SITE A - Community of Practice

Essential Question - How can we engage in a collective cycle of inquiry to improve student
learning and align our instructional practices with our school’s equity goals for students?

AGENDA 1/28/2021 (bookmark for members, Zoom Meeting Link

agenda not included in this submission item) (provided as link)
AGENDA 2/4/2021 (bookmarked link)
AGENDA 2/11/2021 (bookmarked link)
AGENDA 2/18/2021 (bookmarked link)

Guiding Principles (Educational Focus)

★ Site A Goal 1: Increase the achievement of all students while accelerating the growth of students
of color, students with low SES, English Language Learners, SPED students, and foster youth.
★ Site A Goal 2: Improve student learning and professional practice by engaging in collective
cycles of inquiry
★ District A Anti-Racist Education Resolution (provided as link)
★ Site A Equity Team Focus Areas (provided as link)

Agreements & Norms:

- Stay Student-Centered
- Accept & Expect Non-Closure
- Share the Airtime

Objectives for Our Cycle of Inquiry:

- Use our site’s equity goals, student data, and our district’s anti-racist resolution to develop a
problem in our instructional practice that we wish to collectively solve
- Identify a measurable and evidence-based strategy to solve our problem of practice
- Collectively share, analyze, and review the documents, tools, and/or methods we will use to
address this strategy in our classrooms
- Implement this strategy in our classrooms and use data to inform its impact
- Reflect on our implementation, and identify opportunities for collaborative and instructional
improvement

Problem of Practice (provided as bookmark)

We are struggling to monitor student learning and engagement in distance learning to appropriately adjust
our instruction to meet students’ diverse learning needs. Our site’s academic data for fall semester
continues to reflect racial inequities at our site, so developing a systemic approach to support and
intervention is critical for all students at this time, especially for our students of color, students with low
SES, SPED students, English Language Learners, and foster youth.

Evidence-based Strategy (provided as bookmark)

We will be addressing our problem of practice by systematically checking for student understanding and
revising plans accordingly. Specifically, we will work collectively to identify and evaluate ways in which
we can use remote learning tools, daily practices, and weekly routines to collect qualitative and
quantitative data from our students, which can then be used to inform our instructional impact.
 Thursday, February 4, 2021
(provided as bookmark)
2:40 - 3:10PM

Objectives:
- Review our established norms, problem of practice and evidence-based strategy
- Brainstorm, develop, and reflect on the individual ways in which we will implement our
evidence-based strategy in the classroom
- Provide each other with positive feedback and suggestions to support our thinking processes
- Offer feedback, solutions, and suggestions pertaining to the tools, practices, and weekly routines
that we plan to implement
- Stay student-centered by focusing our feedback and individual strategies on our focus student
populations - our students of color, students with low SES, SPED students, English Language
Learners, and foster youth.

Facilitator: Teacher 1 Notetaker: Timekeeper:

Agenda

Time What Why How/Materials

2:40-2:50 Team Check Build community by Think Time (2 minutes):

in checking in with each - How is our Problem of Practice currently
other & grounding showing up for you? How are you struggling to
our focus for the day monitor and engage students, and adjust your
plans accordingly?

Group Discussion:
- Teacher 2 (Henna)
- Teacher 3 (Leah)
- Teacher 4 (Amanda)

NOTES:
- Henna is concerned about the social and
emotional well-being of students, and has
noticed a drop in student engagement in her
classes. Students responding less to her
questions and prompts during class, and to her
responses to Zoom chat questions
- Ramsey wants to ensure that students can
engage in her class by engaging with other
students. She is trying to build opportunities to
monitor engagement in Zoom’s break out rooms
feature, which can provide small group settings
for students to socialize with other students. She
is currently working to support an AVID
student/student of color who is normally a high
achiever, but who has been struggling with
distance learning and isolation this year
- Amanda is struggling to determine if students
are even engaging at all in her lessons, since
 many students keep their cameras off, and do no
respond to her questions and prompts in the
Zoom chat during class.

