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PBiS skills are posted, one class was documenting PBiS skill of the week and writing down the steps in a digital notebook.  Students were aware of the expectations and following them in every class.  Students interacting positively with students and teachers providing positive feedback to students.

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Create poster for "Be Respectful, Be Responsible, Be Safe".  Clearly communicate the expectations for posting the sign.  Determine and communicate expectations for creating College Readiness Environment.  Consider making it student-centered, "how can we inspire students to be college and career ready?", maybe adopting a college/career for each class

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Expectations were clear, many examples of partner share (collaboration), students are familiar with the routines, lots of examples of organization in notetaking (student work and on the walls).  Lots of student work posted.  Learning Targets and Success Criteria posted in every room.

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Support with managing, planning, and scheduling of small groups.  Consider the way technology is used.  Continued work on making the learning targets and success criteria student friendly.

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Several classes had job opportunities for students to take on leadership roles in the classroom.  Some classes had lots of college and career information.  Others had less.  Overall, very positive (T-S and S-S interactions).  All teachers expressing a general sense of enthusiasm. Explicit directions and expectations especially in the younger grades. Students following expectations appropriately.

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Clarification on "Artifacts Posted that show the  16 skills" - Student generated or teacher generated.
How do we get the older grade students taking responsibility for their learning and adhering to the expectations of the classroom. Possibly look into Capturing Kids Hearts as a next step beyond PBiS to support a positive school culture.

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Small groups in almost every class.  Most of the classes were doing math.  We were able to observe one teacher in a transition between the groups that was very effective (music cue).

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Consider next year more support (i.e. Learning Walks or a staff collaboration with vertically articulated teams discussing small group instruction) for ELA small group rotations.  We would like to see how teachers are utilizing the new curriculum for small group instruction.

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All the students working in the groups had an appropriate voice tone, on task, and working well together. Teachers were engaged and motivating students. Students had positive interactions with each other. The students knew what the expectations were and what to do at each rotation.

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Varied instructional groupings. 1 class had Ss working independently while teacher monitored. 2 classes had Ss in rotation with small group instruction led by teacher. 2 whole group instruction. 1 partner work activity. AVID was prominent in all classes (primary modeling the graphic organizers, intermediate student artifacts).

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Clarification on some of the sub-goals "Social Contract/Community Agreements"? "Club/Committee opportunities posted" in classrooms?

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Continue small group instruction (planning, management, scheduling), making sure teachers are equipped with the resources and supplies to effectively teach the skills addressed in small groups.

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In almost every class, teachers were actively moving around the room, students were interacting appropriately, teachers have appropriate voice tone, students did not always know the skill of the week and they were not always posted. College Readiness Environment was different in each class. Each class had at least one banner.

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Clearly articulating expectations for PBiS for our site and inform teachers of where to find the schedule.  Maybe using the sub-goals from Progress Adviser.
College Readiness Environment - Is it student-centered? How do we add technical/trade schools endorsement?

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Lots of evidence of AVID strategies posted on the walls (DLIQ, 3-column notes, anchor charts). Almost all classes have environment conducive to collaboration.  A lot of small group instruction (teacher led with student activities).  Teachers were asking guiding and facilitating questions to make sure students were defending their responses.  We are progressing in our understanding of learning targets.

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Making sure that success criteria is written and tied to the learning targets. Making sure it is clearly articulated to students. How often is it communicated? Possibly using the rubrics to evaluate where we are at and our next steps (site/personal).