LEARNING OBJECTIVE Learning Target Is Posted and Visible to Students

Samples of Feedback to Teachers using Instructional Norms in Progress Advisor (courtesy of Bella Vista School 2014-16)

Feedback was used to improve teacher proficiency inuse of effective teaching strategies as set forth in agreed upon Instructional Norms.

LEARNING OBJECTIVE • Learning target is posted and visible to students

FEEDBACK TO TEACHERS:

10/21/201409:22AM:Ididn'tseethe"Ican..."statementposted

12/04/201410:06AM:Thelearningtargetsarepostedinthesameplaceonthewhiteboardeachday.Thetargetsdrawnonthewhiteboardmakethemeasyto spot.

02/05/201509:43AM:ThelearningtargetisCLEARLYbasedonCCSSandsupportinganswerswith EVIDENCEfromthetext

02/13/201511:09AM:Hooray!InoticedyoudividedtheSmartBoardscreentokeeptheLearning Targetsupforstudentstoreferencethroughoutthelesson.

02/13/201511:15AM:Youweredevelopingthelearningtargetwithstudents--thisisverypowerful!Itensuresstudentsunderstandthegoalofthelessonandis moremeaningfulthanjustwritingthetargetontheboard.

03/19/201508:47AM:Youreviewedthelearningtargetwithstudentsandaskedquestionstoensurethatstudentsunderstoodthetarget

04/16/201508:08AM:YoureferredtotheLearningTargetduringthelesson:-)

04/20/201511:23AM:Studentsrecordtheessentialquestion intheirnotesorhaveaccessononlinetext.Inonegroup,thefacilitatorstartedthegroupbystating, let'sreviewtheessentialquestion--wow!

10/19/201509:18AM:Thetargetwasnotonlyposted,youwentoverthetargetbeforestarting instruction

02/29/201608:54AM:Studentshaveessentialquestionforlessonwritteninnotes

LEARNING OBJECTIVE • Students articulate the purpose of the lesson

10/28/201401:35PM:WhenItalkedtoastudent,shewasabletotellmetheLearningTargetsfortheday(eventhoughIonlyaskedaboutmath:-)Her responseswereallbasedontheLearningTarget(nottheactivityorthepagetheycompleted)indicatingshewaskeyedintothepurposeofeachlesson.

01/16/201510:09AM:Studentswerenotabletotellmethelearningtarget responseswere--"Wearedoingthis"(pointstopaper)and"Writingaboutthisstory"

04/16/201507:56AM:Youensuredstudentsunderstoodthelearningtarget.Explaininginferencewas importantasthatisanabstractskill!

09/17/201507:56AM:Thenextstepinusinglearningtargetsistostartthelessonbygoingoverthe targetwithstudentstoensuretheyunderstandthepurposeof thelesson.

12/01/201512:35PM:YouaskedastudenttoreadtheIcanstatementsandthenworkedtoestablish meaning.Soimportanttomakesurestudentsclearly understandthetargetandyoudidthateffectively.

CONCEPT DEVELOPMENT • Strategic, explicit, direct instruction by teacher

11/13/201411:31AM:Youeffectivelyprovidedirectinstructiontostudentsandthengivestudentstheopportunitytodotheworkandshowwhattheyknow. Effectivefeedback(timely,taskbased,specific)isatrademarkofyourinstruction.

12/04/201410:06AM:Duringthe30minutevisit,homeworkwascorrected,butnodirectinstruction occurred

12/04/201410:06AM:Whenstudentsarediscussingmathsolutions,usetheopportunitytodiscuss placevalueandbuildnumbersense.Forexample,when workingonsubtraction7,000-5451studentexplainedthesolutionascrossoutthezero,makeita9.Severalstudentsexplainedtheir solutioninthesame way--crossoutthe4andmakeita3.Youreinforcedthisideawhenworkingoutproblemsstatingcrossout thezeroandmakeita9.Iwouldaskthemto explainwhyanddiscusstheplacevaluesystemtobuildconceptualunderstandingversusprocedural skill.PartofCommonCoreislearningtheconceptsandreasoningalongwithefficiencywiththealgorithm.

