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Number sense SIIP assessment was helpful for pre-assessment data in various areas. Common assessment for math is very strong. LA common assessments are successful but I feel stronger in area of math.

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Goal:
Create an assessment tool to capture data

Commitments:
Monthly data dialogue discussions

Next meeting we will develop an assessment and see how we can change for each class

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1.  Quarter 1 & 2 Consistently create common assessments before unit instruction.

We are continuing to meet the goal.

2. Team collaborated & discussed assessment data to drive instruction. We discussed the final goals of a unit and began to create assessments based on the final outcomes.

3. We will know the goal was achieved once assessments are discussed and created.

4. I will relay the goal information to the team. The team will give me suggestions for improvement.

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ESOL meeting was spent addressing paperwork for W-APT.
Aiming to address our goals during our bi-monthly CLT.
Consider bringing attention to purpose before

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1.  Goal statement
Our team commits to creating a common assessment CLT cycle goal.

2.  Commitments to action -
New objectives for bi-weekly CLT to include data dialogues about goals and programming.

3.  How will you know you achieved the goal?
Once we create a goal, we will set how it will be measured.

4. How will you communicate this goal to your team?
We will meet with admin to come up with a common goal for our team's data dialogue.

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1.  Creating a common assessment CLT cycle goal for our team.
Ideas - New objectives for bi-weekly CLT to include data dialogues about goals and programming.

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1. USE post-assessment data to drive instruction/remediation groups

2. Have data dialogue incorporated into CLT after every common assessment.

3. Groups will be made with a plan of reteaching/intervention as needed

4. Formal and informal meetings and discussion inside and outside of CLT

*Our team has managed to implement this goal for fully in Reading than in math. I think this might be because of the amount of time we have in each block (math is very very tight).

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Create preassessments to teach small group vs. whole group, particularly in math.
Commitments to
action: Team has created some preassessments to help support kids with Emily as
well. We have created stations to review content that allows us to pull groups
more.
How will you know
you achieved the goal? Fewer kids will need the interventions consistently, but more as a check in.

How will you communicate this goal to your team? Our team has already talked about this and how move each of our kids forward.

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1.  How can we streamline our informal assessment

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Consistently create common assessments before unit instruction.

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Continue to create common post-assessments and rubrics for grading those assessments.  When applicable, use more pre-assessments to tailor instruction to student needs.  Creating and using common assessments (post assessments) is a strength of our team.  We will perhaps know when we have mastered this area when we have more pre-assessments.  Sometimes since we are teaching units for the first time in school (first time students are exposed to certain vocab and content) we don't give pre-assessments because we start new with all students.  Perhaps pre-assessments will allow us to enrich for those specific students who need it.  Goal will be shared (and I will ask for input or suggestions) with the team in our team meetings.

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1. Collaborate as a team to review current student data (Brigance, IEP data, etc) to inform IEP goal creation)
2. Meeting more regularly with specific work time
3. Reviewing IEP goals to make sure we are pulling from data
4. Share in our team meetings

We are having our first quarterly planning day today. Some of our time will be spent reviewing assessments/IEP data collected during Q1. How can we take better data and use that data more meaningfully?

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1.  Making assessments that have an impact on student ownership for learning.
2.  Continue creating assessments together.
3.

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1. Goal Statement: Collaborating to design specific ways to incorporate POG into the classroom throughout the school year.
2. Commitments: Focus on a specific POG for more intense integration.
3. Achievement: Students will be able to collaborate and communicate through visual assessments as well as through projects.
4. Formal meetings as well as informal meetings regarding implementation and communication.

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1. Goal Statement: Making the ESOL Team CLT a process that enables us to address ESOL students' needs/development in of the CLT cycle
2. Commitment of Action:
3. Reflection of Achievement
4. Communication within our team

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Use pre-assessments when applicable and to use those pre-assessments to help drive our instruction or mark progress  (in reading).  We will know when we achieve this goal as we are keeping mindful when starting a new unit to see if we need a pre-assessment.  I will share this goal with my team by word of mouth and/or email so that they are aware.

In quarter 2 we are going to continue to work on this process. We are more aware. We have also made the PLC cycle agenda for all quarters to support this.

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1. Be more cohesive and "ahead" with our assessment planning for all subjects
2. Create assessments/rubrics together before beginning of units
3. We will have both pre and post ready before launching units
4. Ensuring that assessment planning is part of the CLT agendas

Q2-
Things are getting much better now that we have a full team again. It will only continue to become more part of our team routine.

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1.  Goal statement
2.  Commitments to action
3.  How will you know you achieved the goal?
4. How will you communicate this goal to your team?