1. 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

2. 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 ​

3. 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

4. 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: Implement: Fall 2017
Introduce summarizing strategies through Wormelli book, Summarization
Make thinking visible through summarization, one focus per month in Introduce summer 2017
Thinking Strategy cohort, including PLA and principals, June 2017
District Priority 2

5. 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

6. 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: ​Implement: Fall 2017
 ELA teachers focus on compare and contrast through the literary analysis scoring guide, Fall 2017.

7. 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

8. 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 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. ​

9. 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.

10. 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
CTACH mastery – use data in department conversations (Early Release days)

11. 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?

12. 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