# data[].attributes.headline
Progress Report 2: Support with a group reflection

# data[].attributes.subject
Progress Report 2: Support with a group reflection

# data[].attributes.body
1A. What do student know/able to to do (evidence based)?
1B. How did you respond when students struggle?
1C. How did you extend for student who got it?
2. How did my professional learning influence my practice?
Next Steps
1. Group Reflection: Analyze evidence from the PLC group and plan next steps.

# data[].attributes.headline
Progress Report: Support with a group reflection

# data[].attributes.subject
Progress Report: Support with a group reflection

# data[].attributes.body
1A. What do student know/able to to do (evidence based)?
1B. How did you respond when students struggle?
1C. How did you extend for student who got it?
2. How did my professional learning influence my practice?
Next Steps
1. Group Reflection: Analyze evidence from the PLC group and plan next steps.

# data[].attributes.body
PDP Alignment and Data: Suggested text
Baseline data is collected via a benchmark pre-assessment determined by MPS AE Curriculum teams and/or learner participation rates in learning activities.

Add a Competency: 3Bi Uses instructional strategies to engage students.

1. We will use a scaffolding strategy outlined in our program wide professional development
2.  Our strategy to increase student participation by looking at the amount of time needed for them to request help
3.. We will provide supplemental handouts and supports for students to increase student success in logging in to Chromebooks by measuring the amount of time needed.
4. Pre-assessment activity will be administered by October 29th and post-assessment by December 10th.

# data[].attributes.body
We met today as a group. We are struggling somewhat to collect data, but we are committed to sharing our ideas and strategies.

Michael shared that since he is a new ABE teacher, he is still discovering what is the appropriate amount of "wait time" for adults. He is trying to get more comfortable with longer silences. He feels like this is leading to more responses, so that has been positive.

Stephanie shared that she's developed a "student user guide" for Aztec. She sends it to new students, but it's difficult to know how to track how useful it is for new users. This is partly because she doesn't actually have contact with most of these students apart from e-mail.

Amanda and Cristina find it difficult to collect data because every orientation group is different, and there are so many things to focus on with each group and so many variables. Since the students vary from week-to-week, it's hard to know what the exact variable is when things go better. For example, it could be that the strategy is working, but it could also be that this group is just more tech savvy.

# data[].attributes.body
Currently, with my HSE group, students use a handout with directions on how to log in the computer and go to Clever. I also show how to add the extension and add a bookmark (using slides). At the beginning of the week, about 4/10 students could do this without help - some students came late and missed all of the directions. By Wednesday, about 8/10 were able to login to the computer and go right to Clever, partly because a few students acounts' were not synced so that bookmarks/extensions are saved. I need to give more explicit directions on this - maybe a screenshot of where to click. The message on syncing is not the same on every computer.

# data[].attributes.headline
Current student technology independence in orientation

# data[].attributes.subject
Current student technology independence in orientation

# data[].attributes.body
This week in my High ELL orientation, about 10/11 students needed significant help with logging in the computer and getting set up on Clever the first day. Students were told to bring their gmail address and password to school. Students used a handout where they could write down their gmail and password, and on the backside their school username and password was written down. Some students needed help with setting up a gmail account or changing their password. Getting set up on Clever was not modeled - this is a scaffold I plan to use in the future. By the third day of orientation, about half of the students were able to log in and open Clever without any help.

# data[].attributes.headline
Since we started using the form, I have created around 20 Aztec user accounts based on students completing the Aztec interest form. Of those accounts, only about 1/3 of the students have actively started using the platform. We try reaching out to new users via e-mail and Remind to ask what supports they need, but they often don't respond.  I would like to try developing some systems for connecting with these learners to find out what is keeping them from actually using the platform. I wonder if it's just that they are presented with a lot of information and choices during orientation and don't know what will work best for them, or if it's something else. Oftentimes, these learners never actually see the platform, so I don't think it's something directly related to using it.