08/26/201509:49AM:Concernedthatrecess/snackended10minutesprior,butinstructionhadnot resumed

10/01/201509:41AM:Youstoppedstudentsaftereachsteptoprovideinstructiononwriting: 1.TopicSentence 2.Detail 3.Elaboration

04/20/201609:45AM:StudentswerecontinuingthelessonIsawearlierintheweek.Youprovided directinstructiontoleadthemtothispoint.

TEACH FIRST then CHECK FOR UNDERSTANDING • Before releasing students to work, teacher requires all students indicate their understanding of the target skill and concept

10/28/201401:48PM:Yougaveexplicitinstructionsbeforereleasingstudentstowork.Checkingwith studentsafteryougivedirectionswillhelpyougaugetheir levelofunderstandingandavoidstudentscominguptoyouaskingquestionsduringthelesson.

12/09/201402:51PM:Youcheckedforunderstandingwith4students(randomlyselected)before releasingforindependentwork.Studiesshowthatif2/3students showunderstandingthatisagoodindicatorthat2/3ofyourclassunderstands(callingon2studentsor lessdoesnothavesamestatisticalsignificance,sogreat job)

01/26/201511:46AM:WhiteboardsandEducreationsontheiPadwereeffectivetoolsyouusedto checkindividualunderstanding

02/03/201511:49AM:DuringthetimeIobserved,youfilledouttheworkbookpagewithstudents,butIcouldn'ttellifstudentshadanunderstandingoriftheywere justcopyingfromthepageontheSmartBoard

11/16/201512:20PM:Allstudentswereexpectedtodrawtheirrepresentationof2/5,youcirculatedtocheckforunderstanding

04/20/201609:45AM:Thegraphicorganizersandpreviousclassdiscussionsallowedyoutoensurethatallstudentsunderstoodthetargetbeforetheybegan independentwriting.

TEACH FIRST then CHECK FOR UNDERSTANDING • CFU at 5-10 minute intervals

01/30/201511:11AM:Greatquestionstocheckforstudentunderstanding.Youaskedopenended questionsandaskedstudentstoexpandontheiranswersto determinetheirlevelofunderstanding.

04/20/201511:23AM:Youcheckedinwitheachgrouptodetermineunderstandingbeforemoving forwardwithnewlearning

10/01/201508:31AM:Youcirculatedconsistentlyandcheckedindividualwork.Youalsocalledonindividualsrandomlytoanswerquestions.

01/22/201601:05PM:Youaskedquestionsofgroupsthatwerepresenting

TEACH FIRST then CHECK FOR UNDERSTANDING • Random selection for student responses

12/01/201402:16PM:nonvolunteerswereselectedbytheteacher(not randomly selected)

12/07/201406:22PM:2respondentswereteacherselectedvolunteers,4respondentsblurtedout answers

01/15/201510:07AM:8 respondents were teacherselected

01/30/201508:59AM:Youconsistentlypulledstudentcardstoselectrespondentsanddidnotletthosewhoattemptedtoavoidrespondingoffthehook:-)

02/03/201511:49AM:Whengoingoverproblems,studentswhoknewtheanswercalledout.Itwasnotapparentwhetherallstudentsunderstoodtheconcept.

02/04/201509:50AM:Yougaveagoodamountofwaittimetoallowforallstudentstoprocess information,butselectingonlyvolunteersdoesnotholdthem accountableforusingthatthinktimetoconsideraresponse.Somemaybetuningoutiftheyknowtheywillnotbeexpectedtoanswerquestionsorcontributetothe conversation

04/20/201510:00AM:Youconsistentlycalledonstudentsrandomlyandgavethemtimetorespond.Greatjobkeepingthoseeagertoansweratbaytoallowthe studentanopportunitytorespond.

