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We have struggled with how/when to provide reteaching or remediation to students within our regularly scheduled classes. We have also been exploring standards based station rotation with active rotation from the teacher. I decided to try and combine the two to identify gaps, reteach immediately, and encourage students to see the connections between different eras, movements, or patterns in history. Students created a mind map of what they knew about WWI and draw every connection between concepts that they could think of while I circulated to clarify misunderstandings. This provided individualized remediation. They were not allowed tech. for the first half while I circulated and then allowed to use tech. for the second half only on the terms they identified that the whole team was confused about. I kept a log of common terms. I will reteach those specifically to the whole class. As well I plan to have groups trade mind maps and institute a small "race" to see who can come up with the greatest number of new connections.

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Designing from a point of EMPATHY is designing with your audience in mind. Conflict has to be done gently because if a person does not feel safe, they will not consider changing. When talking with students or other people about growth, my goal is to meet their safety needs so they are willing to grow. When I face conflict, my primary goal is to remember I am safe to try and even fail. With students who are outside of my control, the best approach is one that is designed with empathy.

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When looking at our final benchmark from last semester, one of the standards that both CP and Honors were struggling on was the language standard that has to do with using context clues to formulate a definition.
So, we took that data back to Common Planning and created the entrance ticket. I had my students come to class with 5 words and the page number from the text. They were NOT allowed to move past that. Then, with devices unavailable, they used their text and context clues to come up with a potential definition and synonyms for the unknown term.
Once everyone was done, they opened their laptop and were able to look up their term to see if they got it or not; if they got it, they left the definition as it was. If they didn't, they had to change their definition. I then had them do a response reflection in Schoology about how they did with this and why they succeeded or struggled with some. I'm still waiting to see if some more direct instruction on a concept like this actually helped them on the language standards question on the NCFE.

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One of the ideas I took from our PLC is how our data can help us adapt as teachers to our students needs. My data sheet has helped me adjust to how I assess my students. We are currently doing an assessment that requires students to move from station to station and complete different levels of learning assignments.

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During PLC we recognized the students enrolled in Credit Recovery but not in one of the tutoring classes were not making progress. Based on the bigger picture discussion in PLC,  when I met with them it was more than "you need to do your credit recovery." I asked about supporting the student with their bigger issues, asked deeper questions, got to some bigger issues and helped students prioritize and make progress, but not only with Credit Recovery. I appreciate having the bigger community awareness.

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After grades were finalized for the first 9 weeks we determined there were 105 students who were failing 2+ courses. It was decided that we would equally split the students between administration, counselors, and support staff. At our following PLC we reviewed the failure spreadsheet with all the notes from every conversation. A piece that I will take away is looking at the student wholisticaly. Many times when I meet with students I just focus on the immediate program and I don't ask additional questions such as; what is your plan, what do you want post high school, where do you spend most of your time, how will your plan unfold? I think by asking these important questions it will not only help build relationships but also understand the student.

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I was working on the "My Brain" activity for the "Brain Based Learning Badge" and organized groups and created activities based on my students learning styles. These activities were designed to help them review for their Unit 2 Test on solving equations. I created six folders on Schoology, which were Lecture Video, Read Aloud, Word Clouds, Real World Applications, Music Video, and Show Me What You Know. The last folder was a practice test. I shared this activity in our Math PLC, and one idea was to create a contract for each student. I was using Schoology as a method to keep up with my student's work and didn't think about keeping a contract for them.  I created a contract of point values for each folder and my initials.  The point values totaled 100%.  The contract allowed my students to keep up with their assignments and check off their work.

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In our CTE PLC's for the district, the Business and Marketing teachers discussed ways in which to get our students more active and engaged in the classroom. This can be applied easily to a CTE class because our content allows for so much flexibility. We talked about the ways in which creating more movement would influence learning in an interacting way. I chose to take back with me some ideas that were talked about and implement new strategies in my classroom. This past week, I chose to do a review in the form of an escape room. Students were engaged and active. Great feedback from them on it and test scores were higher than expected.

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During our PLC's we are still in a debate as to the quantity, quality of data that we want to examine as a department. We are working to get in the same book, then will get on the same page. One thing however, that we have spoke about is trying to use what ever data we are tracking and make it personalized. The lesson below is a direct result of data. My students were struggling with assignments, so I created a tic tac toe warm up to help reaffirm the information in a pattern of their choosing.

