CIL Quarter 3 Collaborative Document by

Pedagogical practices- perception this is one more thing

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Need to make connections.

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First years of implementation. Training is done separately for administrators and teachers.

Integrate HQIP practices in secondary math. Show connectivity of HQIP Practices with Secondary Math Design team. (HQIP is not grade-band specific)

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Focus for implementation is not clear for administrators.

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Share connections with the HQ Secondary Math Design Team.

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HQIP vs Secondary Math- they can have common practices

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Help leaders support teachers in their understanding that this is Excellent Instruction for ALL students

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Administrators do not see the educator's training before it occurs so administrators go into trainings without knowing expectations.

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During calibrating LWT with leaders, make the connections and discuss with the leader.

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Making connections back to FC, classroom observations, and LWT. Helping admin understand their role and the right questions to ask when providing guidance.

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Do all students have access to HQIP? Do all students have teachers communicate success criteria, and if not, find ways to unpack MTSS (Tier 1 Core Instruction), and intentional connections with HQIP.

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Create student centered learning environment - by sharing HQIP practices with all grade levels and subject areas

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During LWT training, dissect the indicators with leaders and ask what this looks like in the classroom that embeds HQIP, and weave it together.

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Follow-up with leaders and support with drilling down the their school data to develop an ongoing progress monitoring plan.

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Intentional connections between what educators are presented with what leaders training presents.

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Honor what the coachee request but bring forward a focus on the HQIP and pose a question related to the HQIP initiatives

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All Americas ETs were introduced to HQIPs/SMPs/MTPs in the 1st Trimester PL and collaborated to create lessons that integrated technology and aligned the tasks/teacher-student actions to HQIPs as well as MTPs/SMPs. They had the opportunity to intentionally plan with HQIPs at the forefront of their mind when planning.

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Doing instructional rounds specifically looking for the implementation of the HQIP

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Routine meetings that focus on action items within their plans. Rich discussions that involve data and progress monitoring. Being their partner and support to ensure that they implement plan.

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Move leaders away from mere compliance. Help leaders understand how HQIP is organically aligned with good daily practices.

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Ask coaching questions related to their We CAN Plan

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Continue to reference language and use language of HQIPs when collaborating with leaders.

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Use the HQIP one-pager, ask the admin questions such as, what if anything is a challenge?

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Make connections: Connect HQIP and Secondary Math, LWT, and FCOT with MTSS (Component and Principles/Practices) - Create the opportunity for leaders to make connections.

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We need to educate ourselves pertaining to the HQIP process before I can coach others. First year should be an implementation learning year before coaching begins the second year.

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PK-12 systematic approach

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Providing the one-page resource and then following-up with a brief reflection.

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Provide clarification on We Can Plan.

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There's no connection between the plans from quarter to quarter. We're thinking about how we can progress monitor and purposely connect the plans.

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