09/09/201511:08AM:Notonlydidyourandomlyselectstudents,youaskedstudentstoagree/disagreewithotherstudentsANDrephrasewhatthestudentsaidto ensuretheywerelistening.Inadditiontoreinforcingtheexpectationthattheylistentoeachother,rephrasingallowsforrepetitionwhichincreasesretention

10/14/201509:18AM:Youpulledpopsiclesticksandcalledonstudentstorephrasewhatother studentssaid. Comingbacktoastudentwhowasunabletorespondwasagoodstrategytoensuretheywereengaged

TEACH FIRST then CHECK FOR UNDERSTANDING • Circulate in the classroom

12/01/201402:30PM:Youremainedatthefrontoftheroom

12/07/201405:33PM:Inthebeginningoftheobservation,youremainedclosetothedeskasyoupresentedontheSmartBoard.Later,youcirculatedthroughout theclassroom.

01/29/201511:07AM:Youtendedtostayinthefrontoftheroom,movingupacoupleofrows,butdidnotcirculatethroughouttheroomtomonitorstudents

02/03/201511:49AM:Youcirculatedtoensurestudentscoloredinthebars.Forthemajorityofthelesson,youpresentedtotheSmartBoardfromthedesk.

03/11/201510:00AM:Inoticedthatwhenyoumaintainedeyecontact,orprovidedanonverbalcue,orrestedyourhandonastudent'sshoulder,theirofftask behaviorstopped.However,ifyoudidnotmakeeyecontactorprovideacue,theycontinuedofftask behaviorevenincloseproximity.

03/18/201509:37AM:Circulatinggaveyouimportantinformationyouusedtoadjustinstruction(one studentwasonthewrongpage).

10/16/201512:18PM:Youmovedtofront3rowsthosestudentsremainedfocusedonyou.Theback 2rowswereengagedinofftaskbehavior(4/6ofgroupswere talkingtopartner)

12/01/201512:35PM:Inoticedthatonestudentwasnotwritinganythingwhenyouaskedthemto writedownsomethingtheywonderedaboutfromthefirstpage UNTILyoucirculatedbyhisdesk,thenhepickedupthepencilandbeganwriting.Youalsoprompted3 otherstudentstowrite.Youensuredallstudentshad responded!

04/20/201611:55AM:Evenwhenstudentsareworkingindependently,circulatingthroughthe classroomisimportanttopreventmisbehavior.Ratherthansittingat thedesk,taketheopportunitytocirculatewiththeobjectiveofprovidingfeedback,monitoring academicandbehavioralperformancetoinformyourinstruction,or usingteacherproximitytopreventmisbehavior.

TEACH FIRST then CHECK FOR UNDERSTANDING • Students are actively engaged in defined task for a specific purpose

10/21/201409:22AM:Studentswritingonthewhiteboardwereactivelyengaged,butIcouldnot determineifotherstudentswereengaged.Suggestion:whilea studentisworkingtheproblemontheboard,otherstudentscouldbeworkingouttheproblemon individualwhiteboards.Afterthestudentupfrontanswersthe question,studentscouldholdupwhiteboardsandlookforagreement.Youwouldthenbegetting feedbackfromallstudentsandnotjusttheoneattheboard.

10/28/201401:35PM:studentswereusingmanipulativesandindividualwhiteboardstoengageinthe lesson

12/07/201405:33PM:GreattoseeyouusingClassDojososoonafterMyronshareditduring collaboration.Greatjobofadjustingthelessonbasedon feedbackyoureceivedfromstudents.Suggestion:remembertoexplicitlyteachnotonlytheskillyouareworkingon,butalsothebehaviorsyouexpect(isit okaytogetoutoftheseatduringpartnertalk,wheredomanipulativesbelong,whatshouldIbetalkingaboutwithmypartner).Askstudentstoexplainwhatthey aresupposetobedoingpriortopartnertalk.Whilemostofyourstudentswereengaged(5wereoff task),Ithinkthosestrategieswillhelptokeepallstudents engaged.

