001As long >> ready. >> Okay. Let's get started with our um You want to do it? >> I'm sorry. >> No, I was on present. I was like I don't know. >> So, you're saying just >> just start. Okay. Here we go. Everybody, thank you for being here today. Um we're going to the schoolboard workshop. We're really going to focus on fishbowl of our PLC process and we have an amazing fourth grade team here for Mission View that we're going to hear from here in a little bit, but we're going to kind of set the stage for them here in just a moment. But also in true fashion, we want to start with an inclusive author. So, here's how this is going to work real quick. You are going we're going to find you an
002AB partner. You're going to share your name and your role and you're going to share something you're looking forward to regarding our PL learning session today. So, on the kind of what you're going to see in the fishbowl today. So, you can think about that for a second. The prompt, share something you're looking forward to regarding your TLC session. Here's how you're going to find your AB partner. I want you to hold up your month of your birth and you're going to find someone with the closest month to your birthday. You're going to find your AC to share these two prompts >> and go find your partner right now. I see how it is. Whatever. No. So this is the first Right. >> All right. Sounds like we're about to return back to our seats.
003I'm going to call on two people. one of which I pretty mind maybe Caroline would you share what you maybe are looking forward to regarding your learning session. >> Sure. Um Caroline um I was looking forward to pretty much everything. This is my first board workshop and I had to text Mark and be like where exactly am I going for this? Uh, I probably should have been more >> to prepare. I told you where and then text came after was like, >> yeah, looking forward to everything. It's going to be exciting and I'm ready to learn. >> Fantastic. Thank you. I go one other that I did not pre-prompt, but Donna, would you mind? I know you're going to be part of the process. Would you mind just sharing? >> I do not mind at
004all. Uh, okay. So what we are most excited about this session with all of you for everyone to see the fourth grade what it looks like in real life on Monday morning. So we look forward to that. >> Okay. >> Awesome. Thank you, Don. I appreciate it. All right, we are going to jump in then here as we get going. So, really one of the focuses of today or the big focus today is our outcome number four, which students will be on grade level or beyond by E3 and algebra. And so, again, you're going to see some of the work that we are doing at the at the school level and frankly the small team level uh that is getting us to that work. And again, kind of just reiterating, you have seen the overarching
005data. You've seen the ID data. You've seen the SBA map data. So, this is already data that you've already seen. But the question that gets asked, and it's a great question, is well, what are you doing about it? Like, how are we trying to improve upon our scores? How are we trying to increase the amount of learning that's happening within our classrooms? And really, this is what we are we're going to be demonstrating today. What you're going to see today is what teams do on Monday mornings to really dive into how we affect and improve learning. So, I'm going to hand the mic all the way down to Amber here real quick. >> See how fast. All right. Thanks team. All right. So our outcomes for today, we are going to experience what a Monday
006morning PLC collaboration time looks like with the Mission View fourth grade superstar team. You'll see here today a very high performing team. One of the key indicators that you'll see from them is their belief in student potential. They have an unwavering belief that all students can learn at high levels. And I just have to shout them out to say thank you so much for risking your comfort to be here today. We're going to deepen understanding around the common formative assessments CFAs and what students are learning and we will understand how the team data protocol process and the CFAs drive the continuous improvement process for our professional learning communities. So we thought it was really important to begin with the Wanchi school district collaborative teams. This is one of our anchor charts, our anchor documents that
007we continually come back to as a leadership team. We care about it because we believe that teamwork really does make the dream work and that teamwork helps deliver on our promise. So, just a quick review of the teams, the school board and superintendent, that's you. Um, your important team sets the direction for our district and the strategic plan. And then the next team is the district instructional leadership team. This is the team of all of our principles, assistant principles, directors, superintendent, coordinators, trainers. We're all in this room together typically once a month on a Monday and we ourselves build agendas where we model the work of a high performing professional learning community because we're setting the work to pass off to the next team which is the school level principal and learning improvement teams. And
008that's where our principles and assistant principles are leading the work of their building. They're leading for learning. Um there we know that instructional leadership and high quality instruction are the two things that have the greatest impact on student learning. So that's why we constantly have that focus on learning and results and collaboration. So at the um school principal and lit team, they have set their school improvement plans. They're continually looking at the CFA results from the professional learning communities and um adjusting and um monitoring the continuous improvement process and most importantly celebrating celebrating improvement that culture of celebration. Um the team that we're spotlighting today of course is the school grade level content team and they will show you they will be demonstrating the things on that list. are going to start with team nor
009homes accountabil their team norms and work accountability protocols will certainly have a focus on student learning. They meet regularly and show up to their meetings with agendas so they know what to expect from each other. They set smart goals just like the learning improvement teams have zip goals. They have smart goals for each unit. Um, and they analyze student learning seeking that best practice learning from one another. And they monitor those results in the continuous improvement process. And then they share those results up with their principles and learning improvement teams and of course celebrate improvement. And so today you'll see them sharing out their common formative assessment results. and the arrows going back up shows the flow of data and products from these professional learning communities and you'll see that today. So, um, one of
