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 3D: Understanding and Organizing Subject Matter for Student Learning. 

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 3D: Understanding and Organizing Subject Matter for Student Learning. 

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Goal 2 : I will implement a variety of instuctional strategies to support students in reading comprehension.

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2B:Teachers communicate,model,practice and substain high standard of individual and group behavior that reflect,affirm, and respect diversity and productive interactions to maximize opportunities for each student to learn and thrive. 

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2B:Teachers communicate,model,practice and substain high standard of individual and group behavior that reflect,affirm, and respect diversity and productive interactions to maximize opportunities for each student to learn and thrive. 

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Goal 1: I will set specific, clear expectations for students and follow through to support positive behavior

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Positive reinforcement strategies like class certificates given to students by admin, prep teachers, and site safety allow students to follow school-wide procedures and expectations. After students earn 15 certificates, they receive a pizza party! When students meet these expectations, it reduces behavior concerns outside the classroom and allows them to focus more on learning. When students are focused on learning, teachers can create rigorous lessons to support student achievement instead of addressing behavior challenges. A significant decrease in classroom interruptions, suspensions, and referrals was seen after implementing classroom certificates.

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Students use their Tiger Paws to shop at the student store.

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Students use their Tiger Paws to shop at the student store.

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Last year, I had a lot of classroom conflict between students and a lack of accountability that affected our classroom culture. This year, I focused on highlighting accomplishments and acknowledging positive behavior. I realized students are more eager to participate and follow through with high expectations. We practiced following our school's core values of the three R's: Respectful, Responsible, and Ready to learn. After implementation, there was an increase in student participation and positive relationships between teacher and student-to-student.

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Students look forward to any kinesthetic game or learning experience. As an educator, it is vital to implement a variety of learning styles to support students' academic growth. After implementing movement in various lessons, a significant reduction in outbursts and behavior interruptions was highly noticeable. Movement also improves students' focus and attention, reduces stress, and supports physical health.

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Game Based Learning to Support Class Procedures:Blooket Data 

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Game Based Learning to Support Class Procedures:Blooket Data 

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We regularly revisit our class norms and expectations to help students stay on track and maintain high standards throughout the year. To make these reviews engaging, we incorporate fun activities like Blooket, Kahoot, or Jeopardy-style games. After implementing these strategies, I’ve noticed that while most students understand the rules, they still need support in consistently applying them in the classroom. Moving forward, my next steps include reteaching natural consequences and reinforcing a clear, straightforward discipline plan that students can easily understand and follow when expectations aren’t met.

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Readworks Student Data Results for Struggling Readers

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Readworks Student Data Results for Struggling Readers

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I used Readworks differentiation articles with audio support and short comprehension quizzes to support students who struggle with reading comprehension. Many factors, such as student attendance, tardiness, motivation, and lack of focus, influenced the data results. My next steps would be to change the time of the small group and monitor students as they complete their work.

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Readworks Data Results for Differentiation to Support Students in Reading Comprehension

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In the third trimester, an updated AR poster was established that reflects students' progress and tracks three domains: book level, passing tests, and goal completion percentage. The rationale is that students select books appropriate for them, comprehend what they read, and are on track to reach their trimester goal. Students achieving this goal are invited to play bingo with our VP on Fridays!

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Picture of AR Charts by Trimester and Data Results of Students

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BPST Results after Practice with Decoding Strategies

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BPST Results after Practice with Decoding Strategies

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When students are given strategies to decode words and implement tools, they are more likely to attempt to decode unknown words on their own. After implementing the techniques in class, bookmarks, and classroom posters, 81% of students can read three-syllable words.

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I realized students were struggling with their novel comprehension tests. Therefore, I focused on preteaching background and content knowledge in our reading lessons. This played a vital role in student success in comprehension. Student engagement also increased as a result of this.

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4B: Designing and Developing Instruction for Student Learning

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4B: Designing and Developing Instruction for Student Learning

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Goal 3: I will help create individual learning goals by meeting every trimester to discuss I-ready data.

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I ready Data Results for  Whole Class from Nov- April (currently)

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I ready Data Results for  Whole Class from Nov- April (currently)

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In the first trimester, I realized I needed to give students more structured class time to complete lessons, as they were falling behind in passing lessons in both reading and math on their own. After meeting individually with students to discuss previous data and create goals, weekly class time was scheduled to meet those goals. After implementation, I realized many students disliked the program; therefore, setting smaller goals could be helpful, and finding ways to encourage them would be the next step.

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After implementing the previous schedule for students to work on Iready, I noticed a lack of motivation and a need to break down their trimester goals into smaller goals. The second Step, "Smart Goals," helped students practice goal setting and tracking their goals. With this lesson, I realized that students are more likely to reach their goals when they are more meaningful to them. Incentivitizing these goals could also support students, leading to my next application.

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Students created an incentive folder that is meaningful to them. They are responsible for tracking and monitoring their Iready lessons. When students meet the smaller individualized goals, I give them a prize. While the folders helped as visual aids, they also needed more dedicated class time to track their lessons.