12/07/201406:00PM:Youusedclosereadingstrategiestoengagestudentsinthetaskanddirected themtociteevidencefromthetextintheanswer

01/29/201511:07AM:Youused"TalkMoves"inyourclasstoencouragediscussion.Specifically,you calledonstudentstorephrasewhatastudentsaid.This isagreatwaytoensurestudentsareengaged(andallowsyoutoseeiftheyarelisteningtoeachother).Suggestionfornexttime--whenastudentcannot rephrasewhatsomeonesaid,havethefirststudentrepeatitandcomebacktothestudentwhowas unabletorephraseaftertheyhearitagain.Theideaisto getthemtostartlisteningtoeachother.Inthebeginningyouwilloftenhavetoaskstudentstorepeat theirstatementssothatthestudentcanhearthe responseagain.Holdingthemaccountablewillpayoffintheendwhentheyrealizetheyneedtolisten notonlytotheteacher,buttothestudentsaswell.

01/30/201509:19AM:studentswereactivelyengaged--highlightingtextandparticipatinginclassdiscussion--respondinginwrittenform

01/30/201509:52AM:Youcirculatedmonitoringstudents,butthereweresomanystudentsofftaskthatyouwereunabletotraveltoeachgroupquicklyenoughto keepbehaviorsincheck.Youhavetotightenupbehaviorcontrolstokeepstudentsengaged(youdidaskonestudenttoremovehishatduringclass,but othershavehoodspulleddown,basketballsout-givingthemdistractions).Duringthelesson,studentsstatedthatanotherstudentwassingingthe"blacksong" Astudentwasbouncinga basketballonthe chairashewasmaking"beatbox"noises.Onestudentwas laughingloudly.2studentswerekickingeachotherunderthe desk.Severalstudentsweretalkingsocially.2studentswalkedbyotherspokingthemontheirwayto thebackoftheroom.Onegirlmovedtoadifferenttable dancingandbraidinganothergirl'shair.

02/23/201511:40AM:Youusedtalkmovestoengagestudents--askedstudentsiftheyagreed/disagreedANDwhy!Thisensuredthatstudentswerelisteningto eachotherandalsothattheywereabletoexplaintheirreasoning.Welldone.

03/05/201510:26AM:Youaskedastudenttorepeathimselfsoallstudentscouldhear.Thissmallact validatesthestudentandletsallstudentsknowthat whattheysayisimportantandtheyshouldbelisteningtoeachother.I'veseenevidenceofseveral"TalkMoves"utilizedinyourclass.Impressivediscoursein yourclassfor2ndgrade!

04/20/201511:23AM:Yourstudentshavedevelopedamazingcollaborativeskills.You'veworkedhard(andsohavethey)todevelopalearningenvironment whereallstudentsareengagedandheldaccountableforlearningwhileworkingincollaborativegroups.Thistakestime,planningandexplicitinstructionto carryouteffectively.Kudostoyouforputtingintheeffortittakestomakethislookeffortless!!!

05/07/201508:18AM:strategiesincludedvisualaids,partnertalk,talkmoves(studentsweregivensentencestemstoencourageclassroomdiscourse)

08/27/201510:09AM:Studentsappearedtobereading.Howwouldyoudeterminetheirengagement?Howwouldyoubeabletotellifastudentwasreadingorjust staringatthepage?

02/29/201609:31AM:YouwereimplementingstrategiesfromNeurosequentialModelinEducationtoengagestudents(clappingoutspellingwords) Studentsthenworkedcollaborativelytopreparepresentationsondifferentwritingtypes

ALIGNMENT OF GUIDED PRACTICE • All students produce grade level work

10/21/201409:48AM:Astudentwasaskedtoredohisworkwhenheproducedworkthatwasnotuptopar

10/28/201401:48PM:Yougavefeedbacktostudentsonyourgradelevelexpectations(sentencestructure,grammar,punctuation)

08/26/201510:59AM:Ididnotseeastandardforprimenumbers,yetalotoftimewasdesignatedto rimenumbersanddivisionpatterns.Usingthegradelevel curriculumformathwillhelpensurethatthecontentstandardsarebeingadheredto.

