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- Essential questions are listed on the UBDs
- School wide expectations and TLAC strategies are already established
- A Cougar is... (character traits)

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- Better understanding of what is considered critical thinking
- Finding strategies to implement critical thinking (for teacher and student)
- Teach students to respond critically and hold them accountable to high expectations

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With reading being our area of need, it is beneficial to have resources like Write Source, Word Study, Words Their Way, etc.

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The resources do not always meet the students' needs, so a great deal of differentiation is needed.

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With the availability of MAP data, we can analyze the learning continuum to drive the instruction and small grouping.

Foster language development

Shared reading

Shared writing

Morning meeting

Editing

Daily oral language in English and Spanish

Prefix and suffix

Context clues

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1st Grade                                 

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1st Grade                                 

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We need to teach the skill of asking critical questions. As that is already a hard task for kids to do, we need to teach this skill being cognizant of cultural norms.
Learning how to guide students in asking critical question will improve the thinking that occurs in our classrooms. .

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- Utilizing essential questions
- Holding staff and students accountable to the expectations
- Allowing wait time
- Celebrating positives
- Strengthening PLCs
- Revisit/implement Talk Moves in all classrooms

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We agree that TLAC  strategies, Cougar character traits,  and schooolwide expectations are in place. We need to continue improving upon them.

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During PLC's, being more intentional in the tasks that we pick that are available to us that have the critical thinking questions and instead of focusing on quantity, focusing on quality. (Common understanding of what a task is in given grade levels (do they look different in kinder than 3rd)) During PLC's talking about what you think your students will know and how to guide them to ask critical questions.

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-TLAC strategies
-Love and Logic
-Cougar Character Traits/school-wide expectations
-District curriculum to provide critical thinking questions
-Guided Reading/small group instruction, intentionally planned
-Reading Strategies training
-F&P Phonics

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-Updating our guided reading library, so that books are more relevant to our current students. (i.e. floppy disks)
-Learning how to utilize MAP data to continue to move students
-make small groups
-plan small group                   instruction to fill gaps
-Better understanding of tasks and discussions that are considered critical thinking

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-Tweak tasks in curriculum to ensure students are engaged in critical thinking
-Ensure learning targets are aligned with critical thinking task
-Strengthen PLC understanding, so the above is happening (are there trainings we could attend or other groups we could observe?)
-Continue to strengthen and add TLAC strategies
-Reflect on current expectations/behavior systems for better student success, ensure staff is holding all students to the expectations
-Ensure that student discussions include critical thinking (asking and answering their own questions)

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-TLAC strategies (No Opt Out proven effective for students with learning disabilities)
- Creating a culture of positive    Cougar Character.
-PLCs
-Small groups
-Growth mindset lessons

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-Collaboration and inclusion with gen ed.
-How to differentiate for students with disabilities while still holding high expectations.

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-Teacher training and kid friendly lessons on critical thinking. (What is critical thinking? What are essential questions?)
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-TLAC
-Holding 100% of the students to writing and answering questions.
-SLANT. Ask and answer questions.

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-Not just answer the critical questions, but write the answer to the critical questions.
-recommitting to stretch it, right is right and 100%.

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-A better understanding of what critical questions look like and how to decipher where the question goes in each category
-how to monitor students asking each other critical thinking questions and answer them.

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TLAC
SLANT
PLC's
Collaboration as a team /planning
Being a Thompson Cougar

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-Implementing critical thinking questions through modeling
-School wide culture for meeting expectations (hallway, transitions, classroom, etc)
-Beginning of year start using SLANT and TLAC strategies universally
-Incorporating writing more into all subject areas involving critical thinking

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-Vertical alignment
-- Better understanding of what is critical thinking through modeling
- Trainings and/or strategies to implement critical thinking (for teacher and student)
- Teach students to respond critically and hold them accountable to high expectations
-Data analysis to drive instruction

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- TLAC
-Small group instruction
-PLC and PLC rubric is helpful
- What is a Thompson Cougar?
- Book Nook- the way we sign up for library lessons
- Thompson Times (communication style  is appreciated)
- SNAP sheet and SNAP Rubric is helpful
- Salinas being available and able to pull lunch groups, student counseling, and class lessons is benefiting all students

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-High expectations for all TEACHERS
-High expectations for all students
- TLAC/SLANT
- Importance of consistent PLC/ student work
- Data analysis

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- PLC process
- Crucial conversations
- High expectations
- Vertical alignment
- Feedback to students
- Deeper understanding of MAP data to drive instruction