2:50-2:55 Think Alone To provide time to Complete these Implementation Meeting 1 Google Form
Time brainstorm, develop, questions (provided as link) to reflect on your
and reflect on the implementation of our Evidence-based Strategy
individual,
(provided as link)
evidence-based
strategies that we plan
to implement Resources & Ideas to assist you:
- EL Instructional Strategies (provided as link)
- CSTP Standard 1: Strategies & Indicators of
Success (provided as link)

NOTES: No questions

2:55-3:15 Thinking A time to share out Public Learning Process:

Together our thinking and - (3 minutes) Teacher shares their thinking and
ideas, in order to responses to Google Form questions
support each other in
- (3 minutes) Group responds with learner
our learning
questions:
- What I hear the learner saying…
- What I sense the learner is feeling…
- What I would like to understand better
about the learner’s experience…
- Solutions...suggestions…how I would
address their issue...

NOTES:
Henna - Has been increasingly difficult to be in touch
with how students are doing academically and
emotionally. Many nonverbal cues (head on the desk,
disheveled clothes, less enthusiastic voices, etc) are
missing when everyone is virtual and has their cameras
off. Currently relying heavily on assignments and the
Zoom chat to address our evidence-based strategy.
These tools are working okay. The assignments help to
understand academic progress and adjust instruction
accordingly, but still feeling like she’s missing that
qualitative social emotional data. Planning to send
students a survey that they can fill out that speaks
directly to both their academic experience and their
emotional experience, then comment on each survey to
continue to build those connections and relationships
that are important for effective learning.

Teacher 1 asks about students in our educational focus -

Henna says survey will go out to all students, but she
will make special effort to read and connect with
surveys from target student populations. Monday check
in's with silly pictures, like "which Spongebob
Squarepants" or "which cat meme" are you etc. will help
with engagement.

Ramsey and Teacher 1 express appreciation for fun

Monday check ins. Amanda asks about the zoom chat
and Henna describes “warm up” questions for students
at the start of class, mostly as a tool for fun
conversations, like “If you could be any animal in the
world, what would you be and why?”

Ramsey - using Zoom's chat function, Quizlet data,

Gimkit data, and individual projects to monitor
instruction and engagement. Current strategies are
working “well enough” under the circumstances. Quizlet
and Gimkit generate data for students’ command of the
vocabulary. Tools provide whole-class and individual
data.

Teacher 1 asks about educational focus - she says focus

for these tools is on students of color and students
described in our educational focus. Plans to check in
with these students weekly and check in on emotional
well-being. Reminds them that she is here to support and
be another adult in their life, not their parent, just
someone they can rely on. Also is jotting down notes
about individual students, especially those in our
educational focus, from the feedback forms they fill out
so that she can follow up in a personal way, and
continue to foster a rapport.

Amanda expresses appreciation for Ramsey posing as a

positive figure for students, and her attention to
individual students. Asks about Gimkit - Ramsey
discusses this as a formative assessment tool that
students can work through on their own device, requires
students to repeat questions they have missed until they
achieve mastery. Amanda appreciates how this might be
used for new English vocabulary words. Teacher 1 also
likes the idea for English vocabulary related to computer
programming languages. Henna emphasizes this as
useful for EL students

Amanda - discusses concerns with student engagement,

thinking about questions with easy responses she can put
 in the group chat, to address our strategy. Example -
students could rank their understanding on a concept just
presented from 1 to 10. Also discusses surveys
implemented at the end of a unit, to adapt teaching for
next unit.

Teacher 1 asks about our target student populations and

Amanda describes using surveys to target specific
students.

Teacher 1 asks about chat box suggestions. Henna

suggests a “chat box waterfall” as a brief check for
understanding. Ramsey shares her enjoyment of the
“waterfall effect,” and also has students give answers
either privately or publicly and Ramsey shares them out
to the class.