12/01/201512:00PM:Allstudentswereexpectedtoanswergradelevelcomprehensionquestions

ALIGNMENT OF INDEPENDENT PRACTICE • Independent work aligned with learning objective

10/01/201508:31AM:Youusedgradualreleaseofresponsibility--workingasawholegroup,thenguidedinstructionasyouprovidedsupporttoindividualstudents asyoucirculated.Thenstudentsmovedtoindependentwork.Youensuredthattheywereableto articulate thetaskbeforestudentsstartedworking.

12/04/201410:06AM:Tostartthelesson,youwentoverhomework.Becautiousofusingtoomuch instructionaltimetoreviewhomework.

ASSESSMENT/FEEDBACK • Regularly provides timely, specific feedback

10/21/201409:22AM:Youprovidedfeedbacktostudentsonthecorrectformationofthetensframe. Youaskedeffectivequestions("Howcanwefigureoutthis problem?";"Whatshouldwedo?";"Howwouldyousolvethisproblem?")toguidestudentsto understandtheproblem.Youremindedstudentsofthe5strategiesto solveproblems.Youalsoencouragedstudentstopersevere"Thisisahardone.Iwantyoutokeep thinking.Don'tgiveup."Yougavefeedbackonspecificactions Bradencouldtaketomakesenseofthemathproblem"Howcouldyoushowmethat4ofthesepencilsbelongedtoHaley?Couldyoulabelthemorshowmein somewaythatthosebelongtoHaley?"

10/28/201401:48PM:YougaveeffectivespecificfeedbackwhichweknowfromHattieandMarzano'sresearchissoimportant.Thefeedbackyougavewas timelyandfocusedonthetask.Examples:"Readyourworkandmakesureyouhavecapitalsatthe beginningofthesentence.""Youneedtotellmewhereyou gotthatinformation."

01/30/201510:20AM:youcirculatedtostudentsremindingthemtociteevidencefromthetext,readingtheirresponsesandgivingspecificfeedback.Youtold students"excellent,Ilikethatyousupportedyouranswerwithspecificevidencefromthetext".Thisismuchmoreeffectivethanjust"excellent"!

02/05/201510:15AM:Youaskedstudentstosharewhattheyunderlined--thefeedbackyougavewas"excellent","excellent,verygood".Thefeedbackyougave wasverytimely--occurringrightafterstudentscompletedtheclosereadingtask,butcouldbemorespecific.Whywas whattheyunderlined"excellent"?

03/17/201501:12PM:WhenIdroppedin,youwereprovidingfeedbacktostudentsonwriting(what'smissinghere?whatdoyouneedinthissentence?...)

11/16/201512:20PM:Somefeedbackwasspecific(e.g."Youaresupposetobedrawingadiagramto describethissituation"),butseveralstatementstostudents werenon-specific:"excellent","nice","yougotit?nice","nicejobEthan","goodjobJames","goodjobfellows"

02/29/201609:44AM:Yougavefeedbackthatencouragedgrowthmindset--praisefor"stickingwithit"

02/29/201612:11PM:Youweregivingspecificfeedbacktostudentsonhowtoimprovetheirreport

ASSESSMENT/FEEDBACK • Determine areas for re-teaching

12/07/201405:33PM:Youusedfeedbackfromstudentstodriveyourinstruction.Whenyoufelt additionaldirectinstructionwasneeded,youstoppedthelesson andpulledstudentsintothecarpet.Thisisveryeffective!

12/07/201405:41PM:Aftergettingfeedbackfromstudentswhenyoucirculatedandlookedattheir papers,youspecificallycalled3studentstoattendtothe problemandprovidedadditionalinstruction

02/03/201511:17AM:Wetalkedearlierandyouletmeknowyouextendedtimeonfractionstoallowforreteaching(usingstudentdatatodrive instruction--formativeassessmentatitsbest!)

