# data[].attributes.body
1. Meeting Norms
2. SMART Goal
a) work collaboratively toward SMART goal, interim goals and action steps
b) address areas of need
c) read SMART goal at the meeting and consider modifying if necessary
d) document your progress
3. Data
a) Is the data purposeful and useful?
b)Does it actually drive your day to day instruction
4. Three Things you notice about your data/three things you wonder?
5.Interim Steps/Action Steps
6. Course Guide Review
7. Support, Concerns and Questions
8. PD survey

# data[].attributes.body
Analysis: I chose to look at data from emails and phone logs for three years. Data chart attached.

For the date range of August 31st to December 2nd between 2018 and 2019 there was a 18% drop in responses to student/family emails and calls.

2019 to 2020 saw an increase of 111% in response to individual student and family emails and calls.

Between 2018 and 2019 there was a 24% decrease in emails and calls initiated by the teacher

2019 to 2020 saw an increase of 110% in emails and calls initiated

Original Smart Goal has been met.

# data[].attributes.attachment_link.description
Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

# data[].attributes.body
Is this Data Purposeful and Useful

Yes, the data shows strong increase in communication as a result of changing learning model, increased use of technology and ELL supports

Does the data drive day to day instruction

Yes, ELL supports, increased newsletters, better communication with families is helping me adjust my instruction delivery and the choice of online platforms I use to increase student learning.

# data[].attributes.body
Things I wonder:

1. How has family calls & emails helped to improve student engagement during remote instruction?

2. I have increased family and student engagement, how can I improve communication to facilitate better assignment completion by individual students?

3. How can I reach students who are not actively engaged during remote instruction?

Things I Notice

1. Remote Instruction : by engaging students & families individually I have more responses and therefore contact

2. With assistance from bilingual faculty staff, embedding Spanish directions in all assignments and calls home in Spanish have increased family and student engagement (extended support has been added 2020)

3. Quarterly newsletter/email: by increasing frequency (2018 -1, 2019, 2, 2020 -2 so far) increased number of updates have increased student engagement and family knowledge to better assist student in completing activities

4. Meeting attendance has dropped significantly since returning to remote instruction, how can we get our students to engage again, how can this engagement be measured differently?

# data[].attributes.body
Reflect on best practices, what is working, what is not?

Streamline google classroom

Consider other online tools: padlet, tone savvy

Refer to new state standards and adjust lessons to meet those, simplify goals of the mp

# data[].attributes.body
Lori: Due date for updates: January 15th & March 26th

1. Continue to monitor and maintain emails/calls

2. Increase newsletter to quarterly

3. Include flipgrid videos with newsletters

4. Continue language supports

# data[].attributes.body
Not lose my mind. That's
one of my goals.

# data[].attributes.body
1. Brainstorm ways to increase student attendance. The number of students attending is diminishing, despite my pleas for joining in for classroom participation points.

2.  Many students are spending less than half of the expected time suggested for a given lesson.

3. Students not showing up to meetings are typically the students not handing in the work.

4. Points removed for late work  doesn't matter  to students.

# data[].attributes.headline
 lisa Kaler    Make it a point to get out of my chair during the two periods  I do not meet with kids before the end of the  day.

# data[].attributes.subject
 lisa Kaler    Make it a point to get out of my chair during the two periods  I do not meet with kids before the end of the  day.

# data[].attributes.body
Set a discreet timer for conversations with parents. Conversations tend to be  lengthy.

How to make  Evening Hour time slots and sign up sheets.

# data[].attributes.body
1. I love this PADLET format and started using it for marking period deadlines and weekly schedule. Information is now presented in different formats
2.Based on student input (discussion and survey) I am changing the way I teach weekly lessons and setting up a weekly padlet and each week will follow the same format. Recordings can be added as needed