Make time within our scheduled "extra recess"

Agenda needs to reflect both the gears and the PLC questions

Model at the SLT meeting how to reflect on how our current achievement relates to the SMART goals and reserve time in the PLC agendas to reflect on the data

Teachers come to the meeting with Questions 1&2 completed ready to work on collaborating of instructional strategies.

Include a routine/structure that supports equitable participation and holds all accountable for learning and participation

Feedback where the rubber meets the road. No agenda template; only criteria to be included

*Better Time Management

*Clarity around next steps and closure/followup

Rationale & Agenda Exemplar

differentiating agendas between CTM's and various meetings. The agenda template/format/criteria should match the purpose/outcome of the meeting.

*Time management-Guiding questions with time limits for each item

*Common understanding of the components or exemplars for different meetings

*Time at the end of the meeting to put the unaddressed items at the top of the next agenda.

*Provide PD opportunities to build capacity

*Task vs. Impact - Narrowing down what data points to focus on

Accountability for regularly scheduled data checks and using the data to impact instruction

Implement a timeline, make it clear when analysis happens

Model how to use the Data Protocol (using a teams data) in the SLT meeting.

*Timed sections on data protocol to make sure we get to ACTION

*Provide clarity on what data is most actionable

*Buy an intervention/extension program to provide support for teachers

*Continued support for teachers on how to most effectively use the data analysis protocol

Pull current data from DCFA #3 for identified targeted students and track to see if identified strategies for increasing targeted students achievement have been effective and determine next steps for instruction.

For an upcoming PLC/PD/CTM we will create data scenarios based on walkthrough observations and have teachers practice data analysis together and model the way to pull the "right" data and what are the most effective instructional next steps.

All teachers need to analyze at the student level with data other than Wonders Screener/Progress Monitoring tool

*Provide more training on how to assess their personal alignment based on data to know how to adjust.

* Provide adequate timing for supporting standards to be embedded - PD opportunity

Bring a committee together to review the unit map and quarterly pacing guides to ensure alignment to the assessment calendar - have teachers provide input after a year under their belt. This will allow for common professional development across the district

Use current data to make adjustments to pacing as necessary to address student need.

Have a team bring back their own Pacing Calendar to share with the SLTs as an example.

Discussing full quarter pacing during CTMs and adjusting the pacing to include aspects of using intervention time to work on prerequisite skills in addition to just reviewing.

*Quarterly team time to look at pacing guides for the upcoming quarter

*Time for teachers to look at the pacing guides at the end of the year and provide recommendations

*At the end of the year have a survey for refinement to the guides

Add this question to the CTM agenda.

How do teachers embed standards that students didn't master into upcoming standards instruction?

Using our coach to plan days/times for teachers to come and get support at a scheduled time for reviewing their data. This can help encourage these strong conversations while also helping our coach plan their schedule around knowing when they will be working with groups of teachers on this data.

Include time in our SLT for our team leaders to share their agendas prior to meeting with their teams.

*Modeling

*Coaching

*Support

*Expectations

*Affirm

Our teachers use the pacing guides but struggle when to do find the "wiggle room" to do spiral review or embed instruction upcoming standards. We are going to place this question in our weekly PLC agendas so there is a tight plan of when and how this is happening. "How do you (teachers) embed standards that students didn't master into upcoming standards instruction?"

Valencia has students transitioning and enrolling students consistently throughout the year. Teachers are struggling to follow the pacing guides. Need to create a process that focuses on backwards planning and planning 3 weeks out, this will keep their focus with the end in mind.

Review site pacing guide with a site committee, addressing current needs

Separate pacing guide for DPS, 3 YO and 4YO

Provide training on using the guides.

• system for document for quarterly pacing

• easily accessible system

  
  

• tights

• tights

• next steps to inform instruction

PD for our teachers aligned to NIET and effective lesson cycle

Continue to give specific feedback related to using the effective lesson cycle, specifically to improve teacher modeling.

Provide time for the SLT to specifically review modeling/think-alouds. Giving teams time to specifically plan a modeling lesson and provide opportunities for the leadership team to observe these lessons and provide feedback.

