# data[].attributes.body
Tighten master schedule to allow for all components to be accounted for within the Structured Literacy Block

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GRE

Our team will focus on monitoring and feedback. Our next step is to make sure we are providing and tracking specific feedback that includes celebrations and next steps. We will also create a 4DX goal and be each other's accountability partners.

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BES

April 9 and May 7 start evaluating and refining the tights at BES using the plus/delta process as a staff.......monitoring/feedback - the plan is to have monthly grade level assignments for each leadership member that includes scheduled walkthroughs, PLC attendance and scheduled follow-up

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SVE

*Bring the plus/delta structure to the SLP meeting discussing Collaborative Team Planning Time

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We will use 4DX model to set goals for getting into classrooms and hold one another accountable. We will share our feedback with one another in our 1:1 meetings. No excuses allowed!

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Madrid

The leadership team is going to schedule consistent and frequent feedback and hold one another accountable for constructive feedback on a school focus.

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GRW

We will add monitoring and feedback data/next steps to our CTM agenda and empower out team leads to support the follow through. How are we going to level up? :-)

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Constructive feedback and monitoring

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As we continue to provide feedback and schedule walkthroughs, we will plan for follow-ups of the refinement.

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CAT:

Scheduling team learning walks to provide feedback ahead of time (uninterrupted). Identify trends and share celebrations and next steps.

Immediate feedback by covering classes at the moment rather than written feedback-- AND following up after to ensure implementation.

Holding each other accountable - bring back each week in Leadership.

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SVW

Tightening up agendas and pacing guides

Tightening up monitoring and feedback and implementing systems

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Cordova:

Continue to strengthen monitoring and feedback with building a system for in person feedback in a variety of areas.

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APA

Our team will continue the conversation on pacing and alignment guides for preschool. Training for teachers.

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Valencia

Effective Lesson Cycle/NIET

Action Steps:

*Utilizing NIET rubric when planning for instruction

*Providing clarity to teachers - ELC can and should occur throughout a single lesson

*Continue utilizing planning documents during lesson planning

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Madrid

Consistent and frequent feedback that is constructive and strengths-based - working with the leadership team to develop a schedule and stick to it (with a school focus).

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GAP

We will schedule and hold each other accountable for regular classroom visits and feedback.

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Valencia

Providing opportunities for teachers and leadership to discuss and process the refinements that were given. Teachers may not understand exactly how to refine what was shared with them. Giving time to discuss will ensure clarity from both the teacher and the leadership providing the feedback. Asking how are you planning to or what strategies are you going to use to correct the refinements. A planned followup needs to be implemented.

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APA

Constructive feedback is different for preschool, depends on program, state or federal “look-fors.” Instructional feedback is based on focus.

Need to determine how to “do it all” and be in compliance with state/federal / district expectations.

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SVE

*Narrow the focus for constructive feedback

*Making time to get into classroom and give constructive and strengths-based feedback

*Monitor and support after the feedback

*Pairing constructive feedback with coaching and support

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GRE

-Track learning walk feedback data to continue reflecting/monitoring teacher practice on our current coaching logs

-Focus on student work based coaching - look at work to determine student need and focus conversations on the collected evidence

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BES

After giving feedback, follow through to see if adjustments are being made. Make sure to have the evidence when providing constructive feedback. TRUST

BEHAVIORS :)

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*Make time (face to face)

*Be authentic

*It's student centered

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CGP - Cadence of Accountability in our LT meetings. We will not provide excuses on why we didn't get feedback/visits done. Just a plan to ensure it gets done. LT team to hold itself accountable using the 4DX goal setting and action steps (lag/lead).

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Madrid

This is where relationships play a huge role. Keep the focus on student learning and make it data-based and not personal. Providing clear expectations so the feedback aligns with the expectations and leaves the personal out of it. Follow up and provide face to face, in the moment when possible.

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GAP

Share feedback from a strengths-based approach, share 1-2 opportunities for growth. Invite teacher to select which opportunity they will choose to focus on first. Schedule follow up visits to coach that focus, observe, and provide updated feedback.