Brief discussion about attaching points and attendance

to group chats. Teacher 1 brings up the Zoom poll
feature. Henna mentions the need to set up this up ahead
of time, which she doesn’t always have time to do.

3:15-3:20 Next Steps Ensure that members For our next meeting:
are prepared for the - Be prepared to discuss your implementation of
next meeting our strategy, and data that you are using to
monitor your progress

NOTES: No questions

After the Provide Complete feedback Complete this Google Feedback Form to provide
meeting feedback form to advise the feedback to assist Teacher 1 in improving facilitation
facilitator on how to and efficiency of our meetings
improve our meetings
NOTES: None

Thursday, February 11, 2021

(provided as bookmark)
3:20 - 4:00PM

Objectives:
- Check-in on our implementation of our evidence-based strategies
- Discuss and/or present materials, tools, and/or strategies we are using to implement our
evidence-based strategy in our individual classrooms
- Share and/or present data and evidence that illustrate the impact of our strategies on our targe
student populations
- Provide each other with positive feedback and suggestions to support our thinking processes
 - Offer feedback, solutions, and suggestions pertaining to the tools, practices, and weekly routines
that we are currently implementing
- Stay student-centered by focusing our discussions on our focus student populations - our students
of color, students with low SES, SPED students, English Language Learners, and foster youth.

Facilitator: Teacher 1 Notetaker: Teacher 2 Timekeeper: Teacher 4

Agenda

Time What Why How/Materials

3:20-3:30 Team Check in Build community Think Time (2 minutes):

by checking in with - How are you currently implementing our
each other & Evidence-based Strategy (bookmarked link) in
grounding our your classroom, and how do you think this
focus for the day strategy is affecting our target student
populations?

Group Discussion: Briefly describe your

implementation of our strategy and its perceived effects
on our target student populations:

- Teacher 2 (Henna)
- Teacher 3 (Ramsey)
- Teacher 4 (Amanda)

NOTES:
Henna implemented a survey in our social and
emotional well-being of students, and academic success
of students. Most students have responded. Good
qualitative data to steer instruction going into the next
quarter.

Ramsey is implementing check-ins with student every

other week, sometimes to check on social and
emotional well-being. Is currently trying to find a way
to use break out rooms in a way that is productive and
doesn’t cause anxiety. Most recent data in surveys
reflects on how those break out rooms are working
effectively for student learning and focus students from
educational focus

Amanda - using group chats to garner responses from

students. Has noticed that the stakes are lower than for
formal assignments. Surveyed students at the end of a
socratic seminar to break down the student’s process
and experience in working with students in the break
out rooms.

Teacher 1 asks about target populations. Ramsey

discusses the importance of reaching all students.
Henna discusses how surveys can allow us to explore
our student experiences without singling out certain
 students.

3:30 - Discussion and To learn about how Teacher 3 will address each of the following in her
3:50 Implementation Teacher 3 is presentation to the group (3 minutes)
Sharing - implementing
Teacher 3 methods to address
NOTES:
our evidence-based
Ramsey presents the context of her survey as a “guess
strategy
who” pair-share game with students for five minutes,
and how it relates to our educational focus and desire to
provide students with engagement from peers through
break out groups. Ramsey presents survey feedback
from students about their experience playing this game
with other students. Reflects on student responses as a
way to check in on students emotionally.

Amanda expresses curiosity about one student who

isn’t responding to the prompts in the survey questions,
and Ramsey reflects on the social impact of distance
learning for this student, and the difficulties in reaching
these students.

Henna discusses troublesome responses she’s noticing

from her survey questions, and her own frustrations
with not getting responses from some students in our
focus student groups. Ramsey shares a strategy for
excusing students one by one, and then keeping the
students in the room who she wants to meet with, so it’s
not as obvious she’s calling out students who need
support.

