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The first is grade appropriate assignments:

Grade appropriate text was present, but depth of assignment was lacking.

Standards are addressed, but not at the depth that was appropriate for the grade level

Students are meeting the demands of the assignment, but not the standard

Strong Instruction
- around 5% of the tasks integrate standards and build comprehension
- teachers have a vision for strong instruction but ended up defaulting to a more skill based approach
Deep Engagement
- Connected around the questioning teachers are asking and the tasks
Teachers' High Expectations
- Teachers have a vision for high expectations, but there is a disconnect in execution
- Students are meeting the expectations of the assignments, but the assignments are not meeting the first resources
- High expectations when it comes to behavior, but there is also an instructional side, and if teachers don't believe students can access it they won't reach to that level.
- noticed language of "all students" less present in academic reflections

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1- Our texts were on grade level and appropriately complex
2- Students were engaged highly, but in work that was not to the rigor of the grade level standards
3- Students were not doing most of the work/thinking

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Grow: Shift ownership to all kids

Grow: How do we encourage teachers to disperse the thinking?

Grow: How do we get this honest feedback from teachers more often?

Question: Is the data around grade level assignments accurate for BC with AF math being implemented?

- Glow: Rigorous Texts-

Highlight: Relevance is missing from students and teachers-

Grow: 5% of assignments meeting TN standards-

Glow: Engagement is high, completion rates are high-

Highlight: We have a platform for increasing the rigor-

Takeaway: The standard shift was overwhelming, leading to over simplification of assignments.

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-       We know what the bar needs to be and we know how to scaffold, but we should focus on rigorous questions and how we round up to those rigorous questions

-       Students are mostly engaged, but the high expectation of students to do the heavy lifting was missing.

-       Many times, the depth of the standard isn’t reached – the text is on grade level, but the assignment is not fully addressing the mastery of the standard

-       A few students will do the heavy lifting, but many are not carrying the torch in instruction.

-       Standards-first approach will be “more attainable” for students

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Our group highlighting the AND of core action 2 that links both the understanding of standard AND the deeper level of comprehension of the text

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Our group highlighting the AND of core action 2 that links both the understanding of standard AND the deeper level of comprehension of the text

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1 What work can we do with teachers around mindset to set high expectations for all students?

2 In what ways can we visualize the results of all four resources outlined in the Opportunity Myth?

3 What does an ideal lesson look like from start to finish?

4 What shifts do we need to make in regards to intellectual prep for ELA planning? How do we support our ELA teachers in IPP's with the IPG?

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1. How do we build teacher knowledge base and make these shifts a sustainable and manageable change?
2. How do we shift teacher mindsets and uncover and push on hidden bias to change the mentality that "our kids are different. our kids can't."

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- The four resources are extra important for those who start behind, but we've missed the mark on some of them.  What can we do to make that right? (we know, we just need to do it)
- Teacher mindset - we might know what to do, but could continue to miss the mark if mindsets don't shift
- Role assessment plays in this?
- What can teachers do to implement this on a day to day lesson level?

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How is ratio measured and how is relevance determined within the observations and the IPG

- Can we see the data collected on math/ELA for our specific campus?

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1. Grounding in Text Driven Questions rather than Skill First
2. Develop deep understanding of text & world we live in (the four resources are the how)
3. Onus of work on students to give them the opportunity to practice /develop themselves as critical readers, thinkers, and writers. Let them productively struggle.

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Focuses on all students, so the cognitive lift will require interaction with all students every day.

Teachers who engage in complex text will transfer that knowledge over to high expectations and student performance.

Cross-collaboration across grades and content levels!

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- In the first sentence of the vision is complex, grade level text
- Remembering task!

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By developing high performing teachers year after year - we create the environment to close the opportunity gap. Given where our students start - a single ineffective ELA teacher in middle school can undo any progress we've made.