Evidence from work with hundreds of OGAP teachers has shown that the systematic and intentional use of OGAP is most effective when teachers have ongoing support and discussion through regular Professional Learning Communities (PLCs). For OGAP to have sustaining power, teachers and teacher leaders need time to meet regularly to discuss evidence in student work, instructional implications, and implementation issues as they arise. It can often be hard to find the time in the busy schedule of a typical school day, but it is time well spent that will have pay-offs in instructional improvement and student growth.
Are you meeting with your grade group partners regularly to discuss OGAP and student work? If not, what can be done to help make this happen more regularly? What can be done now to ensure that they are scheduled more consistently for the rest of the year?