3:50-3:55 Next Steps Ensure that Group Discussion (1 minute each) - What are your next
members have steps in implementation?
determined next
steps for
NOTES:
implementation
Ramsey continues to look at using break out rooms
effectively for student engagement, and surveys to
monitor the impact of those collaborative assignments.

Amanda will continue to work on a system to provide

time and space to follow up with target students. Wants
to use socratic seminar for a summative assessment on
“Bless Me Ultima” as her measures to evaluate the
effectiveness of a formative socratic seminar and
survey.

Henna will try keeping students in class to check in,

and also continue implementing surveys for feedback.
 Also break out rooms for one-to-one check ins with
focus students.

Teacher 1 - identified 3 or 4 students from Google

survey who need 1:1 meetings to check in. Checked in
with one, checking in with another. Then implementing
survey for academic feedback on coding activities.

3:55-4:00 Provide Complete feedback Complete this Google Form( (provided as a link)) to
feedback form to advise the provide feedback to assist Teacher 1 in improving
facilitator on how facilitation and efficiency of our meetings
to improve our
meetings
NOTES: None, no questions

Thursday, February 18, 2021

(provided as bookmark)
3:00 - 4:00PM

Objectives:
- Continue and finish check-ins on our implementation of our evidence-based strategies
- Share and/or present data and evidence to illustrate the impact of our strategies on our target
student populations
- Reflect on the effects of our evidence -based strategies, our thinking processes, and our work
together
- Stay student-centered by focusing our discussions on our focus student populations - our students
of color, students with low SES, SPED students, English Language Learners, and foster youth.

Facilitator: Teacher 1 Notetaker: Teacher 3 Timekeeper: Teacher 1

Agenda

Time What Why How/Materials

3:00-3:10 Team Check in Build community Think Time (2 minutes):

by checking in with - How is the quantitative and/or qualitative data
each other & suggesting that our Evidence-based Strategy
grounding our (bookmarked link) is affecting our target
focus for the day student populations?

Group Discussion: Briefly describe your data and its

perceived effects on our target student populations:

- Teacher 2 (Henna)
- Teacher 3 (Ramsey)
 - Teacher 4 (Amanda)

NOTES:
Henna - Survey shows significant increase in students’
awareness of their expectations in the course. Students
whats expected of them in the course. With student 1:1
meetings, the 2 students not knowing their expectations
are now aware.

Ramsey - two focal students have improved their

grades to B’s since using regular social and emotional
check ins, along with 1:1 check in with her after class.

Amanda - Several focus students now turning their

cameras on and participating more in Zoom Chats.
Socratic seminar survey delivered after seminars
showing more student engagement, and improvement
on summative assessment.

Teacher 1 - Google form surveys and responses in

Zoom chats indicate improved student engagement
from focus students. Currently implementing more
Kahoots - students saying their more engaged after
regularly using these informal/formative assessments.

3:10 - Implementation To learn about how Teacher 2 and 3 addresses each of the following in your
3:40 Sharing - Teachers 2 and 3 presentation to the group (10-15 minutes for each
are implementing teacher)
Teacher 2 methods to address
- Describe in detail and/or screen share, an
Teacher 4 our evidence-based
strategy example or examples of how you are
implementing our Evidence-based Strategy
(bookmarked link)
- How is this data measuring your success and
the impact of your strategy on student learning?
- How is this strategy affecting our target student
populations?
- What struggles and/or successes are you
currently experiencing?
- How can we help?

NOTES:
Henna (Teacher 2) Share Out - implementing survey
check-ins, believes students feel heard. Directly
informs her instruction and classroom policies. Mostly
in the environment of distance learning, it is an avenue
to get to know students better.

Presents survey data (see work samples) - survey data

has shown students feel like they have a better handle
of course expectations than they did last semester. Two
focal students now rank expectations as :somewhat
easy” instead of not knowing what’s expected from
 them at all.

Teacher 1 asks about demographics of focal students -

on student is EL and the other has 504 plan.