Schools choose the teachers focus on NIET

*Ongoing professional learning for both NIET and ELC

*Provide more structured team planning during ERW

*Video catalog of models for standards, especially for hard to chunk subjects

*Continued Training on NIET and Effective Lessons. Continued feedback that focuses on components of NIET and Effective Lesson Cycle.

Crosswalk with ELC/NIET/CLASS & Creative Curriculum

1) Bringing back ELC and NIET at every staff meeting and SLT meeting.

2) Peer Observations of NIET look fors

Providing PD on how to understand how to utilize the NIET rubric when planning for instruction to move over in domains. We also need to support teacher in understanding that ELC happens several times through a lesson.

During our PLC and on their agenda refine the guided questions: How do we know if they get it "during" the lesson (real time assessment)? What do we do "during" the lesson when they don't get it?

Revisit the literacy block to provide more opportunities for application of phonics skills learned and to increase fluency

Host parent events to share Spalding strategies to practice at home.

Have teachers observe other teachers for needed instructional practices.

Complete the crosswalk of NIET and IB standards and practices.

Students are held accountable for skills learned throughout different content areas and disciplines.

Use PD/site time to allow teams to complete quarterly planning with pacing guides, IB learning experiences, and collaboration with special areas for transdisciplinary units.

Create a Literacy Block "Audit"

Teachers are spending too much time in "foundational skills world" and not allowing time to ensure application.

Train on progress monitoring and reports purpose/application.

Also…SFA is the way…

Be strategic about where and when we can level students for Fundations. Put in a system of how teachers can share students data with one another. Support teachers with understanding a student's reading needs and next steps for intervention.

Need to come up with a preschool-wide phonics routine / teaching protocol, etc…

*Messaging to staff and holding them accountable - MORE STUDENTS IN TEXT K-8

*Provide the opportunity for team check-ins to focus on reading data and progress to ensure students are being taught at their instructional level.

Continue to develop the IB PLC graphic organizer for inquiry discussions.

Create a Science of Reading structure for preschool

• explore SVW tights for all content areas and decide

*Focus on 1 thing for professional learning for teachers on literacy block/science of reading

*TRAINING!

Create opportunities for ELA teachers to collaborate on systems, strategies and how to structure literacy blocks.

1) Training for our upper grade teachers to help those students who do not know how to read (basic foundational reading skills).

2) Morphology implemented across all grade levels

3) More read alouds happening in the classrooms to teach vocabulary, etc.

Reevaluate allocation of ERWs and/or how teacher days are being utilized

SLT can be used as a PD opportunity where teacher leaders can bring something specifically back to review and practice with their teams.

Identify a Lead at each grade level.

*Provide a model of an effective team meeting so teams can see how a team is able to collaborate on all 4 questions effectively.

During PLCs shifting the focus to have more an instructional conversations: What strategies are we using to support student learning? Having teachers bring instructional strategies to teach their peers and model how they will teach it in class (learn from one another).

Develop precision within the collaborative teams by incorporating more student work analysis.

Have teachers make a copy of the Unwrapped Documents and adjust to their needs.

*Whole day structured team planning every quarter

*Time allotments for each agenda item

-Rotate content focus within CTM's

• Modeling each step of how the CT's look like (to show what it looks like and sounds like)

Building in time to discuss actionable steps for the implementation of instructional strategies

Refine our system to include the scheduling of the walkthrough, attending the PLC and follow up - how is it impacting student learning?

• system

• Support team lists of what we're monitoring

Consistently conduct learning walks to provide feedback and determine next steps for coaching cycles/PD

Archiving components of CTMs and planned lessons to utilize from year to year.

Support peer observations within our school.

Having a consistent schedule that does not get disrupted (calendar out with the leadership team and teachers) to define a focus and give feedback "right there" - One covers the class so feedback can be given.

*Consistency with district team assigned so relationships with staff can be built

Feedback is not enough, follow up needs to be tightened up on our campus. Teachers are provided reinforcement and refinements however the follow up of the refinements is not always addressed consistently. Building in time during teacher's weekly coaching meetings will ensure follow up is occurring.