08/26/201510:59AM:YoustatedthatyouwereusingMinute6mathtoinforminstruction.Itwashardformetodetermineiftheminute6wouldbeusefulto determine re-teachingasitdidnotappearalignedtotargets.

11/16/201512:20PM:somestudentsstruggledonproblem1/4dividedby2.Youcirculatedtoreteach.

ASSESSMENT/FEEDBACK • Assessment aligned to Content Standards

11/04/201410:46AM:Attheendofthelesson,youwrappedupbyaskingeachstudenttostate whethereachstatementwasafact/opinionandwentfurtherby askingstudentstoexplainwhytheychoseopinion/fact.Thisquickassessmentgaveaclearpictureof theirunderstanding.

01/30/201509:19AM:youwereabletoassessstudentlearningwhenyoucirculatedasstudentscompletedtasksindependentlyaftergroupdiscussion

04/16/201508:31AM:StudentswerealltakinganassessmentfromTreasurescurriculum-alignedtostandards

CAPTURING KIDS’ HEARTS • Social contract posted

12/07/201405:18PM:Youreferredbacktothesocialcontracttoremindstudentsoftheexpected behavior"WhenI'mspeakingyou'relistening.That'spartofour contract."

08/26/201510:14AM:Socialcontractwasprominentlyposted

10/01/201510:15AM:YoureferredtotheSocialContractwhenanissuecameupatPE.Yourealized theimportanceoftakingtimetodealwiththeissueandteach studentsimportantsocialskills.

10/01/201510:25AM:Inadditiontohavingthecontractposted,youreferredtothecontractwhen relatingexpectationthatstudentspersevereandputeffortinto work.

CAPTURING KIDS’ HEARTS • 4 questions for misbehavior utilized

10/28/201401:48PM:Toaddressmisbehavioryouusedthefollowing:

"colordown"

"---youcantcolorupuntilyouaredoingwhatyouaresupposetobedoing"

"---needstoquittalking"

"--scootyourdeskupsoyouarenotbugging-----"

Callingoutstudent'sname

12/07/201406:22PM:Thefourquestionsarepostedinyourclassroom.Anopportunityfortheirusedidnotariseduringtheobservation

12/15/201411:50AM:strategiesused:"shhhhh" used 3 times; 4questions:used one time

01/26/201511:56AM:colordownutilized questionsutilizedwithonestudent(remembertotimeouttheentireclassandremindthemof responsibilitytofollowsocialcontractandselfmonitorpriortousing questionswithanindividual)

02/04/201509:36AM:Rememberthatifstudentsarenotfollowingdirectionstostopthewholeclass withatimeoutandrefertosocialcontractandtheir responsibilitytocheckeachothertomaintainalearningenvironment.

10/14/201509:18AM:You asked, “Whatareyoudoing? Whatareyousupposetobedoing?” The student responded"Idon'tknow” Youinformedstudentofwhattheyshouldbedoingandthenmovedon Makesuretogothroughall4questionsandexpectstudentstorespond

CAPTURING KIDS’ HEARTS • “Good Things”

10/28/201401:48PM:Evidenceof"GoodThings"waspostedonthewhiteboard

12/04/201410:06AM:Perfecttiming--YouusedGoodThingstostartthedayanditlastedfor3minutes

02/05/201509:31AM:Yay!IseeGoodThingsonyourdailyschedule:-)

10/19/201508:18AM:Perfect-greatwaytostarttheday.Youkeptitbrief,yetrespondedtostudentsandensuredtheyfeltlistenedtousingSOLERtechniques

02/29/201609:31AM:IlikehowyoutimeGoodThingsandstudentsareresponsibleforkeepingsharingbrieftoallowtimeforeveryoneduringtheweek

CAPTURING KIDS’ HEARTS • Students greeted upon arrival

10/01/201510:37AM:Youmetstudentsatthedoorwelcomingthemintoyourroom.