010the most important things the team does is they plan for high quality instruction together. They prepare for the week for that tier one for best core instruction and they also think about well what do looking at our dayto-day what do our students need for retaches maybe more time and support and or extensions. So, they're doing planning for that really intentional um core instruction. So, I'm going to pass it off to Betsy. Thank you. Okay, speaking of first best tier one core instruction, you guys have a handout here that shows um it's a K5 math instructional overview. And within that overview, you'll see four key strategies to improve student outcomes in math. And those are number talks, fact fluency strategies, um the use of concrete representational and abstract in terms of concrete tools for kids to
011build um their understanding of concepts before moving into abstract and algorithm type um solving of problems. And then three reads language routine. And so the K5 um teachers have been receiving professional development on these strategies for the past several years. And then in an effort to have vertical alignment, we have um the sixth through eight grade teachers have also their math teachers have um received training on these strategies as well. And we're we're moving toward high school. So we're trying to get this K12 schoolwide. And our goal is to develop mathematical classroom environments that nurture a productive math disposition. We want to sometimes kids have that narrative like math's too hard and I can't do math. We're trying to change that narrative to I can learn math and it's relevant to my daily life. And
012part of that is we want students to see themselves as mathematicians who take risks and who can make mistakes and overcome and persevere through challenges so that they develop that resilience as learners. So here's what today is going to look like. So before our fishbowl starts um we're going to review some norms. So our team here is engaging in very vulnerable, authentic work. Um, so we want to make sure we're observing with appreciation, respect, and having a learning focused lens. During the fishbowl, the team is going to engage in the team data protocol process as if they were doing it on a regular Monday morning. And then the team is going to discuss each of our PLC questions. And then following their discussions, we're going to pause um and provide some time for your questions.
013So you can be feel free to take notes. um write down any questions you have. We're going to go kind of where there's a natural pause in the conversation. Um and John will be leading us through that portion and then afterwards we'll provide affirmations to honor the team's courage and for sharing their practice. Thank you. All right. Um so a couple things that you're going to see in here as we fishbowl this team. Um, there really are three key reflection tools for our PLC teams. So, PLC's have an agenda, may or may not look like this one, but it's it's in general it's going to look similar to this that helps guide their meetings. Um, and then each of our teams also have a pasting guide that links any documents that are needed. Um, so
014linked in there is a CFA, which you have a copy of in front of you, our common formative assessment. Also linked in there are the proficiency scales which tell us um what students need in order to be proficient in that standard. Um and also as well as if they're almost proficient, what does that look like? Um as well as some examplers, some key vocabulary. So those tools along with some unit plans are all linked into their pacing guides um which they provide feedback with every year and we adjust based on that. And then the third tool that's gone through quite a few different versions from paper to um Google Sheets now is the the smarty goal that shows them their data. So it pulls their data for the original CFA and then it holds retach
015data once they've come back and retaught and it also has the bottom of team data protocol. So our team data protocol you have that in front of you as well. It's black and white. Um, our teams focus on, you know, the four essential questions of a PLC. Um, and they'll be talking through these questions today. So, they'll talk about what skills proficient students demonstrated in their work that set their work apart. They'll talk about which instructional strategies helped students learn. Um, they'll talk about what areas students were struggling in. Um and let's see students and then what's the cause of that? So let's figure out and dig in what might cause that. What strategies will we try next? Um PC question number three, which students need additional time and support. So that's that intervention or
016retach to learn that that grade level priority standard. Um they'll make a plan for it. And then they'll also um as they're always keeping in mind when they're planning and doing their data protocol, think about students who who um need that extension or inter extension or enrichment because they already have that priority standard. Um they're already proficient in that. Then the last question um is does the data show ML and or students with IEPs responding to instruction interventions and growth? Why or why not? So really just aggregating that data to look down at that. Um so you'll see these tools along with some things that are linked in them. Um and then just a little history on our common formative assessments. um was our district adopted math curriculum in elementary of course they come with
017their own unit plan unit assessments their own quizzes things like that well when you dig into really what makes a quality high quality CFA and the research to that then we know that those are way too big and they have way too many standards that kids are being assessed on at a time. So we know that when it comes to CFAs we really want or it comes to checking in on student learning along the way so that we don't wait till the end. We want to be giving these kind of miniunit CFAs that are much shorter and they're really focused on one standard so you can really drill down where that student is having um is struggling with that standard. So we know that um CFA design is um the purpose of it is to
018get our instruction. So it's not a summitive where we just give it we're done. That gives us information on what we need to do next for those for each student. um because we value assessment for learning not of learning. Um so our CFAs have some um important criteria when we had our teams build them several years ago and then again we always kind of go back and look at possible revisions that um that really need that have really affected students achievement on them. So we do make some revisions each year. Um our goal is to give them in one class period. So that looks a little different obviously in you know secondary and elementary. So there's a little bit more probably flexibility at elementary possibly. Um so class period in you know 45 60 minutes.
