# data[].attributes.headline
When looking at data, teams should be focused on learning about themselves and their students as a result of analyzing the work. The key is to ask yourselves, "what are we learning that we can use to make a difference?"

# data[].attributes.subject
When looking at data, teams should be focused on learning about themselves and their students as a result of analyzing the work. The key is to ask yourselves, "what are we learning that we can use to make a difference?"

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I am thinking of evaluating and selecting the most important modules in terms of being related to their professional learning goal from the Playbook to take back to my department and then monitoring this progress during PLT meetings. 

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I am thinking of evaluating and selecting the most important modules in terms of being related to their professional learning goal from the Playbook to take back to my department and then monitoring this progress during PLT meetings. 

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I think they are both important. However, I often dwell more on student progress than achievement because at the end of the day for me it is about students growing. 

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I think they are both important. However, I often dwell more on student progress than achievement because at the end of the day for me it is about students growing. 

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I would like to bring the module 17 back from the playbook to my department. Their professional learning goal is centered around common assessments, so this would be a very useful module. 

# data[].attributes.subject
I would like to bring the module 17 back from the playbook to my department. Their professional learning goal is centered around common assessments, so this would be a very useful module. 

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I like Notice/Wonder, as well, as long as it is then tied to actionable outcomes. I also like the Team Discussion protocol on page 119. 

# data[].attributes.subject
I like Notice/Wonder, as well, as long as it is then tied to actionable outcomes. I also like the Team Discussion protocol on page 119. 

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That they is a term for what effective teachers do as they observe students and push their thinking, "expert noticing".

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That they is a term for what effective teachers do as they observe students and push their thinking, "expert noticing".

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Noticing Note-Taking guide is a clear process to orient everyone in PLT to collect information which can be further discussed and used to guide actions.

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Noticing Note-Taking guide is a clear process to orient everyone in PLT to collect information which can be further discussed and used to guide actions.

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I think that my new knowledge will aim in working with PLTs and classroom walkthrough observations.

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I think that my new knowledge will aim in working with PLTs and classroom walkthrough observations.

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I am a huge component of student growth. I think if a student is progressing we are moving in the right direction. However, we have to insure that the progress is adequate and we are doing all we can to move them toward achievement.  In most cases they will have to show more than a year of  progress, if we want to close the gaps we so commonly see. With the right amount of progress achievement will come. 

# data[].attributes.subject
I am a huge component of student growth. I think if a student is progressing we are moving in the right direction. However, we have to insure that the progress is adequate and we are doing all we can to move them toward achievement.  In most cases they will have to show more than a year of  progress, if we want to close the gaps we so commonly see. With the right amount of progress achievement will come. 

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fishbowl for observation

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reflection is continuously relevant to our work, by reflecting on the experiences we create and the practices used we take action to do use our learning to do better

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reflection is continuously relevant to our work, by reflecting on the experiences we create and the practices used we take action to do use our learning to do better

# data[].attributes.body
There are so many great guiding questions in the workbook for "activators" to utilize when preparing for specific PLT discussions.  Knowing the right questions to ask is powerful.

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Give one, Get One would be a great way to reflect on practice and gain ideas from colleagues

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Give one, Get One would be a great way to reflect on practice and gain ideas from colleagues

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Would like to incorporate the grid into our intervention tracking process. It would be a better representation about the progress that is being made. Grades don't always accurately show the progress.

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supporting learning of every student is strongly connected to how we respond to data collected.  Maximize growth for all while aspiring to have high achievement

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supporting learning of every student is strongly connected to how we respond to data collected.  Maximize growth for all while aspiring to have high achievement

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To make sure when we think about "what did we learn today", to not just focus on student learning. Think about what we learned as educators about our instructional practice. REFLECT.

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To make sure when we think about "what did we learn today", to not just focus on student learning. Think about what we learned as educators about our instructional practice. REFLECT.

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I will work with PLCs at my school to implement some of these deeper protocols for analysis of assessment data.  I will definitely use the playbook resources.  