CAPTURING KIDS’ HEARTS • “Time out” signal to gain class’ attention

10/28/201401:35PM:Strategiesused: "Givemeyoureyesandearsifyouhearmyvoice"

10/28/201401:48PM:Youaddressedindividualstudentswhowereofftask

12/01/201402:16PM:Youusedtimeouttogainclass'attentiontocallattentiontostudentswhowereshowingdesiredbehaviorsinpartnerreading

12/04/201410:06AM:Youusedthetimeoutsignalconsistentlytogaintheattentionoftheclass.

02/11/201509:26AM:Wow!!!Yourstudentsrespondedimmediatelytotimeout--impressive!

08/26/201510:59AM:YouusedTimeOuttogatheryourstudent'sattention.Yougavespecific feedbacktostudentsonhowtorespondtoatimeout,referencing thesocialcontract

10/05/201510:18AM:Studentsweretalkingoverothers,makingitdifficulttohearthelesson.This wouldbeanopportunetimetocallatimeoutandcallattention tothesocialcontract.

10/16/201508:55AM:Perfecttimeout.Yougavespecificdirectionsexpectedbehaviorandwaitedfor 100%complianceusingproximityandthe"teacherlook"

02/29/201609:31AM:Studentsquicklyrespondedtothetimeoutsignal.Yougavethemfeedbackso theyknewtheymetyourexpectation

CAPTURING KIDS’ HEARTS • Students self monitor using “check”

12/09/201402:32PM:Youpraisedstudentsforkeepingeachotherontrack--thatbuildsaselfmonitoringteam

12/15/201409:25AM:Youaskedstudentstocheckeachotherwhentheyweretalking

01/30/201509:52AM:Studentswereofftask,butwerenotmonitoringeachother'sbehavior

01/30/201510:58AM:2studentswereseenusingcheckandremindingtheirpartnerofexpectedbehavior:-)Thiswillhelpyoucreateaselfmonitoringgroup!

09/09/201511:18AM:Youworkedtoestablishaselfmonitoringgroupbyremindingstudentstoquietly"check"theirpartnerwhenneeded

10/14/201509:18AM:Whilebehaviorisimprovingdrastically,studentsarenotselfmonitoring.Theystillrelyonyoutocirculateandmonitor.

01/27/201611:54AM:Mostgroupswereselfmonitoring.Therewasstillonegroupthatrequiredyoutoredirecttokeepthemontask.Whatwouldhelpthatgroup movetowardsindependence?

04/20/201609:45AM:Studentswerenotmonitoringtheirbehavior.Usingasocialcontractratermighthelpaftersomechangesaremadetoseatingarrangements andclassroomexpectations(socialcontract)arerevisited.

CAPTURING KIDS’ HEARTS • SOLER

10/28/201401:48PM:Youcirculatedapproachingstudentswithanopenposture,maintainedeye contact,squareduptothestudentyouwereaddressing

12/01/201402:30PM:Youmaintainedeyecontactwithstudentsandhadanopenposture.Remember tomovetostudentswhenaddressingthem.

12/04/201410:06AM:DuringGoodThings,youmovedtoeachstudent,squaredup,maintainedeye contact,hadanopenposture.TheonlyrecommendationI haveistoaskmoreopenendedquestionsinsteadofquestionsthatcanbeansweredwithayesorno.

11/19/201510:17AM:Youmadestudentsfeelvaluedinyourclasswhenyoumovedtoeachstudent whosharedagoodthing.Yourbodylanguageindicatedyou caredaboutthemandwhattheyhadtosay(openposture,smile,eyecontact,respondedwithquestions/comments)

02/29/201609:44AM:YouapproachedstudentsinapositivemannerYourbodylanguagewasopen

AVID • Writing to learn

12/09/201402:51PM:Greatuseofgraphicorganizers.Identifyingsimilaritiesanddifferencesisthe#1strategyMarzanoidentifiesaslikelytoimprovestudent achievementacrosscontentareas.YAY!