019Of course you're going to have some kids that might take a little longer. Um we really want few items. Um not not only just because it takes a long time for students but also we want to provide quick feedback for them. We want to turn around and intervene and retach if we need to. So, we don't want to wait till we've graded it, you know, two weeks down the road and then finally figure out that we need to intervene. Um, the questions um are aligned to a proficiency scale that I kind of shared with LinkedIn there and they'll talk the team will talk through that. Um, and let's see if they're very much we look at when we build the CFAs, we look at both what our math curriculum questions are, but also what the
020SBA questions are. So we do a good mix of both so students have um some exposure to those SBA type items. And I will just say um one more thing with this team that I had shared is this is this is a rigorous algebra standard in fourth grade. And so um when we talk about our big six number four and we talk about the data protocol and CFAs this team really holds that rigor at at their standard. So, part of the standard talks about writing an equation that matches using an unknown um letter. I'm not sure what the standard exact standard um says, but that was something that we were always kind of missing was having students actually write that that equation with a letter for the unknown. And this team really like they're going
021to meet every bit of that standard, that rigor for for the fourth graders. So, thank you for that. All right. Okay. That's it. I did it. So, you're on. They're gonna share their screen. I might be thinking of this from an ELA standoint, but um questions. How many times have they seen this test or these types of questions already? This is the first time or are they are you already done a retach and presented again? >> We have not just learn. >> Thank you team. Um, so we are in the middle of we're actually currently teaching to our fifth CFA and we're going to be discussing the fourth CFA today. Um, but because we hadn't finished the process of that, we weren't able to um, model that for you today. So, we're kind of going
022back a little bit in time and modeling um, our first assessment of CFA4 prior to the retach and extend. And then after that block of time, we would do the assessment again. Does that answer your question? Thank you. All right. Should we start off with our inclusive resume? Okay. What's something you want to do in the next year that you've never done before? >> So, I just last weekend for the first time. So, I think my daughter's talking about All right, team. Thanks for sharing. Um, let's go back. Make sure I'm on the same page, too. Just want to read ours. Okay. Participate, be prepared, begin and end on time, stay on topic, respect each other's voices, and be data driven, which means celebrate and adjust as needed. And today I think all right we'll
023come back and it seem over here agenda. So I'll do that. Excellent. Excellent. We did it. And do we also agree to our collective commitments? Awesome. Okay. So, we we have already looked at this as part of our unit of unit. Um, everybody should have a hand out with that, but we were going to just revisit the standard together. So, our fourth grade is solve multi-step work problems with whole numbers. Having numbers answered using operations and we represent these problems using an equation with a letter standing for the unknown quantity. Our assess is reasonable reacheness of answers using mental computation or estim estimation strategies including rounding. And then let's see on the back of the page for our students to be profession uh proficient at a level three uh it is that they can solve
024a multi-step word problem. They can represent problems using equation with a letter or an unknown quantity. They can interpret what a remainder is. Then I can assess the rual of the answer using computations or estimation strategies and consistently demonstrate accuracy. So that is for our efficiency and on the bottom we might later from the SBA that relate to this standard. Um we'll also discuss later where we might implement that into our instruction. Okay. We also wanted to just revisit the CSA All right. To be proficient in RCFA at a level three, students need to represent the problem of equations using a letter for the unknown quantity. And they also need to correctly interpret that remainder underneath that umbrella for approaching. Students need to identify the operation used in the word problem. They also can and
025will use concrete tools and or drawings to solve the problem. And students will solve parts of problem. What do we notice differable? >> Yeah, they're solving it. that I don't see that they're using but they are identifying the operation in this case the two operations needed to solve the problem. >> Yeah. All right. Question one. Dora buys six bags of beads to make necklaces. Each bag has eight beads. Dora uses five beads to make each necklace. How many necklaces can Dora make with her beads? Will she have any beads left over? Show your work and include an equation that matches the story problem. So our question number two, our students needed to solve. There are 34th grade students, 46 fth grade students going on a trip. Each van can carry 10 students. Will seven be
026enough to take all the students on trip? Circle. Yes or no? Show how you know. Write an equation. Nice. And again looks like we all that we scoring. Perfect. Are we ready to move on to our >> All right. Donna, are you going to share my goal? to help us maintain fidelity of the field questions and model datriven student centered mindset. Let's take a peek at our two part which states in this unit 75% of students will be able to solve whole number problems involving the four operations including problems in which remainders must be interpreted. Students will be able to represent these problems using equations with standing with unknown quantity and assess the reasonleness of answers using computation and strategies including students will demonstrate understanding and skill as indicated by earning level three on CFA
027post assessment number 125 and in this unit 100% of students will be able to represent the problem with drawing and labels using any strategy as measured Any questions? >> All right. We have teaching study. All right. So our first question, what skills did the proficient students demonstrate in their work that set their work apart? Um so for time sake we have we mentioned we have already done this. So we did input but we want to also discuss um what we put in there. Um so the first thing that I noticed the majority of my students were able to do um really comfortable writing letter and also identifying the two operations and then operation one and then operation two and a I think that's accus Yeah, you know, I guess our practice tests a lot, especially
