Brian Maguire Learning Environment - Support Plan lee CUP Cuan eli U Ee ear Notes Objective: Apply know sures. jedge of addition and subtraction by utilizing mixed T. instructing class o mining like tal raise hands to answer q uitiplying a number with a fraction and estions. T teacher gives think time and then calls on a studa S: provides answer of metersT- hands out a ticket to student who participated T. providing what students need to write in their notes to get a converted measure W417 T: thank you for those who have thelr books out we are going to open to page 355 ‘T-we are going to work on our practice sets and thank you again for those who have turned to page 355 S: asked question T explained process and then stated if you need help | will be corning ‘around the class and can help you again 'S: shows upset and puts on his desk T. explains what practice set the class will need to work on T- again | will be coming around to help those who have questions are you are working T. Thank you again for those who have their book and notes open on their desks so | can come around and check your notes 421 'S: begin working independently on practice set T. goes through class and looks at notes and stamps page while answering any questions T. sees students sitting and asked if they are finished then goes back to helping a student 11:25 Let's go onto our written practice at this time Thank you for those who are on page 356 and we will start with 3 14, 2,3, eyes onme S:1, 2, eyes onyou T- reads problem and begins having students help work through problems : student explains how to solve T. asks class for the answer 11:30 T: continues working through problems and 2 students get up from their seats T: excuse me what are the expectations S: we are going next door Tisityour time? S:yes T- continues on with problem TL really ike all of the hands being raised. Braydon why dont you come up and give the class a point.T: begins working through the next problem and asks a student to come Up and show work. : working at the board on the problem T- notices student is struggling so state he will take it over as. Thank you for giving your best effort. Strengths & Action steps for support Strengths: “Teacher monitors the classroom during independent practice and helps students who are asking for help. Strengths _ *Having a set paper passer sets the expectations for students to understand what is expected each time *All students know your call and response or knows to respond when you say class for their answer. “When a student asks for help and you are trying to get the rest of the class started on their work try letting that student know I will Action come right back and help you again once | gat the class started on steps for their work support “Ifa student gets done earlier than their peers, provide a challenge for them to keep them working and not sitting there. LEGACYCaitlin Mandzuk Learning Environment - Support Plan IPRS CUP ur a ol Ure Ee Reet Notes 4:38-2:00 Boys9 Girls 9 Objective: apply knowles contrasting (hard to read from the back of the room) @ of “The Earth” diagram by comparing andT- upon entering the classroom students were independently working uietly at their desk with calming music playing soft in the background, ‘Students were answering the essential question and then writing 5 similarities and 5 differences between the two stories that they read this week. S: a couple of students were talking to each other T: shhh remember this is a quiet independently work time and your voices are to be off 'S: students continued to work T-went over to check on a student and was working with this student on finding a word in the dictionary S: asked what to do with assignment T- tum it into the tum in bin T-you have about 2 more minutes T come here Dejhown (explained nonfiction to a student in other terms at her computer) T: does that help? S:yes T. are you going to use that as a similarty or difference. Continued to prompt until student decided which one T.we are moving on in less than 2 minutes. Make sure to turn your work. into the turn it in bin S: continue working 1:45 T: okay please put your journeys books back into your desk T:ifyou are not quite done you may put it into your journeys book and you may go back to it when we are done with this, 1:47 Transition into science T- explains that they are going to complete a Solve It Lab. Goes into further detail as she is passing out papers T title of lab - growing plants in different environments : listen to what is explaining they will do Tasks students about the types of plants that are good for our environment S: cactus T: why would a cactus be good for our environment S: very good for our area as it doesn't need a lot of water asit doesn't rain much T. asked students about who has heard about annual plants or seen ‘someone switch out plants S: a few raise their hands T. explains more about annual plants and how they work T-before beginning the investigation we need to come up with aquestion S: What kind of climate do certain plants need? T.| think that is very good question as we need to know what type of plants will grow in each area. Give me a thumbs up if you agree with Fatima. 1:55 T Hands on Top S: That means stop T. thank you for those who have their hands on top T. continues on with the lesson S: a student is wondering the room T&S: ignore what he is doing and continue work on learning T Hands on Top 8: That means Stop T: Dajohwn everyone has a papar take yours and go to your seat 4:87 T. continues on with the solve it lab and discussing each aspect with the students T. asks students what could be the answer to our question after the discussion S: it could be a 50 because itis not to cold or not to hot, T. we want somewhere that is not too cold, but not too hot. Strengths & Action steps for support Strengths Action steps for support *Your students knew what to do when you stated "Hands on Top’ This shows that you set your expectations with your students that they need to stop what they are doing and put their hands on their heads and state "that means stop’ *Student participation is super high and they wait patiently majority of the time to be called on “There was a student reading a book at your library from § minutes before you asked her to retum to her desk. Make sure all students are where they need to be before transitioning into another