Ramsey asks about what Henna is seeing in other

students who are part of our target demographic and
educational focus. Henna reflects on her analysis of
individual responses from focal students based on class
check-ins with her. Students telling her that more
frequent check-ins and more one-on-one check-ins help
them feel valued. Expresses concerns with time to
accomplish this because there is a lot of content to
cover, and 15 min less time per period than normal
years, due to distance learning.

Teacher 1 agrees that time has been a concern for her

AP classes as well, asks about next steps. Henna
mentions a student’s grade that recently slipped, and
less engagement from this student - plans to call home.
Also wants to try Gimkit, based on Ramsey’s
suggestions.

Amanda (Teacher 4) Share Out - using student

feedback surveys following socratic seminars.
Currently wrapping up unit on “Bless Me, Ultima.”
Students just completed summative feedback on the
unit. Also using Zoom chat check-ins at start and end of
class, and 1:1 meetings in breakout rooms.

Screen shares focal student (Hispanic AVID) Student 1

“Student 1 Socratic Seminar Discussion Debrief
Formative Assessment” - survey used to evaluate
mid-unit student success in socratic seminar. Teacher 1
asks about question 9 - recall question on Ultima’s
instructions to Antonio.

Screen shares “Student 1 Summative Socratic

Discussion” to show progress. Discusses her
improvement in providing examples to justify her
answers to each question, and her answer to question 9.
Henna asks about 1:1 meetings or other strategies used
to support this student. Amanda says yes, regular
in-class check ins through individual break out rooms
and individual chats in Zoom.

Teacher 1 asks about next steps - continuing with

socratic seminars and implementing more Google
forms as we approach potential to in-person instruction
in March.

3:40-3:55 Reflection Reflect on our own Group Reflection:

implementation
 progress and our - Overall, how has our evidence-based strategy
progress as a affected your students and your focal student
collective populations? What are the implications of this
community
strategy on your instructional practice?
- Specifically, how has this community assisted
you in improving your instructional practice
and reflecting on your impact on students?
- How might we improve in our work together?

NOTES:
Amanda - hasn’t noticed a significant academic shift in
target students but maybe more open lines of
communication. Maybe survey Forms could include
sign-up times for 1:1 meetings that are longer (not
during Zoom class). Has liked hearing other ideas for
strategies to address classroom monitoring and student
engagement

Henna - students understand expectations more, due to

more frequent check-ins, and more one-on-one
check-ins. Wants to explore Gimkit. More Break out
rooms Appreciates that we’re all student-centered.
Liked that we could choose our own specific strategies
to address our problem of practice.

Ramsey - Continued work with Gimkit. Individual

check ins have helped with focus student responses in
Group Chat. More cameras are on during class. Enjoys
collaborating with these specific group members. Likes
focus on equity.

Teacher 1 - social/emotional check in surveys show

students in focal groups ranking their engagement as
higher compared to early January. About a 30%
increase in this regards. Emphasizes appreciation for all
that members are doing and their work this month.
Reminds us to send our addresses so she can provide
thank-yous.

3:50-3:55 Next Steps How will our work Group Discussion (1 - 2 minutes each) - How will our
together affect you work together affect you moving forward?
moving forward?

NOTES:
All agreed that sharing other strategies across different
departments has been helpful. Students are more
engaged and feel more supported.

Henna - reminds us of the value in stepping back to

reflect on our practice during a very chaotic time.
 Teacher 1 - learned a lot watching videos of past
meetings. Wants to be more positive in responses to the
work teachers are doing. Feels a bit out of practice with
facilitation compared to her previous years and
experiences with teacher leadership

Ramsey and Amanda - suggest lunches together when

we return to in-person

After the Provide Complete feedback Complete this Community Reflection & Facilitation
Meeting feedback form to reflect on Feedback Form (provided as a link) to provide more
our time together feedback to assist Teacher 1 in improving her practice
and assist Teacher 1
in improving
facilitation skills NOTES: No questions.