practice. MasteryConnect's site is programmed with standards from all fifty states. Teachers have the option to manually input student data or create online assessments and generate student progress reports.

How this tech tool supports this strategy:
MasteryConnect is an all-in-one tool that allows you to assess and track student learning data. It also allows you to share data efficiently with students, which is great for goal setting.

Problem-Attic

Problem-Attic is a free online resource for high quality assessment questions for all major subjects.

How this tech tool supports this strategy:
Consistent use of high-quality, standards-aligned questions to assess student growth is the best way to generate reliable data. This resource has thousands of these questions, aligned by standard and topic, in an easy-to-use online platform.

NewsELA

NewsELA provides high-quality, relevant, nonfiction texts in a wide array of content, including science, money, law, health, arts, sports, and opinion. NewsELA provides free real-time assessments of student comprehension through multiple-choice quizzes and writing prompts.

How this tech tool supports this strategy:
Consistent use of high-quality, standards-aligned questions to assess student growth is the best way to generate reliable data. This resource has thousands of these questions, aligned by standard and topic, in an easy-to-use online platform.

Pear Deck

Pear Deck is an interactive presentation and lesson delivery tool. Students use their devices to follow along with the teacher's slideshow on a classroom screen. Throughout, teachers can pause at points where they've added interactive questions and collect real-time data about student understanding.

How this tech tool supports this strategy:
Teachers can collect student-specific and whole-class data at points throughout any lesson or presentation and respond to it in the moment.

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Analyzing Student Data to Inform Instruction

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Google Sheets Google Sheets are free online spreadsheets that can be created, edited, and shared from a phone, tablet, or computer. How this tech tool supports this strategy: Spreadsheets allow for multiple and flexible ways to sort and aggregate student data. Google Sheets can be electronically shared, so multiple participants can look at the same data.

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She wants to build in time to meet with students weekly to celebrate success and talk about understanding and next steps.

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Students Self-Reporting Data, Grades, or Progress

BetterLesson Instructional Coach

Self-reporting their own data, grades, and progress allows students to take ownership and agency over their learning With this classroom strategy, students set goals prior to learning and record their data from various assignments or online applications onto a single data tracking document. The data tracker can be broken down by domain and standard. Students are able to use the data tracker to make informed decisions about their learning and to set actionable goals. Self-reporting data can also be used as a tool to reflect on student data during a student-teacher conference.
Implementation steps:

1. Create a data tracking document for the specific subject area (see a sample data tracking template linked in the resources below).

2. Model how to use the data tracking document with a variety of assignments. Model how to access and complete the data tracking document. Utilize a whole class, direct-teach, lesson on how students should access the data tracking document.

3. Explicitly teach how to access the data tracking document. This initial lesson, introducing self-reported grading, should also include time to set up expectations regarding the implementation of self-reporting grades. Explicitly teach, and set up a visual reminder (anchor chart, poster, etc.), about expectations when it comes to self-reporting data.

4. Allow students to practice tracking a few sample grades. These can be made-up grades that the teacher and students input into the data tracking document together to practice how to use the data tracking document.

5. Allow students to reflect on the self-reported grading procedures, ask any questions, and share their thoughts regarding the strategy.

6. Students can use their data tracking tool during one-on-one conferences with the teacher. Use the following sentence stems as a guide to question students about their self-reported data:

What activity or lesson did you really enjoy this week/month/etc.?

As you look at your data, what were your strengths? What specific skills did you show mastery of? What were some specific skills that you may want to improve upon?

If we look at your grades from the previous data tracking document, did you show growth from then to now?

How can I help you more in the classroom?

Modification for English Learners

For English Learners, it is important to utilize data trackers for both content and language proficiency (reading, speaking, writing, and listening). Consider creating a separate data tracking document for students to self-report formative assessment grades specific to the area of language proficiency (reading, speaking, writing, and listening) so that they can reflect on their progress in the specific area of language development. Or, the data tracking document can be modified for English language learners to include a designated spot to report data and reflect on language proficiency.

