# data[].attributes.body
I noticed that one of my students scored on the upper end for percentile and my other student scored on the lower end. I wonder if my student had prior instruction in PK in core math and alphabet skills.

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we look at the whole child from the developmental perspective. We find a strength capitalize on it in order to work on the areas of weakness.

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I think a key piece in the protocol is the collaboration, because each member of the group brings their own perspective to the data and may notice similar or different things, which expands and deepens the conversation. The question phase can seem overwhelming because many questions mean many different paths one could go down, but looking to identify similarities or patterns in the questions helps us to identify and prioritize the questions worth pursuing. The next step (which we didn't even get close to today, but is key to making actual change) is identifying the steps we might take in order to explore answers to the questions we've prioritized -- and that step is where the rubber meets the road and makes our data work practical and not just an academic endeavor. While we did veer from the protocol from time to time, it's something we will use going forward to winnow down our focus. Thanks for prompting some good conversation here among our staff!

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I noticed that of most of my students who  scored in the green under school and district percentages, scored in the single digits nationally. 

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I noticed that of most of my students who  scored in the green under school and district percentages, scored in the single digits nationally. 

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I am wondering having students in school for the first time ever and taking a test within the first 3 weeks of school could explain some of the dips in scores from the Spring.

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I wonder why some of our students data is missing from prior years. I wonder if the dip that happens for some students from Spring to Fall is reflective of students not fully attaining a task

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I wonder why some of our students data is missing from prior years. I wonder if the dip that happens for some students from Spring to Fall is reflective of students not fully attaining a task

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I wonder

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That some of the children need individual times to get things done or need extra attention to help them refocus and redirect.

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When will we have time for the third tier daily interventions?  Will those be during flex, advisory, or both?  I know a lot of kids are already being screened for Proficiency blocks during flex, so they might not be available.

Can we design Flex around the enrichment students under tier 2?

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I wonder how to help stop the "summer slide" we saw at almost every grade level

I noticed that some of the remote learners really saw significant gains while some saw significant drops.

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I wonder how we can address the needs of students who are already performing at or above grade level. Can we use this data to create small groups for accelerated learning and not just for intervention?

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I wonder how we can engage students with the interventions especially when the lessons are geared at 3rd grade.

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I noticed that there were some children lower than last year bigger than the "summer drop" and I also noticed that some data was missing even though they were here all year last year.

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I noticed that there were some children lower than last year bigger than the "summer drop" and I also noticed that some data was missing even though they were here all year last year.

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I am wondering how to create more intervention time to meet the diverse needs of all.

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I am wondering how to create more intervention time to meet the diverse needs of all.

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I wonder what interventions are being used in Tier 2 and if they are the same across each school in the district.  I also wonder if Tier 3 instruction is the same across each of the schools.

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I wonder how to be effective and not spending all of my time on data analysis and recording.

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I wonder, I notice.. that there is a discrepancy  between K and grade 1 data. I am wondering what caused the gap with skills and how to create interventions to fill gaps.

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I wonder, I notice.. that there is a discrepancy  between K and grade 1 data. I am wondering what caused the gap with skills and how to create interventions to fill gaps.

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I wonder at what age does intervention really start to work. It is said that children have the "ah ha" moment when they are ready to learn.

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I notice that according to the data, almost half of my students have "some or high risk" with phonics and fluency. I wonder where the disconnect is, as they have had years of prior fundations instruction. I hope that by using this data and the recommended interventions, we can see some growth in this area in the coming weeks.

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I notice that there is a need for extremely careful management of time and I wonder how I can organize time and resources to meet all of these various parts.

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I notice that certain children scored lower that expected, I wonder if the online platform could be why or if they read it aloud, how would the data be different.

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I wonder how we can work the schedule so that kids are really getting "double-dipped".

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that across grades 1-5 the number and operations is an area of weakness for about 50% of our students.

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that many student need and/or want that small group or individual attention in order to get any work done - that's a lot of tier 3 wowrk

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that many of the students I have previously worked with have done better this year!

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if my schedule will allow me to do effective interventions with the Tier 2 and Tier 3 students in order to meet more individual needs.

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I think that a good way to end a class or unit would be to have the students make two different statements about the things that they have learned throughout the class/unit. The first statement could be about the most interesting thing that they learned that was new to them and why they thought it was interesting ( I notice). The wonder section could follow their notice section and help to give the teacher an idea of the topics that he/she didn't cover and how it could be something that could be touched upon to further engage the students.

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I wonder how we can maneuver our schedule to help our Tier 2 and Tier 3 students!
I notice that most people have this same thought!

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how this data can help create a unit specific intervention to help individual student needs.

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I wonder what caused discrepancy between high aReading scores and low AUTO reading. I noticed that students who were remote were often either quite high or quite low. I question how I can more effectively instruct students interventions needs alongside so many students who show advanced levels. I'd like to try some peer tutoring formats!

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Asking questions is always the tough part because as teachers we want to jump to conclusions and answers.  Take a breath.  This protocol allows us to  pose some thought-provoking questions with our colleagues.  Pam