Reflection can be interpreted literally or figurative. It can be an image you see in the glass or it can be deep thinking about something.
Reflect
Two weeks ago we started to set goals on your IPDP (Individual Professional Development Plan). During that session we discussed that we need to be curious and clever to solve the issues around achievement in your classroom. Well, the data is in and we know where we will start. The BMT(Building MTSS Team) will start to sift and sort looking for area for your teams and grade levels to focus on. However, whatever conclusion you draw from your data it is critically important that you stay collaborative and positive. If being overwhelmed is the first thing you do then it will be the THING you do. It's natural for you to feel a sense of urgency to change the profile; but remember these scores are a baseline and don't reflect their potential for growth and proficiency.
Consider what it is that you will learn to increase proficiency and growth. Review the school improvement plan. Reflect on how well you are implementing and with what level of competence. Look at your data again. It is a cycle of improvement. Data, analysis, implementation, reflection, revisement.
Mirrors use light to reflect an image back to you. Mirror's reflect truth.when you make an effort to reflect on how well you are implementing or making an impact you deepen your understanding of a concept. The more you know the more efficient you will be.
I am curious to see where these students can go. I have been working hard the last couple of weeks to collect data on all kids and make decisions about where I need to meet them at. I am also working to learn more each day. I want to continue to learn and grow as a teacher with my collaborative team. One of our goals is to work together to learn new things and support learning.
ReplyDeleteMy sense of action is feeling pretty immediate. I want to start catching kids right away. I have already started developing and implementing intensive and targeted interventions. I want to continue to look at enrichment or extensions that I can apply - sometimes those seem harder to find or plan than the supports on the lower side. As a team, we are really focusing on differentiation during CT - strategies and things within resources that are already there to support us.
ReplyDeleteI am going slow to go fast. As frustrating as this has been to me (I feel as if I am failing over and over), I am starting to see the SMALLEST glimmer of light at the end of the dark tunnel. I am being "curious" and giving my students what they need in the moment.
ReplyDeleteSometimes this looks like teaching the same math lesson 2 days in a row, sometimes it looks like practicing transitions (even though we should have this down to an almost seamless act by now). What I've realized is that one day we make great progress in one area and another day we take a step back in another. The point is that we are making some type of progress every day and I have decided to embrace and celebrate that!
I am taking it one day, one week at a time, looking for every single spec of achievement and celebrating it. We are dedicated to learning and growing as a team. We are there for each other and meet outside of our PLC times in order to ensure we are the best that we can be.
Progress monitoring drives our instruction in special education. We reflect daily on student work on daily work and use progress monitoring data to chose next steps for instruction.
ReplyDeleteHow would you describe your sense of action?
ReplyDelete- I would describe my sense of action as diving. I would like to dive deeper into my data and really taking a look at what I can do to assist in growth. I would like to focus on taking action right away and not waiting on the information I am learning
What are the steps and timeline that you are giving yourself to make achievement happen?
- My immediate steps are talking to my students and focusing on the learning intentions/ success criteria and showing students how we can achieve this as a group.
In literacy, we did a diagnostic assessment and determined fluency as a critical area for the grade level. We are using tier 2 fluency from wonders as a whole group intervention. In math, we used data to determine areas for growth within Bridges, and looked at volume 6 intervention materials to help fill gaps in learning.
ReplyDeleteThird Grade: Our math performance as a grade level is needing the most attention. In addition to our intensive interventions, our next steps are to scaffold core instruction. Our team addresses this during common plan time once a week.
ReplyDeletePreparation is key, and knowing what you're teaching would be the first and most important step for that preparedness for that first step. As a fourth grade team we showcase these efforts by data entries, scaffolding our learning that way we can place it inside our plans.
ReplyDelete