# data[].attributes.headline
Where are strengths and weaknesses are with our students and staff.  We have the opportunity to dig deep and address gaps throughout the semester.

# data[].attributes.subject
Where are strengths and weaknesses are with our students and staff.  We have the opportunity to dig deep and address gaps throughout the semester.

# data[].attributes.headline
The TE21 district benchmark results did not align very closely this year with the final EOC results.  The tool has outstanding opportunities, it just seemed that a good number of questions, while rigorous, did not align with the EOC support documents from the state.

# data[].attributes.subject
The TE21 district benchmark results did not align very closely this year with the final EOC results.  The tool has outstanding opportunities, it just seemed that a good number of questions, while rigorous, did not align with the EOC support documents from the state.

# data[].attributes.body
Helpful in looking at particular areas of growth and opportunity. It has brought light onto the teachers that do and do not care about data and how it can be used. It allowed for opportunities for celebrations, PLC content discussions, and reflection

# data[].attributes.headline
What we need to focus on in order to move the students forward. What standards have been or have not been covered well enough for retention.

# data[].attributes.subject
What we need to focus on in order to move the students forward. What standards have been or have not been covered well enough for retention.

# data[].attributes.body
It has allowed teachers to identify standards  that students either know well or do not know at all or where they are on that continuum.

# data[].attributes.body
Data is scattered - an indicator that while teachers say they are engaging in PLC's, valuable conversations may not be taking place.

# data[].attributes.body
How teaching is not aligned to standards, the additional professional development needed to support teachers thinking around accessing deeper knowledge from their students

# data[].attributes.body
In our world of PBL we do not necessarily follow the standards as they are covered for everyone. So sometimes we are not sure if they were not taught well or if we hacve not taught them at all.

# data[].attributes.headline
It has allowed teachers an opportunity to use data to link instructional practices and student growth directly to the standards.

# data[].attributes.subject
It has allowed teachers an opportunity to use data to link instructional practices and student growth directly to the standards.

# data[].attributes.body
You don’t know how much effort students really put into taking the assessment. Is the data skewed from lack of effort? At least you know the data is the worst case scenario.

# data[].attributes.headline
Analyze the benchmark data.  Have strategic conversations with the PLC teams so that we can utilize opportunities from growth in individual standards.

# data[].attributes.subject
Analyze the benchmark data.  Have strategic conversations with the PLC teams so that we can utilize opportunities from growth in individual standards.

# data[].attributes.body
Identifying areas of focus during a last minute push or focus as we approach EOC time. Reflect - discuss - push/focus using the collective expertise

# data[].attributes.body
Prepare the students to be succesful by filling in gaps

# data[].attributes.headline
Saturday tutoring session for students that are 2+ or 3 -. 

# data[].attributes.subject
Saturday tutoring session for students that are 2+ or 3 -. 

# data[].attributes.body
Teachers will meet in their subject areas to plan lessons and common assessments on the standards students do not know well.

# data[].attributes.body
At this point, I am unsure if my current instructional model will support using this data effectively make change and if not what my next steps should be. I am also unsure about how to remove some of the technology glitches experiences by teachers and how to really narrow down my focus to grow teachers and students (although, I think I will get there)

# data[].attributes.body
After getting a complete set of data for a year, the scattered data provides too many questions. If the data was more consistent, better info could be derived.

# data[].attributes.body
Although difficult at first due to much resistance, I am gratified to see individual and collective professional growth and reflective practices on the part of the teachers.

# data[].attributes.body
Alignment issues - do they really exist or are we fabricating something that does not exist. We will truly do not know until the end. Student effort and buy in

# data[].attributes.headline
It is difficult at times to know if teachers truly understand the data they have and how to use it,

# data[].attributes.subject
It is difficult at times to know if teachers truly understand the data they have and how to use it,

# data[].attributes.body
Use this to drive some summer professional data, use this information to support the conversation around the measurable expectations within teams and PLC's

# data[].attributes.body
Encouraging teachers to look at the data and using it to guide reviews and remediation.

# data[].attributes.body
A lack of seriousness of purpose on the part of some students and a failure of some teachers to effectively motivate the same.

# data[].attributes.body
Using the data to drive PD as well as making decisions about hiring and placement of teachers.