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As we have talked about what to do for those students that didn't get it, I found an article that discussed retesting. The article had students fill out an exit slip on the test that discussed why they weren't as prepared as they should have been and what they can do to better prepare for the retake. That introduces some personalization, as it allows them choice in how they prepare. The next step, in which ioEd will help, is that I will be able to break the test down into parts, and they will be able to choose which parts they specifically need to retest

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I've worked with a single teacher in common planning  and PLC were discussion of power standards and individualization have been emphasized. I noticed that this teacher's unit test data was largely of failing scores, so we set out to reteach in order for students to show growth and build their understanding of terms and skills needed throughout the course. We first discussed reteaching the content in order to improve scores. The teacher was willing to try something new, so after implementing the new activity, this teacher then retested to find that about 30% (8/24) of his class scored lower on the retest than before. The teacher feels strongly that this trend was largely based on student motivation.  In response to this, we discussed keeping the higher score for each student and then focusing on the areas of need moving forward to the next unit as the teacher feared getting behind.  Moving forward, students are being given extra support throughout the units with vocabulary and practice test questions as daily exit cards.  I feel that students still need more support and strategies to aid in their skill set for this course, so as we move forward more emphasis on activities that build on the power standards will be shared and co-taught in order to benefit student learning and growth.

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In PLC we discussed not providing a number or reps but rather doing as many reps correctly as you can in a designated time to promote mastery of the movement

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The Math PLCs main focus for this year is to be intentional in providing opportunities to reteach topics where students are having difficulty. The contract that am attaching was given to all students at the beginning of Unit 2. I was originally only going to do Tasks 1-5, 7-8, & 10. These tasks cover the new material for the chapter. After reviewing data and discussing how we can have students retain material from previous lessons, we decided to incorporate more Flashback opportunities into our units. I decided to include Tasks 6 & 9. These tasks are geared toward each students individual weakness and or strength. If there is a student who is a high flyer their problems would be an extension assignment instead of an reteach and practice assignment. For those who have a weakness in a power standard the tasks provides time in class for reteaching and practice. All students are doing an assignment
during these 2 tasks. They just may all be doing something different.   Students have to check in with me after every tasks.

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Vertical Alignment and Common Formative Assessments

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Vertical Alignment and Common Formative Assessments

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The English PLC has been focused on selecting Power Standards to measure across every grade level in order to create strong vertical alignment and help all of our students learn. This seems simple, but it has definitely proven to be a tall order. We have already selected our Power Standards, the first step in the process, and we are not working to determine the best way to measure student learning on a frequent basis in order to provide timely interventions and avoid last minute remediation attempts. One task that our PLC has suggested is the use of common formative assessments that link standards in Schoology. Another suggestion is the use of common rubrics that reach from English 1 to English 4 and increase in rigor based on the application of selected Power Standards. With this in mind, I am attaching a picture of a first attempt at measuring student learning through weekly common formative assessments in English 2 as well as a rubric created for the constructed response writing that occurs in all English classrooms. These are a work in progress that our department will work to refine based on our Power Standards and the establishment of vertically aligned criteria for curriculum.

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Coin identification is a lesson we revisit regularly and have trouble getting students to see the difference in the various coins, which makes it difficult to identify the coins and their values. In the past, we have used manipulatives and games to try to accomplish this task, with no activities on paper. After discussion in our PLC, I looked for worksheets that would have the students identify the coins among the other coins, instead of presenting them in isolation. We have just started working on this topic again, but I can see that the students are starting to have a bit better recognition of each coin. Also, the two different worksheets are for the students that are on two different levels in the class.

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Macomolecules: Weakest standard

Energy:  Warm up: Short 3 question on energy in the ecosystem level

Put on lab table: sugar, bread, pasta, chicken and tater tots in brown bag.  Do not explain.

Say: Using the 10% rule  that we learned in the food chain, follow the primary consumer what does the grasshopper eat?  What is in that food?  Think molecular!

Write on board what they eat.

Using the coach book have students create chart of macromolecules in notebook

function, subunit picture, food example

Say: Now, let’s take carbs and following it through an organism.-

Using virtual lab dissect grasshopper and worm.

Exit ticket: How is carbohydrates used in the body of a grasshopper.  How are they used in a human?

Warm up tomorrow: manipulative chart of macromolecules

We looked at the data from last semester.  My approach this year is to make it more relevant to food, not just memorization.  We are also spending more time on this subject and dissecting to talk in more depth of how food is used in the body.  We will see how it goes!

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In our monthly Trade & Industrial PLC teachers were grouped based on program area. Carpentry teachers did not have testing data to compare from last year like others, so each teacher was asked to bring an issue to the table. One major issue is how to certify each student in NCCER successfully when supplies are limited (basically, how can each student “build a wall” alone with enough material for only one wall).

One idea given was to allow each student access to framing one stud section of the wall at a time in order for each one to demonstrate that particular skill. They would also be able to pop the required window framing in and out for repeat evidence of skill.

Another aspect to this that would save material is for each subsequent Carpentry course to build a “scaled-down” version of the same wall. Students that used the material first will cut off the 10ft boards that were screwed together to make 8ft boards and so on to make 6ft boards. Each class would then have the opportunity to learn the required skill for NCCER certification purposes as well as how to break projects down and how to scale-down projects using math skills.

As we’re still in the basic skills section of the curriculum, this skill has not been put into practice. This is what carpentry teachers plan to do and we hope that it works! I've attached an example of what students would be required to build for reference.