028the the question and the test doesn't have a remainder, so everybody makes it But this test we had students that were left over talked about we can't leave Jojo at school to the top of the remainders that we're going to have to get an extra band or three and when we first started the unit just didn't know what to do just like that's not possible because it wasn't an even number. So, yeah, that was it. It was it was neat to see the growth of the understanding that we're going to have something over those. Can you let us know where we're at right now? 24%. Yeah, I think that really bolstered my students was in the beginning they didn't really understand because we haven't talked about division yet or we haven't really touched it yet
029before this in fourth grade that I thought them skip counting those groups helped them. I did have a few students that started skip counting by every number and not the just the divisor. and talk about separating these groups out. This is one of my high mathematicians. this is how she did the division and I didn't I didn't really understand how to do that skip that and that's what my students great >> yeah I had a student here that as well most of them use the correct number but kind of took strategy to see. Are we ready to move on to some of the strategies that we were? Um, so first one I wanted to highlight was the pre-ereads with our graphic organizer. Um so I really like um doing our graphic organizer and on the
030graphic organization or symbol and I actually just started using a so that they were used to it because as we talked about it's a big one big standard and um so I started incorporating that problems earlier in the year. So they were used to it and I know I talked with third grade as well and they saw we are seeing students I think the other thing I found that worked really well for my kids because I work with a lot of our ELLL was the low cap wall this year and investing in that has really helped my students. Um we sing the words at the beginning of each block. We repeat them, we block them out and another warm ups is we pick a word and then we have to write and share with another
031student. So by continuously digesting the words and using them able to understand more which I'm finding great success. >> So that's awesome. >> And then our our big ship this year is that we incorporated that small groups and that uh you know just by you know creating a quick little exit ticket on Friday that we could regroup our kids on Monday morning for a 30 minute quick reach of last week's lesson and kind of be more proactive instead of waiting after the that we're kind of intervening a lot more intentionally before CFA. Um, so it's been a lot of work, but I really feel like we're seeing some great benefits from that that strategy. >> I agree. And I'm going to add to just mentioned coming from the PLC conference last summer and then you
032attended it the day before that was a great aha for us coming back and being out of our comfort of rethinking how we can best serve these kids with the amount of time and resources and people. So thank you for bringing that up. I think it's the students are grading each other's work and so they're able to see those. So it's also anis >> to create to create an assessment of that helps us sort things and get more data. One more thing that I forgot to point out that I really wanted to shout out was our special education um collaboration and that we had borrowed a strategy from like using a t-shirt to make things simple and that's part of one part two and color coding and that helps our students as well. actually appreciate
033that collaboration for that and that there were no We were doing these problems with their names. >> Excellent. Ask for any questions or >> Yeah, let's do that. Let's do that. I'm just dying to talk a little bit. It's uh Thank you, Fourth grade team. Hey, there's just something I wanted to point out and then I think it it'd be a great idea if we just turn and talk to a partner sitting next to us. What are we wondering? What are you noticing? Um what's standing out to us? But something I wanted to add was you might be saying, "Oh, what's the principal's role? What's the assistant principal's role in professional learning community?" Um and Donna is just doing a great job of modeling that role. Like the the one of the first things that
034I saw her do was she was the one who restated the smart goal, the smarty goal. And that's great to have your instructional leader uplifting that goal and helping the team stay focused. And so that's what she's doing. And then throughout um she was actually the one who repeated where they were currently. You know, 72% have met that goal. And so there she is again as an instructional leader showing that she values that growth. She values the learning and just uplifting the team and the hard work that they're doing. Um, and then the other thing I just wanted to point out, you can see this team, they have student work at the table. So, student work is data and we learn so much and that's what they're starting to pull out. Like they're understanding what
035strategies work for students and and just those things. So, those are a couple things that I wanted you to notice and then let's just take a minute to just talk with your elbow partner about what you're wondering and noticing and then we can have a couple people ask for shar. Okay, wrap up our conversations. And uh I'll just uh Corey, what did you and your partner talk about or what's standing out to you? >> Well, what one of the things that Tucker asked is he he's basically wondering so we've had Monday mornings uh Monday morning start for a long time. How um how how long have we been doing PC work? So gave them a quick little history of what it looked like and we trained a lot of our uh teachers in our system
036in 2005 six seven eight that area. Um and so PLC's looked a certain way through that kind of arena but we've lost I think a lot of um well we lost a lot during that time and so we've been on the journey since 2020. Um so we've had five years of really intense PLC work. And so I was just kind of giving them a little background. And so what we're seeing here is districtwide implementation of PLC work. And so it's fantastic. Um it really talks about priority standards. It talks about the hard work that teachers are doing. Um the other thing that we noticed uh as well and I noticed is oh my gosh this is one subject area of all of the subject areas that these wonderful teachers teach. So um my question my
