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Clue students in on what the rubric is. Identify the hang-ups academically and culturally

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Clue students in on what the rubric is. Identify the hang-ups academically and culturally

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85% of students scored Somewhat or engaged in D3 (actively engaged). Next steps - move to cooperative learning

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Ralley Coach methods really supports that learning environment

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Ralley Coach methods really supports that learning environment

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Need students to have a lot of modeling in the beginning of the year of what high level work looks like and see consequences of putting in low/no effort

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Encouraging students to be the thought leaders and models for higher level thinking

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Encouraging students to be the thought leaders and models for higher level thinking

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This is what I always take into account when planning my class, being supportive and create an environment where the students get lots of support.

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It was not clearly evident that students were making connections to real-life experiences in any of the district-observed classrooms. In some ways that is not surprising -- it's sometimes hard to make real-life connections -- but I'm surprised it was not clearly evident in any classroom. The science curriculum alone is VERY real-life-oriented

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There is a higher percentage of students striving to reach expectations than students engaged in high expectations. That can be accounted to lack of teacher experience and PLC time to work through lesson planning.

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Many students do not know what high-level work is so it is hard for them to know how to do it.

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Are we using  Kagan structures in our instruction? 

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Are we using  Kagan structures in our instruction? 

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We are working on transitioning students from waiting for a teacher to do all the work to having them get used to doing their own work after being shown an example.

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I could really use better/more help with my ESL students. My ESL aide is only in class for the last 20 minutes of class and it is my largest class. These kids struggle and I can't be everywhere to help them. I'm sure this was reflected in the audit results as this was the class I was observed teaching.

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No students are able to demonstrate high quality work. Having more practice modeling what their work should look like and how it should be able to set it up to achieve that could help.

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Change is happening, its just happening at a slow pace

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Working on critical thinking.
Using strategies to increase students learning.
Teaching and reteaching using Kahoots to increase their motivation as they are competitive.

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To meet this priority1 I ensure that I plan with equitable strategies in mind. I make sure that the learning target is visible on the classroom white board and on the PowerPoint presentation. In addition, I use manipulative and scaffold instruction to fit the learning pace and style of each block.  Moreover, we consistently collaborate and allow the students to engage and learn from each other. (Ms. Gray)

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Only 8% of students are engaging in rigorous coursework. I wonder if students are being given rigorous coursework but they are not engaging in it, or if we are just not giving rigorous coursework. Some clarification on that expectation would have been helpful.

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Using Kahoots and Exit slips to see where students are. Reflect on what went wrong and what went well.

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Exit tickets, practice logs, and practice goals that are directly linked to Playing Tests. Discussing practice logs and goals before and after playing tests to continue to encourage students to track their goals and individual progress.

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We need to incorporate dicussion around our posted learning target more consistently within our classes. so students can speak to what we are learning in class daily.

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Priority #1 Make adjustment to increase students learning.
Critical thinking should continue developing.

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Analyzing data to monitor student IEP goals and progress. Adjusting and reteaching content when needed based on assessments.

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Our class collaborates to create educational materials (ex. posters) that represent each class's grasp of music theory concepts. We also break out into sectionals regularly and have whole-class discussions to address ensemble music issues and individual technique progress.

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Its almost impossible to have a PLC, so its hard to communicate w support staff/invite others to plc to create a supportive curriculum/learning experience

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We are seeing children that are not treating other races with respect.

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Students are provided a grading rubric (standards-based) with each Mastery assessment. Students also are provided with a self-assessment to review their own Assessments. Teacher creates Warm-up's that embed past learning/missed learning. Warm-ups are created based on teacher observation/formative assessments. (Spiraled)

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Students are not able to describe high quality work regularly.

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Putting student progress toward NGSS science standards on Mastery Connect. I find the software clunky but it *is* helpful for me to see where students are at in terms of all the science standards I am responsible for

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Students are peer reviewing their classmates' work, planning activities that include IEP goals and differentiation. Making sure learning targets on always visible on the board and that the students understand what they mean.

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Assessment data is used to guide project planning.

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Several exit slips include a self-reflection on how they feel about their learning or what additional support that they feel would be helpful.

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For Priority #2 (Formative/Summative) I have an entrance and exit in every lesson. I also follow EL curriculum and follow the assessments. I also look at the data. Right now, I look at the data alone since we are not meeting. But I do share.

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I think that using Peardeck more often allows me to get a view of all of the student. Students are able to present information in a variety of different ways, every student is forced to answer and individual feeback can be given.

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Learning Target and language Objective are posted and students are allowed to internalize.

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Learning Target and language Objective are posted and students are allowed to internalize.

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I have really looked at my student work and have changed my lessons to help improve their learning.

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In S.S. we are staying focused on Inquiry-based learning by analyzing multiple sources and completing CERCA responses about those sources.

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In S.S. we are staying focused on Inquiry-based learning by analyzing multiple sources and completing CERCA responses about those sources.

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All IEP data and both formative and summative assessments are analyzed to make sure the instruction is appropriate and rigorous.

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All of my lesson are tailored to fit the individual learning needs of each student to ensure they obtain the most during their time in my class.

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I use mastery connect to benchmark and evaluate student progress towards mastery. The reports available with the system are very robust. and give a dynamic view of the students understanding and areas of growth in multiple groups.

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Tracking Data using Google Form with formative assessment.

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Students often discuss higher order thinking questions in partners and give peer feedback on student writing

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I am following priority #1 (planning) by spending a TON of time planning my EL lessons for grade 6. I have made every lesson IPAD friendly

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I have really been working on asking higher-order questions and making my students write more. They are working in collaborative groups.

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Learning targets are posted and discussed daily, and are connected to the activity and daily assessment. each learning target (or cluster of targets) are connected to real world events.

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Students and teacher collaborate to create course projects and rubrics.

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Student feedback through Pear Deck. Learning Targets are posted. Active Learning and engagemnet from using Kagan (Round Robin.)

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All curriculum materials are differentiated for each individual learner.

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We are inconsistent in classrooms throughout the school building

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Importance of having visible learning targets in the classroom for the ENTIRETY of the class period, and the importance of having them visible in more than just spot

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Refine the process for instructional staff to  consistently analyze formative and summative  assessment data and use the findings to verify  learner progress and modify instructional practices  in order to improve student learning. Plan,  implement, modify, and evaluate the effectiveness  of core instruction based on an analysis of  formative and summative assessment data to  ensure the core instruction meets individual  learner needs and the learning expectations of the  school. (Primary Standard 2.11, Secondary  Standard 2.7)

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Implement a consistent and deliberate instructional planning process that embeds high yield strategies (e.g., learning targets, exemplars,  active learning, differentiation, higher-order thinking skills, student feedback) and requires  student collaboration and self-reflection and the  development of critical thinking and skills to ensure  personalized and equitable learning experiences.  Monitor the impact of instructional strategies and adjust as necessary to increase student learning.  (Standard 2.1)