activity. “I noticed your RISE students were out and | believe from a previous conversation with a student who has a 504 in your class we have confirmed that science would not be taught when they were out of the room,Dedra Farester Instruction & Assessment Pars ca ta etlar- La Ned es/Active Learnin: Notes Focus: Effective Instructio 1" Boys 14 Girls 16 Objective understand information people live in, on, or near by ying the different landforms located where people live T; Upon entering the classroom the teacher was explaining light and demonstrating what happens when light is in a controlled area and what happens to it T: demonstrated hi Ww light can travel in a straight line by sending light inatube T- lets show our guest how we put our workbooks away S: can we do a circle? T okay lets do it T- continues dismissing rows to line up 'S: students are in a line and walk in a circle to put their books away and walk in a circle around the room ‘remember to keep your eyes forward as we go around the room and find our seat 10:50 T. okay get out your magazine S: students started talking T. class class S:yesyes T-hands and eyes Tl like how ___ has his eyes are forward and his voice is off with his magainze out S: begin to talk again T-class, class S:yes, yes T close your magazine T.class, class S:yes, yes T: desk check S:students adjust their desks in their rows, compliments row 4 and passes out tickets for being ready and voices off 11:53 T recites objective to students T:we always start with our map T. what do we use @ map for? 'S: helps know where something is T. point to the picture that shows mountains. Now where is the valley. Do you see a neighborhood in the valley? Whole class: yes T. Oh let's raise our hand if we see something, S:1 see a house T: Now point to the plain S:| see a flat surface, ‘T-what do you see on the plain? S:| see vegetables and crops 11:57 T- continues to next page to review what is on the next pagesSS: students get excited and start to talk T-class, class S:yes, yes T- continues discussion about what they are seeing in their hook ‘T-we are learning about loves of details (moves icon) 11:59 ‘T- with your shoulder partner. Tell your shoulder partner places that you ‘saw in your magazine about landforms that people live near SS: students share with their partners T. goes around the room and listens and prompts students T ready to listen in 3, ready to listen in 2, ready to listen in 1 T thank you ___for showing your eyes are ready with your quiet coyotes 12:03 TMs Farester has something spacial planned, but you need to listen very carefully. T: put away your magazine T- explaining how they will use their whiteboard marker to draw a picture of a landform on their desk S: begin working after a few reminders to have their voices off T: monitors the class as they are working and reminds those who fee! they are done to add more details. T.tells students it is time to stop working and put your marker away and share what they drew Strengths & Action steps for support Strengths Action steps for support *Class knows what is expected of them which shows that your have set your class expectations *Students know the expectations of working with their shoulder partner and how to share, but also how to come back as a whole class. *The use of depth and complexity is apparent, but when you moved the icon students did not have any idea that it happened. Work on helping make that connection with your students. *As you were explaining what you had specially planned for them half of the students were getting it out so it was hard to hear the rest of the directions. Set up how to get markers out afterall directions are given, so you will not need to repeat multiple times the expectations.Daniel Sapien Instruction & Assessment Notes Effective Instruction (modeling thinking) stu nts will analyze circles by distinguishing the radius and (the starred lems) nd asked the students whi tter does not haveS: student answered Tread number 21 - remember sample same means we need to list them all S: HI for head, H2, H3, H4, HE, H6, T for tall T1, 2, 73, T4, 15, 16 ‘T: What is the probability of tossing heads and rolling 1 T: (one student raised hand) anyone else 812 T-how did you figure that out S: explains reasoning T. yes that is correct (moves to next problem) 10:42 T solve using inverse operations T. brody S: divided T-yes we will divide (shows students) then we get 83 T yes we get 3 T.-L am going to stop there as we won't have time to finish up those T. alright pack up Bell Rings ‘Switch class (academic intervention class) start @ 10:47 BS 66 T.lets take a look at this paper, we are going to begin working on this one for a ite bit T.last one you had was distributing. This one will be distributing and ‘simplifying T10¢-1 6x I see has the same variables ‘S: would it be -6x to the 2nd power T-it would not be to the 2nd power as we are not multiplying. We need ‘to be careful when looking at the problem. T-which one can | combine on number 2 S: 12a, 4a, and ato get 1728 T-yes, again make sure we are looking for like terms to determine what we can combine. T.which ones can | combine ‘Sou can combine -7k and minus 2 k T. [like to box my like terms. What do | gst? S:-9K T. then how do we finish 8: 17-310 gt 1410:55 T- now we are going to distribute T how can | complete the next problem S:-Bx - 36 T. remember what happens when | take a nagative times a negative. What does it get me? 8: a positive so this should be plus 36 11:00 T- helps a student work through problem step by step guiding them through their thinking T isit a positive or negati T-you can alsa write it as a minus 11:02 T- turn to the next page and I will come around and help : my mind just went blank and | don't know what to do T. remember you need to begin with distributing, (Then guides student through work) 8: Thank you T. continues to walk around the room to help students S: a small group of students work together on helping each other with the problems Tit might help to go through and change all the minuses to plus a negative as | am seeing many of you are still struggle with it. Shows students and Strengths & Action steps for support Strengths Action steps for support “With intervention class teacher is able to help guide students along with their thinking *Students know what is expacted when going over the practice questions in