037question is on a regular Monday morning um how many content areas are you able to discuss and maybe how many are you able to kind of move through this process it's a lot of work just to talk through one CFA on one content area >> the first part of your question was how many subjects what might be going through. Um I think if we all here today one planning period or one PLC period I should say sometimes we borrow from those uh would just probably cover what protocol but we also do and we'll model it here we'll set our goal for our next and then begin but we are unable to accomplish all of that if we have 90 minutes we do actually do more of that with the next unit plan. Um in in
038elementary we do um math and you know same thing. So we don't necessarily follow the same process for science or other things but we do try to um align to the schedule and for the most part we're keeping up occasionally. Our team does meet more frequently. >> Okay. Are we ready to go back in or just one more group want to share? >> Go for it, Julie. So one of the questions I have you had mentioned that um you have seen quite a bit of growth in this planning period or for this CFA compared to the first year. What were your first from the first year beginning the year? >> Do you have those measurements or what numbers? >> Um okay let me understand your question. So there's there the different CFAs assess different priority
039standards. So like you could look at that data but they're not measuring the exact same standard. Um we do have years data that is that today we could look at last year's results for those same students prior. So I believe if I remember correctly we were referencing a couple of different things. Um one we have just over the past couple years and students like writing out the step equation with parentheses and then the two operation symbols that they need and and the variable. Um just I guess that would be observational data but also data that we could look at because as you saw in standard learning level three so we could look at previous data. Um and then another thing I think that may in prior years um teams may not have put as much
040priority on actually creating that algebraic expression very difficult for students they don't have a lot of background so um so I think I had heard person say that team in the past may not have as much private students to that level like they were able to solve the problem but not so they expressed the equation solved very I had heard from them but does that answer your question that comparing last year was our first year together as a team so we were all learning the curriculum and how to work together how to teach these standards to CFAs and so We're really proud of ourselves comparing to last year because last year we didn't do a lot of grouping. We really picked ourselves into gear and did this all and that made an amazing change. >>
041I I mean yeah all of it I just there was a comment that when you were talking about the the how many kids were in level two or three was demonstrated growth for the beginning of the year. So I think that measured that something but that was helpful additional information. So we do take diagnostics like I already diagnostic but it doesn't necessarily disagreate this particular effectively. So like as far as a baseline um we we did previously give the CFA prior to instruction. Um we did our team has uped to a practice because we only have eight teaching to do the standard and we found that that wasn't as some of the other things that you see that we're doing up there. So we could have done that um but we didn't didn't take that
042data. I'll just share looking at last year's data about this isn't but your your initial kind of overall percentage proficiency >> right now for your first um first time giving it is what your ret ended up being last year. So that's an yeah we look at the CFA data as evidence of strong tier one instruction and so we're seeing this team because of the weekly work they do and this process um getting those out there and then also you mentioned like the exit tickets and the board wall and the daily stuff that you're doing to assess these kids that maybe doesn't make it into this that you you're keeping enough that you're moving based on that which >> we didn't like to. So yeah, >> it's like everything that you mentioned is there's so much
043going on that doesn't end up on the data number and it's like oh you're doing so much more but the numbers they're getting there. >> Yeah. Yeah, we can definitely see the growth. Thank you. >> All right, we are moving on to our next question. In what areas did our students struggle? Um in which areas did our team struggle and we kind of all students or all of our students kind of group that together and what's the cause and what will we try next? So for our struggles that we noticed um we did notice in our little twos and ones we did notice some computations or this calculation um specifically with multiplying and dividing and one example I see here um earlier this student that was using a skip counting strategy he actually used the
044counting strategy correctly but he skip counted by seven because it asked about the seven but the group size was 10 student but it um with regard to which >> I had just I just had some miscalculations just on addition when for 34 + 46 I just had some kids make that mistake and you know I had like back. So there were just a few operation successful. So it's a lot to like make sense of problem solve it all those steps just trying to solve it on some of my students struggling with multiplication fluency still kind of this literature instead of, you know, those kids that can just say 48. um you know and and just the the amount of errors that will cause by trying to and the work for them not being solidificated to
045keep going. Yes. Keep going. You're on the right track. >> You noted earlier that students who have trouble reading the problems. >> Yeah. So, I just chose to read the problem. Math is the universal language. And I noticed that we like when I'm putting things together. So just unit number just like bringing those back up for students. >> Yeah, >> okay. So, building on our causes, it sounds like they've identified there's some some grit involved, but also backy contribute to that. It's being a rigorous standard and And I also do not have a quick way to figure out my basic division facts by using the inverse of multiplication level for myself. So we do that. So for our next steps um we identified like definitely intend to work on fluency. I know we do some