# data[].attributes.subject
Since we started using the form, I have created around 20 Aztec user accounts based on students completing the Aztec interest form. Of those accounts, only about 1/3 of the students have actively started using the platform. We try reaching out to new users via e-mail and Remind to ask what supports they need, but they often don't respond.  I would like to try developing some systems for connecting with these learners to find out what is keeping them from actually using the platform. I wonder if it's just that they are presented with a lot of information and choices during orientation and don't know what will work best for them, or if it's something else. Oftentimes, these learners never actually see the platform, so I don't think it's something directly related to using it.

# data[].attributes.headline
Current Student independence in orientation

# data[].attributes.subject
Current Student independence in orientation

# data[].attributes.body
Students tend to ask for help from the teacher very quickly, or will sit and wait at their computer until I walk around and notice them on the wrong page.

Modeling on the promethean panel helps until a student gets lost, then they tend to stay lost until recieving direct support.

When I step over to help a student, they often will push their phone or their computer over to me without attempting it further themselves

# data[].attributes.body
https://atlasabe.padlet.org/atlasstaff/e5l2jqbvq3fzrv8a

# data[].attributes.body
We will use a scaffolding strategy - (providing supplemental handouts and supports for students) to increase student success in logging in to Chromebooks by measuring the amount of time needed.   Pre-assessment activity will be administered by October 29th and post-assessment by December 10th.

# data[].attributes.body
We will use the Scaffolding strategy while introducing chromebooks to increase student participation by looking at the amount of time needed for them to request help.  Pre-assessment activity will be administered by October 29th and post-assessment by December 10th.

# data[].attributes.body
We will use the wait time strategy while students are working on computers to increase student participation by looking at the amount of time needed for them to request help.  Low, mid-level, and HSE independence will be measured separately by October 29th and post-assessment by December 10th.

# data[].attributes.body
Amanda Headlee
Cristina Nelson
Emily Bergen
Michael Cowan
Stephanie Sommers

# data[].attributes.headline
October 14 or 15, 2021: Collaborative Prep

# data[].attributes.subject
October 14 or 15, 2021: Collaborative Prep

# data[].attributes.body
Draft SMART goal as a team.

# data[].attributes.body
All staff professional development on activities/strategies ground in CCRS.

# data[].attributes.body
Collect and share data on number of students responding to a question/discussion/activity with little to no wait time. Share your results in the pre-assessment reflection column.

# data[].attributes.body
Implement the strategy and share your reflection in the Individual Reflections (1) column.

# data[].attributes.headline
November, 18 or 19, 2021: Collaborative Prep

# data[].attributes.subject
November, 18 or 19, 2021: Collaborative Prep

# data[].attributes.body
Read and respond to your team's individual reflections. This can be done in-person or individually as your team sees fit.

# data[].attributes.body
Implement strategy again with any adjustments based on the reflections of your group. Share your reflections in the Individual Reflections (2) column.

# data[].attributes.headline
December 16 or 17, 2021: Collaborative Prep 

# data[].attributes.subject
December 16 or 17, 2021: Collaborative Prep 

# data[].attributes.body
Meet during collaborative prep day and write a shared group reflection in the Group Reflection (2).

# data[].attributes.headline
February 17th or 18th, 2022: Collaborative Prep Day

# data[].attributes.subject
February 17th or 18th, 2022: Collaborative Prep Day

# data[].attributes.body
Coaches will present each group's SMART goal and group reflection.

# data[].attributes.body
We will use the ________________ strategy during our __________ part of class to increase student results on the _______ benchmark assessment by ______%.  Pre-test will be administered by October 29th and post-test by December 10th.

We will use the ________________ strategy during our __________ part of class to increase student participation by _______ (number)students.  Pre-assessment activity will be administered by October 29th and post-assessment by December 10th.

# data[].attributes.body
Martha Hotchkiss