class “Students are able to explain how they solved a problem. Try to have students modal their thinking to the class on the board, “With your intervention students, maybe try helping them see the problem in a different way by rearranging the problem by putting like variables together.ort Plan Heather Morey Instruction & Assessment Student Engagement/Active Learnin Ne Student engagement 9:20- 28 students Lots of call and response ssson with reviewing the concepts of structures with motions he title and cover with th lass 01 story called Changes T. asked students to pr dict by looking at the pictures what typ: itwas aboutT. uses motions with hand to help students determine what type of text the story t S: provided a thumbs up (narrative), thumbs down (informative), or ‘somewhere in the middle of the two T. called on muitiple students to share their predictions 'S:| think it will be narrative because we T reads page of book : shouting out T: remember what you need to do to get my attention (shows hand raised) T- am going to monitor my comprehension as ms Morey doesn't know what the word gas means. | know liquid is ike water, solid is like these icicles. Who can tell me what 2 gas is? 'S: multiple students raise their hand T tums to next page and reads Tasks students to show comparison on their hands again (half of class participated) T- continues to read Tasks where do you use water in the summer S: begin to get off task T. class class S:yesyes T reminds class about earning their § extra points, TI see row 1 is working to earn their point. Row 2 is almost ready and | will come back, row 3 | will come hack as you are almost ready T- Finishes story Tasks students to answer questions what will make the snowman melt? T. give me a thumbs up when you have an answer S: show thumbs up T what will make it turn into a gas? Sit will become hot ‘T-hands on your head, hands on your shoulders, hands on your hips wiggle your hands, wiggle your legs T: stand up on your side of your desk by the cubby side T: stretch up tall, move your hands like a rainbow with our voices off and breathe 'S: completing motions T: stretch tall again and show me your rainbow T-now we will sit down with our voices off 9:40 T: show me your thumbs up or down or in the middle to tell me what the story was about S: showed thumbs up or down T: Michael | see you have your thumbs down why do you think this is aninformative S: the story was about solids, liquids, and gasses T: you will draw a picture of one way water changes T: What is one way water changes Callie? 8: it melts T: as you work your voices are S: off T: can you use your math offices for privacy S:yes T: passed out papers Tl see___ is ready with her math folder out and ready. | see__and Getting their name on their papers. T.ifyou can hear me clap 3 times S: clapping T.ifyou can hear me clap § times $:1,.2.3.4,5 T: Ifyou need my help show me what you do T. do we need to shout out Ms Morey if we need help Strengths & Action steps for support *Students know the expectations of your call and response. Having students copy your motions helps refocus them to happening in the classroom, nat is Strengths “When asking questions you incorporate thumbs up, thumbs down, and in between this helps you understand quickly where your students are at Action For “OUinus ignoring those who are wondering but not affecting those steps for p who are learning and participating. support LEGACYMegan Warren Instruction & Assessment Instructional Activities/Active Learnin Focus: Effective 12:13- Boys 12 Giris 16 struction Objective: analyze details of a map by differentiating absolute and relative lo T- upon entering students were discussing social studies and dif between wet and col T- teacher was calling on students to explain if they would live in the wetS: a variety of students providing why and where T. explains how where she grew up she lived where it was cold and they would have to wear snowpants T. asked students if they knew what snow pants are S:yes T. They are put over your clothes to help keep you warm and dry T: continued asking where a few more students would live Inthe wet T. where would that be? Slike Nevada T-tum your page. Our big world T teacher reads to class T:raise your hand if you live next to a Fry's SS: students raise hands and start talking T. [like those who have a bubble in T-who lives next to a Fry's and Walmart SS: students raise their hands Toh catch a bubble SS: students quickly catch a bubble and they can move on Task students if they can determine whare the next place in their magazine is 12:20 S: student stays Thailand T-can you read what is says? S: student begins reading TIsthalland a brrr, a cold, or a wet, S:awet T. who has ever been to Thailand its only like 80 miles away TL am sure you have been there SS: student reads the next part T: stops students | want my friends to show __respect as she reads : continues to read T: review what the student read and then asks the class if it woud be a hot, cold, wet, or burr S: bur Now out of all of them which one would you want to live in and why (from four places in magazine) S: Thialand because why? Do you like waterfalls, water, heat? S: noddes head T: why dont you pick one S: heat because its warm T- calls on other students12:26 T- turn to your talk partner and share where you would live and why 8: share T. count down from 10 1 am going to give 2 row points to the row that is showing me they are ready and can follow directions T. calls on students to collect magazines Lill give those row points to row 2 12.27 T-we are moving to math meeting. | will ave you 10 minutes to work on it silently T. passes out papers T: ready listen, there are zero friends absent and there were 15 that at school lunch S: what is the temperature? T: the temperature is 75 degrees: Strengths & Action steps for support Strengths Action steps for support “Asking a wide range of students to answer questions provides a wide variety of student engagement throughout the lesson and keeps students motivated to participate. *Students understand and know your expectations that you have set in place for each aspect of the lesson “When asking students which one they would live in and why this is 2 great opportunity to have students share before sharing as a whole class. This gets the students involved in their own thoughts and. opinions. Downlc LEGACY