Modifications for Students with Disabilities

The data-tracking document for students with decreased classwork loads, can include only the assignments that students are expected to complete, as opposed to all assignments given to general education students. Pre-write the assignments onto the student's data tracking document, so they have clear expectations of which assignments they are required to complete and to report-their grades on.

When reflecting on the data via a one-on-one teacher-student conference, the teacher should incorporate the student's Individualized Education Plan goals into feedback given to the student.

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Students Self-Reporting Data, Grades, or Progress BetterLesson Instructional Coach Self-reporting their own data, grades, and progress allows students to take ownership and agency over their learning With this classroom strategy, students set goals prior to learning and record their data from various assignments or online applications onto a single data tracking document.

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This participant is a SPED Literacy Teacher for PreK-4. Most/all of her students really struggle with 'memorization' of the phonics. So looking at strategies to support her instruction adn students learning.

We also talked a lot of about goal setting for students and creating student-friendly language around goal setting and posting them in the room for her students to track their own progress and become more involved/encouraged to grow in their reading abilities.

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I think this could really benefit my participant's students because she mentioned that sometimes the students in her "required class" are not always as engaged, so this could help them focus both on standards (heavy focus of the district) and on monitoring self progress

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BetterLesson: Share What Works | Free K-12 Lesson Plans, materials and resources

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My participant might be able to use this to help her students gain a better awareness of their own participation and increase their ownership of their own learning.

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BetterLesson: Share What Works | Free K-12 Lesson Plans, materials and resources

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This can be a really beneficial strategy for my participant's students to gain that ownership and take some of the onus of responsibility off of my participant and more toward the students.

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Special Education Modification

Using a Progress tracker is an excellent way to support students with disabilities to keep track of their own mastery and help them build self-advocacy skills. Successful use of a Mastery Tracker requires teachers planning for the variety of skills required of students: emotional regulation, significant executive functioning skills (task initiation, prioritization, working memory, etc.), written expression skills, reading skills and verbal expression skills. In order to support students with disabilities who have difficulty in these areas, consider the following modifications:

Modifications:

1. Teacher knowledge and acknowledgment of student disabilities is key to use Mastery Trackers effectively. Teachers should consult with special education department administrators or specialized teachers for information on specific disability types and needs present in a classroom. This will help ensure that these students have appropriate accommodations or modifications to assess mastery of skills.

2. Traditional paper-based, written methods of assessment may limit the ability of students with disabilities to demonstrate their learning. In conjunction with traditional assessments, consider giving these students the opportunity to demonstrate their learning through: conferences, take-home reflections, oral presentations or re-tellings, learning logs, graphic organizers, cloze exercises, visual/image representation, etc.

3. Use visual aids, timers, and verbal reminders to help students with task initiation and task completion while they are working using their trackers. Depending upon the number of students with disabilities present in a classroom, teachers should consider increasing the amount of time they spend on explicitly teaching norms of using Mastery Trackers.

4. Students with disabilities could be provided with more scaffolded supports (extra time, reference sheets, graphic organizers, etc) during their independent work time. Students could also be given leveled work based on their accommodations as options on their Progress Trackers. Teachers should think carefully about the approach of quality over quantity when helping students with disabilities track their mastery. Special emphasis for these students could be put on mastery of the highest leverage skills in a unit.

5. If multiple teachers are present in a setting, consider having one teacher work in a small group of students with more intensive disabilities to help provide more targeted guidance on using Progress Trackers.

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Individual Progress and Mastery Tracking

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Special Education Modification Using a Progress tracker is an excellent way to support students with disabilities to keep track of their own mastery and help them build self-advocacy skills. Successful use of a Mastery Tracker requires teachers planning for the variety of skills required of students: emotional regulation, significant executive functioning skills (task initiation, prioritization, working memory, etc.), written expression skills, reading skills and verbal expression skills.