System needed to monitor all programs / areas of focus, clear way to capture the cycle of monitoring, inspecting, providing feedback / PD, etc.

Our next steps for Monitoring & Feedback is to support peer to peer observations within the grade level and vertical alignment, Team Leads school wide walkthroughs with specific NIET standard focus, coaching cycles aligned to feedback.

Finalize the inquiry/ELC walkthrough form.

Planning out direct conversations and focusing on student work/evidence that allows for an evidence based constructive conversation.

Our solution for giving constructive feedback is to have team leads to support with the follow through and then additional follow up done by leadership and team lead.

• refining monitoring systems

• Create a process to document our feedback

• Keeping in mind how constructive feedback includes purpose, relationship building, and building capacity

• Communicating what we are focusing on and feedback

  
  

  
  

Scheduling team learning walks to provide feedback ahead of time (uninterrupted). Identify trends and share celebrations and next steps.

Immediate feedback by covering classes in the moment rather than written feedback-- AND following up after to ensure implementation.

Share feedback from a strengths-based approach, share 1-2 opportunities for growth. Invite teacher to select which opportunity they will choose to focus on first. Schedule follow up visits to coach that focus, observe, and provide updated feedback.

This is where relationships play a huge role. Keep the focus on student learning and make it data-based and not personal. Providing clear expectations so the feedback aligns with the expectations and leaves the personal out of it. Follow up and provide face to face, in the moment when possible.

*Be authentic

*It's student centered

After giving feedback, follow through to see if adjustments are being made. Make sure to have the evidence when providing constructive feedback. TRUST

BEHAVIORS :)

-Track learning walk feedback data to continue reflecting/monitoring teacher practice on our current coaching logs

-Focus on student work based coaching - look at work to determine student need and focus conversations on the collected evidence

*Narrow the focus for constructive feedback

*Making time to get into classroom and give constructive and strengths-based feedback

*Monitor and support after the feedback

*Pairing constructive feedback with coaching and support

Constructive feedback is different for preschool, depends on program, state or federal “look-fors.” Instructional feedback is based on focus.

Need to determine how to “do it all” and be in compliance with state/federal / district expectations.

Providing opportunities for teachers and leadership to discuss and process the refinements that were given. Teachers may not understand exactly how to refine what was shared with them. Giving time to discuss will ensure clarity from both the teacher and the leadership providing the feedback. Asking how are you planning to or what strategies are you going to use to correct the refinements. A planned followup needs to be implemented.

We will schedule and hold each other accountable for regular classroom visits and feedback.

Consistent and frequent feedback that is constructive and strengths-based - working with the leadership team to develop a schedule and stick to it (with a school focus).

Effective Lesson Cycle/NIET

Action Steps:

*Utilizing NIET rubric when planning for instruction

*Providing clarity to teachers - ELC can and should occur throughout a single lesson

*Continue utilizing planning documents during lesson planning

Our team will continue the conversation on pacing and alignment guides for preschool. Training for teachers.

Continue to strengthen monitoring and feedback with building a system for in person feedback in a variety of areas.

• Tightening up agendas and pacing guides

• Tightening up monitoring and feedback and implementing systems

Scheduling team learning walks to provide feedback ahead of time (uninterrupted). Identify trends and share celebrations and next steps.

Immediate feedback by covering classes at the moment rather than written feedback-- AND following up after to ensure implementation.

Holding each other accountable - bring back each week in Leadership.

We will add monitoring and feedback data/next steps to our CTM agenda and empower out team leads to support the follow through. How are we going to level up? :-)

The leadership team is going to schedule consistent and frequent feedback and hold one another accountable for constructive feedback on a school focus.

*Bring the plus/delta structure to the SLP meeting discussing Collaborative Team Planning Time

April 9 and May 7 start evaluating and refining the tights at BES using the plus/delta process as a staff.......monitoring/feedback - the plan is to have monthly grade level assignments for each leadership member that includes scheduled walkthroughs, PLC attendance and scheduled follow-up

Our team will focus on monitoring and feedback. Our next step is to make sure we are providing and tracking specific feedback that includes celebrations and next steps. We will also create a 4DX goal and be each other's accountability partners.