046work and another talks but we do have time our schedule is tight so that can be difficult for our specific team primarily we use that math RTI using our math RTI where we grouping students each week and identifying the students grouping them by what they might need most and trying to um support them in that You know, I just do a lot of repeated practice, you know, writing the equation, solving equation. You know, my students spent a lot of time up front and you know, there was higher achieving students, you know, a little bit more difficult problem and to keep them engaged. check with their partner and see where the break was on those steps on the whiteboard. Then we're at the carpet partners and I'll say okay am flipper boards and we have to
047check each other's work and check for errors and they have to then rework it and then while we're testing normally to check for our calculation errors um I like to highlight and go back over and say check your work please. I don't like to tell them what's right or wrong. >> Um, okay. So, we're kind of leaning over. We've identified our next steps and that we will address that group, but also another talk in our time for that. But we have kind of moved into how we're going to respond. So pause right here and you share with the school board how you collaborate with that tier two team to get to the map section. >> Perfect. Um so the question was how do you collaborate with our team or >> um we do meet uh
048every couple weeks. um we make sure that they have a CFA and pract and we try to share some of the best practices that we're using. Um and we identify students based on that what we were talking about our weekly assessment. Um and also we do you know get some of our other data that we have but typically that would been getting our kids with the most needs in a all the smallest groups. Um and then also students who are already like at a level >> for that data >> answer. >> Yeah. And collaboration is the expectation >> it is and they are also even competition they're also working on this priority standard at level and as we saw in our data we have any other questions This just might be another good spot to
049turn turn and talk with your partner again. Just what are you wondering? What are you noticing? What areas? And then we can have a team up. Come on. Hi. Um, one thing I noticed and I would love to share out what the team is talking about here when they're almost weekly bringing student work or exit ticket, they have just a like maybe one question um or TFA they're doing that weekly and they're regrouping students the sophistication of that team that's really where we want all of our teams because it's that student centeredness that they have because they're constantly saying what are the students need and they're grouping by that need and then they're getting that you know teach practice more time and support. So that is a that's what we're all trying to grow to
050in our our district and all of our PLC. So, I was really glad that dog pointed that out in the team talked about that. That was really important. So, um Maria and Mark, do you guys want to share out an aha or a question? Um it was more of a question. Um but I think you just answered it. Um Monday mornings PLC time is on a weekly basis, right? Is it the whole two and a half hours? Yeah. Go ahead. >> Um, groupy, you just used the term grouping. >> Um, which I'm assuming that's where you take your level ones, level twos. Um, >> how does, you know, there's that stigma, right, of okay, you know, I'm group for level one. How do we avoid that? um especially at the stage at the elementary well
051at any level really um where we are not labeling kids. Well, great question. I think one thing is to just build that whole community of this of understanding of this is just where I'm at and the celebrate order of that and to know that we're we're grouping kids with like um like skill sets that like like scores that um I think it does really start with your your classroom environment and understanding like we're here to learn, >> we're all learning like so I I think that's part A is understanding that and this score is not my words or you know it's just what am I standard this day. Um but we also don't uh call the groups on Tuesday. We just say which teacher they're going to and I personally always reference it as do
052your best on this assessment. It helps me know what you need and then you go to the you know what you need referencing as what you need to be successful to earn a level three. Um but yeah that's a really great point. super important always. >> I think they just love classrooms. I don't think they always connect by they're moving. Sometimes they just love getting to see the teacher interact with the students and getting I think the students feel very happy and successful when they are succeeding within that group because we are being at their level. So instead of seeing with that same class being only the middle and the lows have reach high the highest four I think they really enjoying these changes because they can do well. You know, I've seen this fall,
053you know, one child in particular that has seen four different groups. It's really like it might be really strong in math this like I think we have this culture of celebration that they're comfortable just like oh go see this week I know it's But we have >> I just Marie and I were talking about the positivity that you guys have brought around um just the data you're sharing amongst yourselves and as you're talking to us and I really appreciate that as u you know having kids and watching them how they interpret math it's one of the hardest things for us to try to be positive about especially when they get older like I have my phone. Why do I need to know math? Uh so I really appreciate especially and Jan mathematicians in your classroom
054positive and the way you guys are talking about it. Uh, do you guys keep your your high to low groupings by teacher or do you guys split that up so you're trading off who has the high kids, who has the we to kind of defy and we do have to we might we do look at a couple of the data points of groups but um we kind of are doing a system but it could vary. >> Yeah. I you know this is my second year being back at the classroom for a while then came back in the expertise of the the smart balance test the FIA assessments and how to log in and find that stuff online. Um I'm not quite as comfortable and efficient as she is and and so I feel like right
055now she's serving that kind of students in math and she's really pushed them into those those FIAs, fifth grade. Um, she kind of has a different lens of how to stretch those kids. Um, so this this last quarter that's kind of with those and I feel like last year did not serve my children well that need a different and I just feel so so pleased this year that that Melody is pushing kids You're the kid who got the first. >> Yeah. So, those thank you. Those were really great questions and thank you for your insights team >> um and your student focus you know that you are growing all students. I love your response that you're talking about. You're a learning community. You build that culture that everyone has a next step. Um because that
