District will:
Identify and communicate clear expectations for what is to be catalog. This might include: unpacked standards, learning targets, lesson plans, essential vocabulary, pacing calendars, data dialogue notes with related action steps, kid talk protocols, documentation of intervention groups, goals, strategies, and progress monitoring, CT agendas that directly align with the pacing calendar and cycle actions, and team developed CFAs with clear success criteria/rubrics
create a naming convention for all schools within the district to use
ensure benchmarking across schools occurs with a focus on documenting the most successful strategies
Provide schools, teachers, and teams access to district curriculum and assessment materials as well as relevant protocols, databases and websites.
Provide guidance documents including unpacked standards, year-at-a glance guidance, and pacing calendar if derived by district
Schools will:
develop a digital system for teams and teachers to catalog their work
organize the digital drive by grade level school by grade level and subject area (K-8) and content and class (high school)
communicate non-negotiables about what is expected to be preserved
develop and communicate norms for accessing and editing preserved data
support teams and teachers to preserve their work as they progress through the instructional cycle
monitor and reflect on school and team level implementation, evaluate and make improvements as needed
ensure data is used to benchmark within and across schools
Teachers will:
engage in the practices of the Gears cycle as an individual and a member of a collaborative team
participate as an active member of their collaborative team (if applicable)
employ protocols to analyze data, identify the most effective practices in instruction, assessment, and intervention
catalog individual work and collaborate with colleagues to share highly effective strategies
Maintain a growth mindset about themselves, colleagues, and students
Collaborative Teams will:
engage in the practices of the Gears cycle
ensure active participation of all collaborative team members
employ protocols for analyzing data, identifying the most effective practices in instruction, assessment, and intervention
Utilized previously cataloged work to benchmark and share effective practices across teachers, team and schools
catalog collaborative team’s work.
If schools, teachers, and teams engage in the essential practices of documenting successful instructional, assessment, and intervention practices, then they will meet the needs of all learners efficiently and effectively.