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Additional Supports Needed:
#6: Difficult for Math teachers without modeling/texts to use in class. Samples across grade levels/courses would be beneficial. How are we defining a wide variety or texts?
#2: Expectations of quantity in different subject areas should change to reflect curriculum/purpose.

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We are focusing mainly on #8 differentiating instruction. The other 9 are elements that we cover well.

WICOR is 2-6 which are required in every lesson.

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What do you mean by organization? Organization of class materials should more of a indirect learning moment where in HS students should already be able to have a basic grasp of it and we should not have to specifically target this unless we are in an AVID class. Other types of organization like a graphic organizer is different.

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We are in agreement that making sure the content is relevant to our learners is crucial. That is a key element of student engagement. Active learning rather than passive is another requirement of core. 21st century skills are

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We are in agreement that making sure the content is relevant to our learners is crucial. That is a key element of student engagement. Active learning rather than passive is another requirement of core. 21st century skills

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We are in agreement that making sure the content is relevant to our learners is crucial. That is a key element of student engagement. Active learning rather than passive is another requirement of core. 21st century skills

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We are in agreement that making sure the content is relevant to our learners is crucial. That is a key element of student engagement. Active learning rather than passive is another requirement of core. 21st century

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We are in agreement that making sure the content is relevant to our learners is crucial. That is a key element of student engagement. Active learning rather than passive is another requirement of core. 21st centru

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We are in agreement that making sure the content is relevant to our learners is crucial. That is a key element of student engagement. Active learning rather than passive is another requirement of core.

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We are in agreement that making sure the content is relevant to our learners is crucial. That is a key element of student engagement. Active learning

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Writing needs to be renewed as a focus

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- Organization skills for lower grades
-Wide variety of text are needed to achieve this

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- Writing: We do not feel there is enough time to do writing to fidelity to where is an well crafted essay. Still working on sentence structure and grammar.
- Inquiry and Question - Trying help students move beyond the basic and feel confident to increase to the complex.
- Collaboration and Academic Discourse - They are exposed and growing to be better at it! Learning how to function in an academic group and problem solve.
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Aligning instruction to NC Standard Course of Study is imperative - this is what we have been charged with. I think the next step is to make sure our assessments are also aligned to the NCSCoS. Formative assessments are crucial to making sure our students are learning.

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Writing requirement should be quality over quantity.  We are required to collect multiple writing samples but what is done with them.
Make sure texts required are current and relatable to students.

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1. How to utilize a a wide variety of texts in a math classroom? Reading is necessary, however math has very specifics text.
2. What context should organization should be implemented? Organization is very broad and vague to how it should be applied.
3. Is there an order of importance? Is No. 1 more important than No. 10?

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Re # 6  We feel that we have limited access to a variety of Text and curriculum text options in part due to limited state funding.
Wide-variety that element vague.
RE:L #3 & 5 Students study skills improvement is am important instructional objective.

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1. It's a struggle sometimes for different content areas to relate to all of these items. We may have more differentiation, different levels of real world applications, etc than other content areas...
2. Increasingly complex thought processes stuck out to the arts due to problem solving and critical thinking skills needed in the art making process.
3. A safe, responsible and respectful environment should be a given (common sense.... but who knows!)

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In a perfect world, we would love to see all of these but sometimes based on who we have in our classes we have to pick and choose

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a. We are working together in a team environment to accomplish the goals.
b. Differentiation by teaching style supports the main concepts.  We celebrate what makes each instructor unique.
c. We can only provide feedback and analyze data from work that is submitted by the student.

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1. Why are we forcing certain classes to go outside of their curriculum in order to achieve the county's vision? Why not just do a better job in the appropriate classes?
2. What is real world application? Vague wording.

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1.) Define responsible environment.
2.) Clarify reading and engagement in hands-on classes such as Art and Science. Not all reading is text. i.e. graphs and charts. Maybe it should say "writing within the curriculum" instead of "writing across the curriculum".
3.) Like the collaboration and discourse part.  Need time to do it.
4.) Love the organizational and study skills part. What does this look like?

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Realizing we all teach very different things and have to approach it from different standpoints. In every staff development, we are TOLD how to do these things but differentiation is not practiced in the staff development.  Real world application is key to all of us.  Teaching students to function outside of school is our job.

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Southern Lee High School 2nd Block Group 1 (yellow

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Southern Lee High School 2nd Block Group 1 (yellow

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1. These are obvious things we should always be doing.
2. I like that the list is broad versus specific
3. Students struggle with number 5, organization and study skills. How do we teach that?
4. Noticed WICOR is used
5. Newsela can be used to provide students with a variety of texts to read at differentiated levels

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This is just another attempt to check a box and make ourselves feel good...application in the classroom is a different thing entirely.

