5. Describe Their Implementation

One co-teaching team implemented the FRAME in a math classroom. They modified the template to include graphs to better serve their lesson. The use of additional visuals was particularly beneficial to students with disabilities. While students were hesitate to participate in the creation of the FRAME, they became more comfortable as they continued the use. 

One coteaching team implemented the FRAME in a math classroom.  They modified the template to include graphs to better serve their lesson. The use of additional visuals was particularly beneficial for students with disabilities.  While students were hesitant to participate in the creation of the FRAME, they became more comfortable as they continued the use.  

Although it is not documented for the badge, our team plans to use this strategy on weekly reading stories.  Even if we are no longer a team, the overall concept is understood. 

Melissa Fiuza was one of the Science teachers that attended my November 30,2017 instructional session on Frames. She did develop and use a Frame Routine with her eighth grade "Talented and Gifted" Science students. The topic was Plate Tectonics. 
Her students averaged a 68% test score before using the Frame. Their average test score improved to 90% after co-constructing the Frame.
She has not used another Frame since then because she hasn't had time to make another one. She does like them and would be willing to use more in the future. I have encouraged her to attend future SIM training opportunities.

I spoke with A.D. on her implementation of the framing routine over the last quarter and an half.  She replied that she has been using the device although not as often as she would like.  There has been an increase in engagement from her students since she has begun using the device and she plans on using more frames as she progresses into next school year.

The devices are becoming much easier to put together as she has built them and she was excited to say that other teachers have seen her use the device and are interested in also attending training.  We did discuss the challenge of remembering to do the Cue-Do-Review in its entirety, she remarked that she has forgotten to Cue on occasion and the time crunch at the end to Review was difficult.  I suggested placing reminders in the back of the room that she could see to help her remind herself of the process.

We wrapped up the conversation around her data piece, she is planning on using her students final exams in comparison to their midterms as her Student Outcome and believes it will be successful.  She definitely plans on continuing with SIM next year and is eager to attend more training over the summer to further her knowledge and gain another routine or two.

Our colleague implemented this strategy with her fourth block students. This class has a wide range of students from various social-economic backgrounds, learning styles, and behaviors. Truthfully, the FRAME was met with initial resistance as many students claimed it wasn’t very exciting. After the teacher was explicit with how this strategy would be beneficial for the students’ written language and organization, the students were open to the FRAME. Once the students had time to transfer their knowledge over to their own writing practices, students admitted they enjoyed how the FRAME forced them to be more deliberate about organizing their essays. Mrs. Hodges and I both provided support to our colleague in articulating the validity of this strategy to her students.