12/12/201402:58PM:YouweremodelingnotetakingontheSmartBoardandstudentswritingwasalsoevidentonthebacktable

01/15/201510:07AM:Studentsweretakingnotesfromthelessonbeforemyarrival.Duringthevideo,Ididn'twitnessanystudentstakingnotes.

01/16/201512:08PM:studentswerewritingtoexplainthemathproblem--bothaCommonCoreexpectationandanAVIDfocus!

02/03/201512:04PM:TakingCornellnotesduringthelessonwouldbehelpfulforyourstudents--especiallywhenaconceptisdifficult.Themultiplerepetitionswill beusefulanditgivesthemaresourcetotakehome

03/03/201508:51AM:StudentsweretakingnotesoncontractionsandreferringtothenotestorecordonExplainEverything.Greatwaytoreinforcenotes.

04/22/201501:05PM:Studentswereengagedincreating2columnnotesfromreadingandusingthe information towritebiographies.Appropriateuseofstructure toencouragestudentstobecomeindependentnotetakersandwriters!

08/26/201510:35AM:ThinkofwaystoWICORizeyourlesson.Incorporatewriting--whetherit'skeepingareadinglogornotetakingwouldbeonewaytoengage allstudentsandholdthemaccountableforreading.

09/04/201509:35AM:Studentswerewritingdetailsaboutcomponentsofasentence.Youalso explicitlytaughtnotetakingstrategies("cavemantalk").

12/01/201512:00PM:Ratherthanpopcornreadingorroundrobinreading,youmighthavestudents readsilentlyandworkwithapartnertotakenoteson importantpointsinstorytoensuretheyareattendingtothetext.Priortoreading,givethemaspecific task(list4eventsfromthestory,comparethisstoryto..., takenotesonhowtheauthoruseddescriptivewordstocreateanimage,takenotesonevidencefrom thetextthatshows...)

02/12/201610:54AM:WOW!Studentmathjournalsareveryimpressive.Theysummarizedwhatthey learnedandcomparedandcontrastedanaloganddigital clocks.Theyusedtransitionwordsandwroteincompletesentencesusinglanguageartsskillsinmath.Perfectexampleofliteracyacrosscontentareas.Ihaveto sharethiswitheveryone!

04/20/201609:45AM:Thegraphicorganizeryouusedwaseffectiveingettingstudentstounderstandthewritingprocess,citeevidenceandorganizetheirideas.

AVID •Planners/Binders in use

10/16/201402:31PM:Iwitnessedstudentsgettingoutbindersandplannersattheendoftheday. 3studentswereshowingmoreindependenceasthey automaticallygotouttheirplannersattheendoftheday.

12/04/201410:06AM:Studentshadtheirplannersoutfirstthinginthemorningandyoucheckedtoensuretheyhadcompletedtheplannerandhaditsigned.

01/30/201510:20AM:whenIaskedastudenttoshareherbinder,shehadfilledinthecurrentweek.Severalweekspriorwerenotcompleted,soit'sgoodtoseea renewedfocusonmakingthoseusefultostudents.

09/04/201508:23AM:Youhad"plannercheck"writtenonyourdailyschedule.Importanttoinspectplannerstoensurestudentsarecompletingthem!Gladtosee youensuringstudentsarecompletingplanners!

10/01/201510:37AM:Studentsindicatedtheyknewtheyhadtostudyforatestbecauseitwaswrittenintheplanner.

02/29/201609:44AM:Studentscompletionofplannerswasinconsistent.OutoftheonesIchecked,onejusthad"math"and "read"writteneachday.Othershadthe mathlessonwrittendown.2hadnothingwritten.Doingaquickpartnerspotcheckmightbeagoodideatoremindstudentsofexpecation.

02/29/201610:05AM:5/5studentshadplannerscompletedforlastweekincludinghomework,notestostudyforatest,andeventsoutsideofclasslikethe father/daughterdance.