056is that culture that Maria is pointing out can happen if where students feel labeled and feel sorted. And you can see the team is so intentional about math, about building the culture that it's so student centered. So thank you for that. >> Yeah. And sorry, just to add to that, this is just our math, our welcome to math time. So our main core time is still there still and we have that whole. >> Yes, core instruction is still that heterogeneous group, all levels, and that's where they're spending most of their time getting those high quality instructional strategies. Okay, ready to move on to the next. Perfect. Perfect. Our next question. How do we respond some students not? >> Okay. So, we kind of already one of our biggest things that we haven't those groups during
057our math time is targeted around standard. Um and our plan we did agree or disagree but we didn't begin to speak about some of the things we do. We took note of collaboration using teaching small groups and then we did group those kids based on where they're at with their CF and there is anything that Yeah. Um yeah, just one thing I didn't we have noted is and we have talked with our administrators too just the time needed to support things like we feel that we have given our time for that RTI that we would have had for that. So we are struggling to get as much that possible. So we're trying to be creative where we can to something something we pay off situation for our students. Um okay so how question four how
058will we extend our learning? So, thank you for bringing that up already. A lot of the things we're looking at the practice SBI SBA questions which are instead of MIA that was just focused. Um, so we're looking for items from the practice items that belong to this particular standard or close to it that support it in this case like factors success with this standard and problems that are inherent in those items and then ways that we we can print those off and have students work on it or work on it together. But we also try to gamify those things by creating cosets jeopardies and um definitely include that analysis and finally um creating their own problems. And in fact that's how some of our students have earned level fours whoopsie third time on our previous
059uh CFAs. So those blue students, those students created their own problem aligned to that standard to reach the level. >> Um, okay. So we already looked at our data. just put it there because you're referencing it again. And we'll stop there for questions. How tightly how closely tight is this to the um PC calendar? Um we are currently um if I understand your question correctly we are currently on schedule but this particular standard we retaught and this week we taught we are retaching for and um so we are currently in the middle of the next at the end of this year we'll look at our next but we haven't finished cycle yet. So, we needed to use our teamight. This is the fourth district I've worked in and we stay really tight. Well, that's why
060I would ask because you know if if if you have to go back and ret behind because I think the goal also is to >> go I mean at least at the middle school level to where if a student's at hills and they transfer to Pioneer that they'll be able to pick up where they left off, right? Is that the same for elementary? >> Yes, for sure. And don't get us wrong, we're always wishing we had more time. >> Exactly. to the point you made, we have to have positivity across our schools and students do need to be, you know, have a chance to meet standards in all of the the priority standards that we've identified. So we yeah, and another thing though that does relate to that, we do have to move on and
061our teaching is typically two or three days, but we can go back um we have to be creative. They talked about our time challenges already, but students can pass the CFA later. I can be working with the student in a small group in March and if they can do this, we can change their scores. So, um, that's a lovely thing about this process is even though there is a time frame, they can still go back and retest. I will be honest it's very difficult time to do that but a lot of times if you're working on something different standard that they previously may have incorporated that way some students just really ask for it to do this provide more practice that and some parents as well so you know we're advis So, I had a
062quick question. So, you said you have eight teaching days. I'm assuming that's like a portion of a day, right? It's not like a full school day. It's whatever math is for that day. And that includes the retach time as well. >> Yeah. Typically, we have about 8 days is not standard, but it's typical. And again, our school doesn't have a map on Monday. >> Perfect. All right. So, I noticed that um we didn't talk about one other group that we do have. It's a flex group. Each week uh we can send different students to a staff member and inter specialist. So with aside from those larger groups that we looked at, we do um have some students who qualify for math intervention. So they already go to a specialist and then we have another specialist
063available. We're really like, oh this this student just needs this and we're able to communicate with that um staff member, that teacher. Oh, can you just work on this with them? So, that's a really great thing that we've added in last year. We started doing that. That's been superful as well. Okay. So, do we agree that we made it to the end of our All right. And then we'll just we don't have time to do our unit planning for our next day, but we'll go ahead and look at our smarty goal. Um, so smart equal. >> Do you want to do the standard? >> Yeah. Um, so we're going to multiply a whole number of up to four digits by one digit number and then multiply twodigit numbers by twodigit numbers using strategies based on
064place value of the properties of operations. Illustrate and explain the calculations by using equations, rectangular arrays and or area models. >> Perfect. In this unit, 75% of students will be able to multiply numbers. >> It's Thursday. aed number. >> Perfect. Thank you so much. And that would be the time that we have a typical time we would do our unit versus planning later. And uh looks like we are about to finish up our optimistic closure. So um this was something I found on a website just snowstorm since our students love to write notes and crumble papers and do all sorts of things. They can write down what they learned on a piece of paper, throw it, and go pick up a new and share with their >> But we won't do that today. >> Sorry.
