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Peer feedback ex:
- I feel like the claim wasn’t clear enough so I suggest editing it

- I liked the conclusion but I suggest your opinion for your since about a claim

Rubrics with checks and scores

Teacher feedback ex:

- This essay is full of details that explain how tech can be both positive and negative in our lives - your sentences…

- Your essay is very detailed. You provided great reasons why your tech has positive and negative...

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Peer review - does thesis intro include background info? Does it have a claim? Is it clear?

Comments/suggestions.feedback for…

“Ahmed should...Ahmed needed…”

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Andrea Kowalski
She has said that Impact Math is a “brilliant curriculum,” and
has set up an after-school study group on the math benchmark assessment data to coach other teachers in how to use this
math data to drive instruction

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several teachers struggled with the question of how their work in teams has explicitly changed their own practice. This reflects the developmental stage of inquiry and team work at the school

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In all classrooms visited, the teacher served as a gatekeeper of the information and questioning, with students participating in class discussions by responding to teacher generated questions and prompts...only low-level comprehension questions and contained no parts that pushed students toward higher-level thinking. There were missed opportunities for more rigorous and deeper questioning.

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There is inconsistent emphasis on rigorous academic tasks in lesson plans, especially with respect to differentiation for all learners. Some departments work together to plan, while others follow a basic outline that is not modified to meet all students’ needs.

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78% say they have opportunities to work productively with colleagues

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Teachers are using rubrics

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they lacked the independence needed to effectively complete the tasks that were assigned. Student interactions were often limited to the classroom teacher “dropping by” and providing direct teacher support, but most students were unable to support one another, engage in high-level discussions or collective problem-solving

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There were missed opportunities for all learners, including student subgroups, to take ownership of their learning.

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What are you teaching?

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pedagogy provides inconsistent instructional support, including the inconsistent use of questioning, discussion techniques and strategic entry points, and varied use of extensions

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44% of students from this school went on to attend Journey High School

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Framework elements have all decreased, as have survey element scores, over time

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39% of students agreed or strongly agreed that most students at their school treat each other with respect.

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Teacher-Teacher Trust score = 1.86 (-12% compared to borough avg, -11% compared to city avg)

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51% of students responded that, in most or all of their classes at their school, most students pay attention when they are supposed to.

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49% of teachers responded that a lot or all of the students in their classes provide constructive feedback to their peers/teachers.

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57% of students responded that, in most or all of their classes, their teachers notice if they have trouble learning something.

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55% of students responded that, in most or all of their classes they learned a lot from feedback

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64% graduated within 4 years

85% on track at the end of 9th grade

86% on track after 10th grade

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83% of teachers say that curriculum, instruction, and learning materials are well coordinated across different grade levels

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68% of teachers trust each other

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Chronically absent = 36% (City rate is 31%)

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Collaborative Teachers

75% say teachers work together to design instructional programs

80% say that teachers feel responsible that all students learn

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44% of students from this school went on to attend Journey High School

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** 94% pass rate in core classes

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33% met standards on ELA Test

City Rate is 41%

District Rate is 53%

Comparison Group Rate is 43%

36% met standards on Math Test

City Rate 33$

District Rate 45%

Comparison Group 38%

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Graduation

20 students dropped out

0% Regents with advanced designation

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Enrollment by Grade

8% 6th grade (35)

5% 7th grade  (25)

11% 8th grade (49)

22% 9th grade (102)

24% 10th grade (109)

16% 11th grade (75)

14% 12th grade (65)