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CAT:

Scheduling team learning walks to provide feedback ahead of time (uninterrupted). Identify trends and share celebrations and next steps.

Immediate feedback by covering classes in the moment rather than written feedback-- AND following up after to ensure implementation.

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We need to be more direct in what we want to see from our teachers. Clear is kind.

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SVW

refining monitoring systems

Create a process to document our feedback

Keeping in mind how constructive feedback includes purpose, relationship building, and building capacity

Communicating what we are focusing on and feedback

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GRW

Our solution for giving constructive feedback is to have team leads to support with the follow through and then additional follow up done by leadership and team lead.

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Face to face and follow up to ensure teacher application.

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Cordova:

Planning out direct conversations and focusing on student work/evidence that allows for an evidence based constructive conversation.

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Limit the intiatives

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GAP

Finalize the inquiry/ELC walkthrough form.

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GRW

Our next steps for Monitoring & Feedback is to support peer to peer observations within the grade level and vertical alignment, Team Leads school wide walkthroughs with specific NIET standard focus, coaching cycles aligned to feedback.

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Constructive feedback with the tool or support to make it happen

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APA

System needed to monitor all programs / areas of focus, clear way to capture the cycle of monitoring, inspecting, providing feedback / PD, etc.

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CGP - During breeze throughs will determine focus areas (classrooms) for upcoming week's extended classroom visits while maintaining coach/principal visits that are shorter.

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Valencia

Feedback is not enough, follow up needs to be tightened up on our campus. Teachers are provided reinforcement and refinements however the follow up of the refinements is not always addressed consistently. Building in time during teacher's weekly coaching meetings will ensure follow up is occurring.

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SVE

*Consistency with district team assigned so relationships with staff can be built

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Madrid

Having a consistent schedule that does not get disrupted (calendar out with the leadership team and teachers) to define a focus and give feedback "right there" - One covers the class so feedback can be given.

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Cordova:

Archiving components of CTMs and planned lessons to utilize from year to year.

Support peer observations within our school.

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Collaborate with other sites in order to provide targeted/differentiated pd (sharing human capital) based on trends from walkthroughs and feedback

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GRE

Consistently conduct learning walks to provide feedback and determine next steps for coaching cycles/PD

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SVW

system

Support team lists of what we're monitoring

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BES

Refine our system to include the scheduling of the walkthrough, attending the PLC and follow up - how is it impacting student learning?

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Valencia

Building in time to discuss actionable steps for the implementation of instructional strategies

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SVW

Modeling each step of how the CT's look like (to show what it looks like and sounds like)

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CGP - realign our 5th and 6th CT to support Math/ELA. Designate a CT for Q2 to support with strategies around what strategies will we use if students don't learn it.

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-Rotate facilitator roles within CTM's.

-Rotate content focus within CTM's

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SVE

*Whole day structured team planning every quarter

*Time allotments for each agenda item

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CAT

Have teachers make a copy of the Unwrapped Documents and adjust to their needs.

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GRE

Develop precision within the collaborative teams by incorporating more student work analysis.

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Training on roadmap planning process by grade level. (All staff need the training)

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GRW

During PLCs shifting the focus to have more an instructional conversations: What strategies are we using to support student learning? Having teachers bring instructional strategies to teach their peers and model how they will teach it in class (learn from one another).

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grade level band team leads

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Madrid

*Provide a model of an effective team meeting so teams can see how a team is able to collaborate on all 4 questions effectively.

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GAP

Identify a Lead at each grade level.

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Cordova:

SLT can be used as a PD opportunity where teacher leaders can bring something specifically back to review and practice with their teams.

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BES

Reevaluate allocation of ERWs and/or how teacher days are being utilized

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CAT

1) Training for our upper grade teachers to help those students who do not know how to read (basic foundational reading skills).

2) Morphology implemented across all grade levels

3) More read alouds happening in the classrooms to teach vocabulary, etc.

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GRE

Create opportunities for ELA teachers to collaborate on systems, strategies and how to structure literacy blocks.

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SVE

*Focus on 1 thing for professional learning for teachers on literacy block/science of reading

*TRAINING!