065Our standard. >> Okay. I think we were very prepared. distracted. I think Jim did a decent job being on time. >> Awesome job team. Thank you so much. >> Okay. Oh wow. Thank you so much. Great Mission View team. um you are so appreciated and the learning today for me and I know for my peers um was just through the roof. I just learned so much and I just want let's just have some closure where we really we're basically kind of do what Melody was talking about there but share a highlight from your learning today. This is that chance to affirm this team for really risking and being courageous and being here today. So if you could just take a moment to think and um and Once you have that in your head, your highlight
066from your learning today, we'll have you share out with your partner again and then we'll do a quick and just hear from you. Um, so go ahead and when you're ready, share that highlight with your your partner. Baby partner Okay. I can go left. That's true. Yeah. Just wanted Love it. question. All right, we're gonna go ahead. >> Okay. Anyway, uh I think we're going to wrap it up here, but we're gonna have a couple to share out. Again, thank you team. This was phenomenal. You did an outstanding job. I know that sometimes sits that usually very clearly you're the entire focus of again just highlight for today. I'm going to call on two people. So Jul was super impressed with what we saw between going through your norms, how you respect each other, your
067your process, and the fact that you actually know what this all means, how to help serve the students. And part of me was so I'm not sure I I learned as much in terms of I just was in awe of this process um and how well you guys are doing it. And I wish that other teams could see you guys like we just did to to help other teams because I know what you're doing is in the best interest of our students. And I was happy to hear how you answer question in terms of digitizing groups and and the kids being excited. I think it is important that they receive the assistance they need at various levels and how you do that without some amount of separating here and there. But I think it's great
068that you keep them exciting and keep them learning is really evident. So I just I appreciate you sharing this with us. Excellent. Excellent to see. >> Julie Tucker, you want to wrap us up here? >> Yep. >> Um first I want to say Melody, I really appreciate what you said. I didn't if I understand your correction your question correctly because I'm often answering questions that people aren't asking and they get like 10 minutes and then they're like just time out quick. So I was like I might have to use that. Um I I think that you know something like math as a concept can be a real struggle for a lot of kids and seeing how you guys were able to take um one the CFA but also drill down into reading the question is
069a problem. we know we're not trying to test to their reading right now and um some of just the other strategies we're like sharing between your your teaching team. Um allowing you to try and drill down into what is working, what people are struggling with or not struggling with and then able to go on even to the point of like everyone use a different variable, right? X is the problem. you know, those kind of things that can really trip someone up that you one teacher might not even have thought about and all of a sudden you're like, "Oh, yeah, that's a thing that we can work on." So, it was really awesome to see just how much work you guys are able to collaborate with each other and then also the the details that you're
070able to get into by kind of breaking it down into the CFAs as opposed to I'm taking SBA data and just saying I don't know, right? I don't know where to start or this is what I think or this is what I saw one kid struggle with, but like really able to break these things down into smaller chunks and then from there even smaller chunks. So, it was really great to see and I really appreciate you guys coming in and showing us how it works cuz as a fourth as a parent of a fourth grader, it's always cool to see like how what they're doing at school and and and I think that um you guys do a great job. So, thank you so much Oh, one more thing. Um, and also like just the
071structure of the PLC time because you guys clearly have a wonderful team. I think everyone needs, you know, kind of doesn't always have that luxury. >> So, so being having that structure to also hold each other accountable but also figure out a way to work together because that's also, you know, can be a struggle. So because I mean that's teach learning like thank you for for giving them this also this strategy because it's great to be able to be constructive with your time. >> Yeah. I just wanted to add to that it's just exciting, you know, the process, the PL that PLC process where there's um there can be a lot of barriers and so but this team has figured out how to eliminate those barriers to the process so they can help kids and
072my own coordinator gets to be a benefit of this team. So that's super exciting as well because I hear he goes to different teachers and I don't hear anything about like I don't even know really who taught what if they were reteing the standard or if they're extending and so we just thank you guys and thank you Donna and thank you to Jeff who's not here but you guys are just you are a high performing team that I do wish everybody could watch. Absolutely. This is the work. So All right. Unless else has anything else. >> All right.