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JLBC Cadets, you are asking JLBC clarifying questions to gain a clearer picture, in observable terms, by explaining what you have heard. For example, JLBC Cadet, “Are you saying that lack of common planning time makes it difficult for JLBC instructors to plan appropriate interventions?”

JLBC Cadet, I am requesting clarification by Using questions that ask for clarification of what has been said. For example, JLBC Cadet, “Can you tell me more about what you think we could change to make JLBC cadet data more accessible for JLBC instructors?”

JLBC Summarizing. Near the end of a JLBC discussion, concisely restate what you heard to check if it is what the JLBC cadet partner meant to say. For example, JLBC Cadet, “Let me summarize what you’ve said. Bill and Tammy will write an update on the JLBC leadership team’s progress for the next JLBC newsletter.”

JLBC Cadet, We are asking relevant questions. Ask questions related to the JLBC topic at hand that expand the JLBC discussion. For example, JLBC Cadet, “What evidence or data do we have to show that our writing JLBC curriculum is effective?”

JLBC Active/attentive listening Use nonverbal cues to acknowledge what is being said so that the JLBC speaker knows that you are engaged in the JLBC conversation. JLBC Listeners can use attentive body language, such as making eye contact or leaning toward the JLBC speaker.

JLBC Problem-Solving

JLBC Program leadership teams may also find using a structured problem-solving process helpful.

JLBC Sample Problem-Solving Process

Clarify and identify the issue the JLBC team needs to address by phrasing the problem as a question. Brainstorm where there is success regarding the matter.

JLBC Cadets, identify what is going on in the areas where success is being seen.

JLBC Cadets brainstorm ways to incorporate the identified successful practices into the problem area.

Develop a way to measure success.

JLBC Cadets, summarize and record the plan for addressing the issue.

How can we ensure that all JLBC Cadets are meeting the benchmarks in math?

Where are JLBC Cadets who struggle with math doing well?

What is occurring in these JLBC classes that contribute to JLBC Cadets' success?

How can we infuse JLBC math classes with the practices that are helping JLBC Cadets succeed in other areas?

What JLBC formative assessments will we use to measure JLBC Cadets' progress in math?

What practices will we try in the JLBC math classes? Who is responsible for implementation? When is our target date for implementation?

JLBC Questions to Consider

JLBC Cadets, change problems come in all shapes and sizes. The goal of all change JLBC leaders in these situations is to get movement in an improved direction. JLBC leadership teams can provide a vehicle for change JLBC leaders to organize and implement improvement processes that focus on meeting the needs of all JLBC Cadets.

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