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I was able to collaborate with teachers more effectively and have a better understanding of what students are doing in the gen-ed setting.

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There was a lot of material to get through in each lesson so it was hard to stay on pace. Some lessons took two days.

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I was able to learn new skills from others

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I felt the reading and writing was well implemented with their learning of phonics, and writing mechanics. It increased all of their reading scores. It did a nice job starting off simple into more complex assignments. It gave the option for choice and partner work as well. -SP

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students were very engaged with the knowledge lessons. I really enjoyed having pausing point days to do some fun culminating activities that went along with the unit and celebrated their learning!

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Knowing what the teachers were focusing on in class, and I could incorporate those ideas in my room.

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My pacing improved throughout the year to get the lessons done in one day.

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Lesson planning and yes. Highlighting the teacher guide and knowing what specifically I was planning to teach was very helpful.

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I focused on my tier 1 instruction. It is so amazing to see all their growth.

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Learning new things - I learned about many of these topics right along with the students.

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Staying on pace and getting through lessons for mclass - there is a lot of prep for fun things we may not have time to get to.

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I felt the writing was developmentally appropriate and focused more on their mechanics at an appropriate rate.

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Knowing how much time to spend on each lesson and preparing the lessons - very time consuming!

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mclass, it was nice to get to work with students I normally wouldn't, and to see their growth.

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Making connections to what students already know. Answering questions that they wondered about and seeing growth in their knowledge. Making connections to previous Domains.

Skills - Definitely started slow to go fast but students made a lot of growth in letter sounds and have more automaticity with blending.

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More movement transitions and more student freedom with activities. Instead of class answers maybe letting them try answering certain things all by themselves.

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Keeping some of the not so exciting topics of informational texts engaging.

Mclass prep and keeping it engaging with a lot of repetition.

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I spend a lot of time prepping for the lessons and getting materials ready. Yes, it was worthwhile.

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Students were engaged in the lessons and stories. I love how CKLA breaks down each specific skill/concept in the lesson.

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Finding time to read through mclass lessons. Finding time to get the extra cards made that are not included.

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I would like to change how I organize for my tier 2 groups. Making sure I am all prepared and that the materials can be put back in order.

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I was very impressed with my students' writing this year. When the writing was broken up the way that it was, it was easier for them to chunk it into doable pieces.

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Mclass...there was a lot of materials to get ready for each lesson and at times it felt very dry and not as engaging and creative.

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Students seemed to get burnt out with boost.

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We were able to teach the lessons and go at our own pace at the beginning, but the pace picked up as the year went on. The kids were really engaged in the lessons and enjoyed them.

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Not always being able to hit the high points that the general education teachers were focusing on.

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I want to be able to teach all the units next year so I need to be able to adjust my lessons.

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In the beginning of the year it was very challenging to hold attention on the carpet during the whole group lessons. The lessons are very lengthy and it was a lot of sit time on the carpet. As the year went on we incorporated different breaks in the lessons and had students hold clay or other sensory tools in their hand to help them with focus and being able to sit longer on the carpet to listen.

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Scoring the assessments and writing takes a long time. It did give good insight as to what the student could do independently.

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Sometimes during the stories the students would get disengaged. I think having the questions spread out throughout the story really helped.

mClass was also sometimes disengaging for students in the group that were higher in a skill than others in the group.

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The pacing. I am looking forward to getting further in the curriculum next year.

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I had a hard time pacing all the activities with the reading, writing, and answering text - evidence questions. This being the first year I felt I had to get EVERYTHING done. Next year, I know material will come up again and again. My plan is to me more intensional with grading of standards and not pack so much into one class period.

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I would like to get better about conferencing with students about their writing.

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At the beginning, the most challenging part was fitting the daily lessons into the scheduled time and completing it all. Reading from the manual was a challenge at first as it wasn't something I was used to, but I saw the importance from it.

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Learning a new curriculum and understanding how to teach each lesson was rough in the beginning. There was a lot to prepare in advance.

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Reading through the manuals, finding the materials, etc. It was worthwhile in knowing the material, priority standards, and the objectives of the lesson.

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During my time with mClass interventions this year, I took the time to focus on the main skills that the activities were focused on and made an all encompassing learning target that students knew and used daily. It was SO worth it because when asked to reflect on whether they knew the target and met it was exciting for not just myself but for them and their confidence grew along with it.

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I spent a lot of time preparing the mClass lessons, and I do think that it was worthwhile.

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Yes - whole group lessons and Boost come to mind. Also I had to create many graphic organizers for the assessments because the writing piece was very long and involved.

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I want to take better notes so I can remembert what each grade level is working on. I would like to help the students out as much as possible in the gen. ed. setting.

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Planning and reading through the material so that I had some knowledge base to teach from. I knew nothing about Renaissance, Reformation, and Shakespeare.

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I find my students need lots of movement breaks during knowledge. I think having some "themed" breaks next year would be a fun way to keep them engaged.

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I think my students were engaged in many of the stories and lessons from CKLA. CKLA also offered the students a variety of challenges, opportunities for collaboration with their peers, and choice pertaining to assessments. I was also learning with my students!

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I wanted to get through everything, but it felt like with the time we had and the amount needed to get in was difficult.

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The students have learned so much and I've enjoyed the topics I've taught about. They have a deeper knowledge in a variety of topics through knowledge and the way skills and knowledge lined up let them apply skill work in their knowledge units.

It's been really cool to watch the students apply the sound patterns they're learning while reading different texts. The growth this year in reading has been astronomical.

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I spent a lot of time prepping the daily CKLA and mClass lessons ahead of time so I was familiar with what I was teaching, but I felt better each day doing that.