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Glad to see real-world application since that can lead to buy in from students and teachers alike. Creating a respectful and responsible also puts responsibility for behavior back on the students where it belongs, but using these notions allows for a safe space for students.However, we are not magicians and lack of funding create struggles to make these things happen. In addition, one can not force students to value the items on this list, and thus the teachers will be admonished for the things that we ultimately can not control. The wording of "writing across the curriculum" and how it is implemented is vague, and all subjects can not be placed into the one-size-fits-all box. We are not allowed to be the professionals that we are instead we are being dictated to.

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It is essential to implement this process because every child needs assistance and support.

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- Are the elements written in order of priority?
- All of these elements / goals are hard to reach if you are not successful with 10. (A safe, respectful and responsible environment.)
- 1: Is it Common Core or NCSCOS? Why is it constantly changing? How can our students be proficient if it keeps changing?
6: Is this applicable in a student's day OR in each individual class? (Like math)
9: Connecting our content to their world is SO important - we have to show them why they should be in /our/ class.

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Study skills- focus on vocabulary. How can we incorporate this into instruction authentically?
Formative assessment- use these to form instruction. Not everything has to be graded.
Collaboration- How can we encourage group collaboration in a classroom without a lot of academic diversity?

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IAW U.S. Cadet Command Regulation CCR 145-2, continue to utilize four phases to learning ( Inquire, Gather, , Process, Reflection, ) as it relates to real world application of learning.

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We are working towards aligning ALL instruction with the NC Standard Course of Study while also making problem-solving relatable to real-life skills.

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Formative assessments used daily to drive instruction; differentiated instruction for every group served; real world application to increase understanding; collaboration across grade levels to ensure success from small group to whole group

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Differentiated Instruction to Respond to Student Needs: This is essential to meeting the many different levels of our students. In reading, we create contracts to differentiate classwork. Leveled readers are used based on student abilities. In math we use spiral review, implementing the Coach book and other materials as a review and remediation. Tutors help differentiate further, sometimes one-on-one, as needed.

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Formative and summative assessments are key. Formative assessment data is essential for monitoring student learning. Summative assessments of student learning can be used as a guide for evaluating teacher practices, efforts and activities.

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We feel like using a variety of texts in fiction and non fiction about a wide range of subjects helps expose our students to many interests. We also write across the curriculum to teach deeper understanding of the subjects and to learn writing skills.

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1 & 2-we do well
3-7-needs improvement
We use binders, agendas, notes
We use AR/Wonders
Yes, common assessments, quarterly tests

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Inquiry & questioning-bring skills and learning to real world application, relating professions to teaching
Engagement and reading-using a variety of texts, opportunities for students to discuss
How do we keep students engaged?

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Writing across curriculum-need a pacing guide to teach the basics
Real world application-need to supplement; learning does not just take place to do well on assessments, build life long learners

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Increase collaboration within our grade level and with 1st grade
Committed to aligning instruction with NCSCOS

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All are essential
Working to incorporate more writing into real life experiences

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Foundation of using the core time is to provide a safe envt
Reading & engagement-exposing students to a wide variety of texts to learn about student interests

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NCSCOS-taught aligning to standards
Writing-tied to standards taught
Differentiation-should happen within reg classroom' need more, relying less on Wonders baseline and using more leveled instruction
Collaboration-being respectful

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That's my job.  Reasonable expectations.

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That's my job.  Reasonable expectations.

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That's my job.
Reasonable expectations.
You should see something on that list at any time, but not necessarily all at the same time during a walk through.

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Collaboration can be very difficult with classes with multiple behavior issues

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Literacy and WICOR (AVID) address the majority of the elements.  If we teach with fidelity, our lesson plans will incorporate these components routinely.
Would like to incorporate more real world applications (some times a time issue).
If direct instruction is a favored approach, how do we balance it with more open-ended, inquiry instruction? Will direct instruction foster critical/higher-order thinking?

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Student struggle with organization and teachers struggle with keeping students organized and teaching the students how to study.

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- CTE & Art department does #9 real world application
- With our lesson plans, we align to the NC Standard course of study (#1) and ensure rigor in the classroom (#3)
- With the literacy folders and the  four writing samples, we are writing across the curriculum (#2)
- We have "academic discourse" and collaboration in our PLCs (#4)
- Through the AVID strategies and Jacket Sting, we encourage study skills and organization (#5)

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Let's all be on the same page

We should try to cultivate skills that will allow them to be better learners and workers

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Logical, inclusive, and broad for encompassing multiple discipline areas.

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We belive that these elements of instruction aid in the fidelity of the instruction of our students. Additionally, these are all ideal and optimal for the furthering of the next generation. IDEAL being the key word. This can be difficult in some courses due to time restrictions, however all teachers strive for these standard elements on a daily basis.