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Professional developments designed to strengthen Educators use of data to drive instructional planning (i.e. RTI Plans)

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We have a systemic process for student goals and portfolios

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Personalized Learning Model
Teachers deliver core content instruction.
Students take standards aligned pre-assessment.
Use assessment to determine entry point.
Choose learning and practice activities to achieve mastery (small group instruction, videos, games, texts etc.
Reflect on progress and use formative assessments to move on when ready.
Take post assessments and move on or access additional supports.

Balance grade level standards aligned instruction and enrichment with explicit foundational skills instruction and intervention.

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We have a data driven plan that focuses on student success and areas of difficulty.  When those areas are identified the teachers develop intervention plans to address the areas of need.

We ensure that all classrooms are standards driven and teach to the standards.

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We use Exact Path and Imagine Learning to  Progress Monitor.
We also look at Student Finished Product during TBTs for alignment towards mastery of standards

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This is also an area of refinement: Working to ensure scholars are exposed to rigorous and standards-aligned learning experiences

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We have robotics
We use virtual manipulatives

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We do not have a specific program to address Stem proficiency.  We do have several computer carts and a computer lab that are available to classrooms to allow for tech use.

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We have a STEAM Lab.
We have had PDs on how to use the technology we have.

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We have a computer lab and the Reading Intervention teacher works out of the lab with students

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Area of Growth: Middle School Scholars have the opportunity to partake in STEM and Robotics. However, we need to increase engagement in more authentic STEM experiences and technology beyond “State Testing”

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We have technology.
We have a Science Fair.

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Math Exemplars- students explore multiple ways to solve a problem. Use rubric to self assess process.

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AAP aligns with what students and teachers should be doing.

Teachers are creating lessons that are teacher directed and not student directed.

Lessons are paper/pencil.

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We have a middle grade science fair

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Nothing here

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This is an area where we need improvement.  Lack of student confidence is most evident during high-stakes assessment where students are clearly stressed.

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DOK level 1 or 2 questions.

Systems are identified but we need to have the rigor increased and more student centered.

Teachers need to shift the responsibilities towards students.

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We have a science fair each year for the entire building.
We compete in the Great Lakes Science Center STEM event yearly

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Area of Growth: Scholars have expressed the need for lessons that are more engaging. With the scholars voice and need to increase rigor, engagement is an area where we look to empower our educators and their levels of comfort with technology to in turn increase the scholars level of engagement and exposure.

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Student choice in path and pace of learning and how to demonstrate new learning. This is going well in primary grades, not yet in secondary.

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Depends on the teacher or grade level.
Systems are in place but more of in compliance for student-teacher collab.

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Our middle school utilizes problem solving and higher-level thinking skills. We need to work on this area for grades 4-5.

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Building student agency by giving students control over their own learning, making space for self reflection. Students building confidence in their ability to set and achieve a goal. Happening in primary.

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We have a two ipad carts and they are generally used by the same teachers. The ones that use them are seeing great with involving the students in technology based learning. We have some teachers that are a bit reserved and depend on textbooks and traditional activities for student engagement.

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This is an area where we need significant improvements. We need to train teachers on how to implement student collaborative opportunities.

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Teachers have procedures for students to acknowledge they need support.

Students are surveyed about what they would like to see in the school.

Written form or charted not virtual

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There is still a lot of direct instruction taking place.

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Nothing here.

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Depends on topic or event.
No virtual conferencing with the students

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Scholars have an opposition to openly express their needs and ideas through discussions with the administration and student council. We hope to increase student involvement through student-led forums.

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Students collaborating on learning and practice activities within the personalized learning classroom. Happening in primary, not yet in middle school.

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Some classrooms are allowing students to learn through problem solving, but others like to keep instruction very teacher driven.

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We have technology and we have had some professional development for teachers, not seeing it applied yet. No explicit learning for students yet.

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It depends on the grade level and the classroom if students are encouraged to collaborate with others. Our Science classrooms provides several opportunities for students to collaborate.

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Some of our teachers are doing this well. We need to engage our lower teachers to push more.
The Gifted and Talented classes are doing this better than the others.

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We have Ambassadors that are very confident in themselves. We need to get the rest of the students to get a bit more confident with the technology piece. This is mostly because they have limited access to technology presentations.

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None

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The level of confidence is inconsistent. Our student leaders are visible and are invested in the community.