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Students got very tired of boost.

A lot of informational text students got tired of. Next year, as my pacing improved, I will try to mix up the ways we read it.

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Finding additional time to meet with students outside of whole group to do application of reading skills -- reading decodable texts. I wasn't able to do this until the last semester when I no longer had an MClass Intervention group. When I was with an intervention group, finding things for the students to do while I worked with a group -- putting them on Boost every day was monotonous. Although I provided them with other options, they needed guidance and support which I didn't always have in the classroom which caused interruptions within my interventions group.

Prep of MClass Materials at times. Although I liked the online tools, it wasn't always easy to get to them right away when it was small group intervention time.

Keeping up with the pacing in comparison to the rest of the district -- both Knowledge and Skills.

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I put a tone of focus on letter sounds and oral blending >chaining for skills and feel that helped them sooo much! In the knowledge I spent a decent amount of time building background knowledge and activating prior knowledge before the lessons. This really increased engagement and I made sure to refer back to our lesson I can statements where students were very clear what was expected of them and what they should be able to do.

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Learning about CKLA and mCLASS. I spent a lot of time collaborating with other classroom teachers and planning.

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I felt we spent a lot of time on reading and writing. Yes it was worth all the while. Their writing pieces are amazing. There are beginnings, middles, and endings. The CKLA did a great job at reintroducing topics so students could be reminded or learn the first time if they hadn't before. -SP

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Boost is not effective it seems for those that are at grade level. The activities seem too easy and proficient students get tired of doing it.

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I would like to find more time for those 1:1 moments where I can listen and have a. better understanding of what they sound like when they are reading, rather than having them imitating others in whole groups. I would like to see a different model for tier 2 & 3

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I am going to begin with the end in mind more when I am planning next year. I want to look at each assessment before I begin each unit next year.

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I would like to incorporate more of a small group structure for skills and for the independent kids in intervention time.

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Creating Google slides for each unit allowed me to know the content and move through the lessons more smoothly, it also helped me to be able to adjust to meet student needs.

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I kept a three ringed binder with notes for each unit or any graphic organizers that I made.

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Pacing was difficult for me. I felt that I was consistently trying to keep up with the pacing guide, but also worried that if we moved too quickly, my students would fall behind, because they didn't have enough background knowledge for many of the topics discussed.

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Student Growth while progress monitoring- Kasi

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Student Growth while progress monitoring- Kasi

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When progress monitoring, it was encouraging to see their growth and even knowing where to look that shows what exactly they missed in order to go back and review! :)

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I felt students lacked engagement in BOOST and in Mclass. Some of the knowledge units were less engaging than others as well.

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Now that I am more familiar with the curriculum - I want to plan in advance (spelling trees, mCLASS materials, lesson slides, etc.) I also want to change my teaching approach and allow time to make personal and real life connections.

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My independent intervention group was a challenge by the end of the year with so many kids not assigned to intervention groups. I felt like I was distracted from the group I was teaching to deal with behaviors of the kids not assigned to a group. I need to rethink how I am going to do this next year.

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I have noticed students engagement has gone down some toward the end of the year with the knowledge lessons and skills. They are showing interest in wanting to write more and do more project based learning with the topics of the lessons.

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How I taught the lesson improved so much through the year. Pacing, rewording/reorganizing, and also engagement strategies.

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The mCLASS lessons are repetitive (same activities, materials, games, concepts, etc.) I struggle to find new ways to keep the students actively engaged.

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Mclass interventions I don't feel like I have the time to do it adequately. Also,behavior issues with the kids I work with and keeping the others in class working and not talking. Problems with internet connection continually.

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Next year I will definitely look at the assessments before we begin teaching so I know where I need to focus the most important time on. Also, getting further ahead with the units.

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I spent a lot of time on vocabulary, which I learned later on...that was not necessary! I also spent a lot of time during my lessons just having discussions with students over the topics we were on. I think the discussions increased engagement and background knowledge.

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The readers are definitely engaging and interesting.

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Reading through the materials, slides, etc. Focusing on 'what had to be done' in order to fit as much as possible in during the time I had available. With this, sometimes pacing was behind in comparison to other buildings in the district.

Keeping students engaged - tried brain breaks, movement breaks (four corner ), turn and talk but it's hard to get them back and regulated after those activities.

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Finding more time to meet with students so I can see / hear their strengths and areas needing improvement in Skills. I felt a bit disconnected from some of them not working with them as much in small groups.

Writing - finding time for it, how to apply it more to daily lessons and expanding on it more.

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I would have to say some students weren't engaged in Boost, and after learning to look at and understanding the reports will help me in knowing who is struggling, not engaged, and/or the time they are spending on it.

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Next year, I would like to look ahead at all assessments and decide if we need to create any graphic organizers to help the students along with their testing. I would also like to incorporate small groups.

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I felt, overall, that my students were engaged for the Knowledge domains. The retained a lot of information and their vocabulary expanded and improved as well. They loved doing the pausing point activities.

I felt that the engagement for Skills lessons was a bit lacking especially for students who had already mastered some of the skills that we were repeating on a daily basis. The students really enjoyed teacher chaining, word chaining, and reading the decodable texts. I would prefer doing more of these activities over some of the activity pages that were in the daily lessons.

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Mclass interventions got repetitive for the students. Especially since it was the same groups of students, doing similar interventions each time! The engagement the last few months has definitely decreased.

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I feel the Language Studio component, which follows along with the CKLA Knowledge Units, lack in student writing. Because writing is one area that my students need to pass on the ELPA exam, I would like to find ways to incorporate more writing while supporting CKLA.