Buena Vista School District April 3, 2017 ENDS Report Priority #2 Instruct with focus on Thinking Strategies and Feedback Buena Vista School District April 3, 2017

Student Centered Accountability Build Professional and Community COLLABORATIVES Instruct with focus on THINKING STRATEGIES and FEEDBACK Create spaces of OPTIMISM Establish SAFE and HEALTHY Learning Environments ​

TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION WHO IS RESPONSIBLE TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION UPDATE OF ACTION Integrate numeracy in math classes Principals, Coaches, Math Teachers, District Admin. Begin and Implement: Fall 2016  PEBC 2nd year sessions for math cohort Peer Coaching/modeling in math classes   District Priority 2

TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION WHO IS RESPONSIBLE TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION UPDATE OF ACTION Use summarizing strategies in all classes Principals, Coaches, Teachers, District Admin. Begin: 2016-17 Implement: Fall 2017 Introduce summarizing strategies through Wormelli book, Summarization Make thinking visible through summarization, one focus per month in 2017. Introduce summer 2017 Thinking Strategy cohort, including PLA and principals, June 2017   District Priority 2

District Priority 2 Story Three Teachers across grade levels and content areas are using summarizing strategies to focus on thinking strategies and feedback. Robin Fritsch, Middle School English Language Arts teacher, is just one. She uses “Think, Pair, Share” almost daily, but modifies it to keep it relevant and new. This strategy is a great way for students to reflect on what they have read. Students are using this strategy to summarize the research they have done for a research paper. Individually, students conduct research, then share with a small group what they have learned before deciding what to present as a group to the class. Another strategy is called 3,2,1, it allows students to have the opportunity to ask questions and connect with the information they have learned. Fritsch believes that summarizing benefits all students and hopes that the skills she teaches carry over to other subjects. “The greatest benefit I see in students is the intentional opportunity for metacognition. So many of these strategies double as active engagement strategies. Some of the benefits I see are student buy-in, engagement, and classroom management.” Not only are students gaining knowledge through summarizing, teachers have also found that these activities can be used as assessment tools. District Priority 2

TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION District Priority 2 ACTION WHO IS RESPONSIBLE TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION UPDATE OF ACTION Use compare and contrast in the literary analysis process Principals, Coaches, Teachers, District Admin. Begin: 2016-17 ​Implement: Fall 2017  ELA teachers focus on compare and contrast through the literary analysis scoring guide, Fall 2017.  

TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION District Priority 2 ACTION WHO IS RESPONSIBLE TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION UPDATE OF ACTION Implement grading strategies that support feedback and growth mindset Principals, Coaches, Teachers, District Admin. Begin: 2016 Implement: 2019 Share grading strategies at summer IDA 2016 Introduce feedback strategies through PL days 2017-18  

District Priority 2 Story Two Buena Vista High School teachers are changing the way they grade students. Teachers want students to take on “a growth mindset.” The Buena Vista School District believes that instruction with a focus on thinking strategies and feedback is a priority. High School Social Studies teacher Matt Reavis began implementing grading strategies that support feedback and a growth mindset in the spring of 2016. Students evaluate themselves based on goals they set at the beginning of a unit. Reavis guides them in their evaluations and meets with them during each unit to check on progress. The goals that are set are aligned with district CTACHs and skills that are expected for each grade level and subject area. Since this shift, Reavis has seen an increase in student participation. Students are taking ownership over their learning and are more engaged. ​

TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION District Priority 2 ACTION WHO IS RESPONSIBLE TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION UPDATE OF ACTION Use documentation of student learning Early School Director, Coaches, District Admin Begin: 2016 ​Implement: Fall 2017 Early School documentation of learning through photos and post-it charts  Begin ICAP portfolio in Fall 2017 for call of 2021.  

TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION District Priority 2 ACTION WHO IS RESPONSIBLE TIME FRAME FOR BEGINNING, IMPLEMENTING, & SUSTAINING ACTION UPDATE OF ACTION Shift focus from point accumulation to CTACH mastery Principals, Coaches, Teachers, District Admin. Begin: 2016 ​Implement: Fall 2019  Share grading strategies on PL days 2017-18 CTACH mastery – use data in department conversations (Early Release days) 2017-18  

How will we know we are making progress on this district priority? Benchmark Data How will we know we are making progress on this district priority?

Buena Vista School District April 3, 2017 ENDS Report Priority #2 Instruct with focus on Thinking Strategies and Feedback Buena Vista School District April 3, 2017