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SVW

explore SVW tights for all content areas and decide

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CGP - Classroom visits and feedback.

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APA

Create a Science of Reading structure for preschool

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GAP

Continue to develop the IB PLC graphic organizer for inquiry discussions.

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Madrid

*Messaging to staff and holding them accountable - MORE STUDENTS IN TEXT K-8

*Provide the opportunity for team check-ins to focus on reading data and progress to ensure students are being taught at their instructional level.

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APA

Need to come up with a preschool-wide phonics routine / teaching protocol, etc…

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GRW

Be strategic about where and when we can level students for Fundations. Put in a system of how teachers can share students data with one another. Support teachers with understanding a student's reading needs and next steps for intervention.

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More structure in our reading block…

Also…SFA is the way…

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GAP

Train on progress monitoring and reports purpose/application.

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Valencia

Create a Literacy Block "Audit"

Teachers are spending too much time in "foundational skills world" and not allowing time to ensure application.

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GAP

Use PD/site time to allow teams to complete quarterly planning with pacing guides, IB learning experiences, and collaboration with special areas for transdisciplinary units.

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Cordova:

Students are held accountable for skills learned throughout different content areas and disciplines.

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GAP

Complete the crosswalk of NIET and IB standards and practices.

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Meet with teams to revisit the Master Schedule. Is every component of the structured literacy block included?--name every minute!

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GAP

Host parent events to share Spalding strategies to practice at home.

Have teachers observe other teachers for needed instructional practices.

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BES

Revisit the literacy block to provide more opportunities for application of phonics skills learned and to increase fluency

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CGP - Effective Lesson cycle is a part of a full lesson, but want to focus on delivering full lessons that include the effective lesson cycle/chunking. Strategy #1 - stay in classrooms for longer periods of time to see more than one portion of the lesson cycle/lesson plan delivery. Strategy #2 Create lesson plan exemplars.

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More training and better system for RTA/PD

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GRW

During our PLC and on their agenda refine the guided questions: How do we know if they get it "during" the lesson (real time assessment)? What do we do "during" the lesson when they don't get it?

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Valencia

Providing PD on how to understand how to utilize the NIET rubric when planning for instruction to move over in domains. We also need to support teacher in understanding that ELC happens several times through a lesson.

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CAT

1) Bringing back ELC and NIET at every staff meeting and SLT meeting.

2) Peer Observations of NIET look fors

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APA

Crosswalk with ELC/NIET/CLASS & Creative Curriculum

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Madrid

*Continued Training on NIET and Effective Lessons. Continued feedback that focuses on components of NIET and Effective Lesson Cycle.

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SVE

*Ongoing professional learning for both NIET and ELC

*Provide more structured team planning during ERW

*Video catalog of models for standards, especially for hard to chunk subjects

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More PD on the Effective Lesson Cycle and NIET.

Schools choose the teachers focus on NIET

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Cordova:

Provide time for the SLT to specifically review modeling/think-alouds. Giving teams time to specifically plan a modeling lesson and provide opportunities for the leadership team to observe these lessons and provide feedback.

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GRE

Continue to give specific feedback related to using the effective lesson cycle, specifically to improve teacher modeling.

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BES

PD for our teachers aligned to NIET and effective lesson cycle

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SVW

next steps to inform instruction

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SVW

tights

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Agenda

tights

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SVW

system for document for quarterly pacing

easily accessible system

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APA

Review site pacing guide with a site committee, addressing current needs

Separate pacing guide for DPS, 3 YO and 4YO

Provide training on using the guides.

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*Aligned cut points for all assessments throughout the year.

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Valencia

Valencia has students transitioning and enrolling students consistently throughout the year. Teachers are struggling to follow the pacing guides. Need to create a process that focuses on backwards planning and planning 3 weeks out, this will keep their focus with the end in mind.

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GRW

Our teachers use the pacing guides but struggle when to do find the "wiggle room" to do spiral review or embed instruction upcoming standards. We are going to place this question in our weekly PLC agendas so there is a tight plan of when and how this is happening. "How do you (teachers) embed standards that students didn't master into upcoming standards instruction?"