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I will work with PLCs at my school to implement some of these deeper protocols for analysis of assessment data.  I will definitely use the playbook resources.  

# data[].attributes.body
Some of my PLC's have begun looking at former pre and post assessments to see if they measure the needed outcomes. I want to continue this work and allow teachers space to reflect and adapt.

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I appreciate that this chapter and guiding Q invite PLCs into looking at evidence of learning and action steps based on what they see - we have to identify action steps for EACH learner, not just those who are struggling with content. I can imagine sharing that this work holds power and requires thoughtful time and preparation ahead of time.

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They are both very important pieces of data that can show us different aspects into our students. Achievement can give us a glimpse of how a student performs compared to others. And progress shows us how students perform over a period of time. Both different, but very important. The progress can lead to greater acheievement.

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They are both very important pieces of data that can show us different aspects into our students. Achievement can give us a glimpse of how a student performs compared to others. And progress shows us how students perform over a period of time. Both different, but very important. The progress can lead to greater acheievement.

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Student achievement is important, but we must ensure all students are making progress, as well. Often times, AIG students can show achievement, but no progress. We need to be mindful of ALL students.

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Student achievement is important, but we must ensure all students are making progress, as well. Often times, AIG students can show achievement, but no progress. We need to be mindful of ALL students.

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Students can achieve without progressing and they can progress without achieving. The true impact of student learning is to measure progress.

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Has your PLT identified a common challenge with learning and if so what is next?

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Has your PLT identified a common challenge with learning and if so what is next?

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Effect SIZE! I cannot wait to plug in the data. I feel like the effect size will truly show if our students are growing. It's another data point which can further drive the discussion...If what we are doing truly working?

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We cannot JUST look at achievement and not achievement, we must consider growth as well, whether they are proficient or not.

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Student growth is more reflective of the teaching and learning.   Students may meet benchmarks but are they continuing to grow.  How are ALL students growing?   

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Student growth is more reflective of the teaching and learning.   Students may meet benchmarks but are they continuing to grow.  How are ALL students growing?   

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The fishbowl to have teachers observe an effective teacher doing "expert noticing"

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The fishbowl to have teachers observe an effective teacher doing "expert noticing"

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I think that student progress is more important than achievement.  We have to celebrate and note progress to encourage learners toward achievement.  When we only focus on achievement, a significant chunk of kids can't experience success.  

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I think that student progress is more important than achievement.  We have to celebrate and note progress to encourage learners toward achievement.  When we only focus on achievement, a significant chunk of kids can't experience success.  

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I will utilize of the protocols with the PLC+ Playbook to intentionally grow teacher reflection and reflective practices in PLT's. - Barbara

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I will utilize of the protocols with the PLC+ Playbook to intentionally grow teacher reflection and reflective practices in PLT's. - Barbara

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I learned about expanding my traditional way of thinking about data (got it/didn't get it) to focusing on those who are progressing or not progressing within those categories. This pushes teachers towards very specific instructional "next steps," which is the work of our PLCs!

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analyzing multiple choice test results is more than right or wrong responses, it is why is the student thinking the way they are that they selected the incorrect response and how do we make a shift for this student

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analyzing multiple choice test results is more than right or wrong responses, it is why is the student thinking the way they are that they selected the incorrect response and how do we make a shift for this student

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I am meeting with 2nd grade plt today to support them with developing CFAs. I plan to discuss the need for pre/post as well to determine the impact of their instruction.

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We use notice and wonder protocols a lot in EL lessons in ELA.  I love the idea that teachers can notice and wonder as well.  It's a really non-threatening way to open conversation

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We use notice and wonder protocols a lot in EL lessons in ELA.  I love the idea that teachers can notice and wonder as well.  It's a really non-threatening way to open conversation

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The Team Discussion on pg. 119 provides an excellent guide to planning common assessments and determining common challenge

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The ultimate goal is student growth and student progress. Student achievement is just a measure of student learning. - Barbara 

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The ultimate goal is student growth and student progress. Student achievement is just a measure of student learning. - Barbara 