# data[].attributes.body
Empower students to take responsibility for their own learning.

# data[].attributes.headline
mix students across the grade level based on their levels to receive support

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mix students across the grade level based on their levels to receive support

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Reinforcement of feedback

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target specific standards for focused (re)teaching

# data[].attributes.body
Ask admin for more time to work in our teams.

# data[].attributes.headline
Go back a couple of steps to see where the gap is missing (scaffold) and reteach in a different way through different strategies.  Also integration and reflection. Peer observation/sharing. Flexibility to make changes. 

# data[].attributes.subject
Go back a couple of steps to see where the gap is missing (scaffold) and reteach in a different way through different strategies.  Also integration and reflection. Peer observation/sharing. Flexibility to make changes. 

# data[].attributes.body
develop common scaffolds that are adaptable to support student achievement toward proficiency and beyond

# data[].attributes.body
Reflection, referral, getting a pulse, re-evaluating, needs-assessment, solution-focused and strengths-based, peer mentoring

# data[].attributes.body
Replan/ Reteach/ Modify/

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Parent communication that includes details about how, where, when students can get support.

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Share ideas and come up with an action plan

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Share ideas and come up with an action plan

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Reevaluate and reteach. Differentiate and develop strategy groups.

# data[].attributes.headline
Consider where/how reteaching can be done in next unit

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Consider where/how reteaching can be done in next unit

# data[].attributes.body
Differentiation, reteach, be vulnerable to reteaching in a different manner.

# data[].attributes.headline
Meet with team to discuss data. Reteach and differentiate based on student needs.

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Meet with team to discuss data. Reteach and differentiate based on student needs.

# data[].attributes.body
Review formative data

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Change the intensity, group size or frequency of the intervention

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Change the intensity, group size or frequency of the intervention

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Small group intervention built into daily instruction

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Small group intervention built into daily instruction

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Allow time for re-teaching

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Offer enrichment opportunities for all students based on data collected.

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Offer enrichment opportunities for all students based on data collected.

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Resources acording to the student needs

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Using progressions to move students forward

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Using progressions to move students forward

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Depends on how many students need to be reinforced. If it is the majority, find alternative ways to teach the material. If it is one or two, find ways to individually go back over the material in a different way

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Coach students into self differentiation  

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Coach students into self differentiation  

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Reteach and differentiate for the most important standards. 

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Reteach and differentiate for the most important standards. 

# data[].attributes.body
What do we agree upon as evidence of learning?

# data[].attributes.body
Using in-class time, especially during hybrid, to meaningfully check in with students

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The use of formative assessment to assess progress - not the final product

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The use of formative assessment to assess progress - not the final product

# data[].attributes.body
Assessments and formative assessments. Develop authentic forms of assessments. Take into consideration, ongoing teacher observations and anecdotals.

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Library doesn't necessarily do summative evaluation. Ours is more observational.

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Library doesn't necessarily do summative evaluation. Ours is more observational.

# data[].attributes.body
Student interactions, see them using the skills, going to a trusted adult to confide in them, advocate for themselves, having agency in their life

# data[].attributes.body
Communicate with the student, ask questions, reflection time, feedback. Teach, and give time for inquiry. Provide clear expectations.

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autonomy and self-esteem in foundational skills, problem solving skills, social and emotional skills

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autonomy and self-esteem in foundational skills, problem solving skills, social and emotional skills

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As teams we need to actively schedule meeting time for review of student work...this is hard to do and harder in Covid-19!!!

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As teams we need to actively schedule meeting time for review of student work...this is hard to do and harder in Covid-19!!!

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See students working with and enjoying a variety of appropriate text

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Regular formative activities

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Make a habit of soliciting qualitative data (early and often)

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Make a habit of soliciting qualitative data (early and often)

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Progress monitoring of student performance compared to norms.

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Progress monitoring of student performance compared to norms.

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Student reflection data collected after formative and summative tasks via reflection forms corroborates increased student efficacy in utilizing narrative feedback and rubrics to inform next steps for learning. As reflection becomes more self-directed and less scaffolded, students will compile the data themselves and track their own learning in portfolios.

# data[].attributes.body
Norm assessments together

# data[].attributes.headline
Develop and analyze assessments, formative checkins

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Develop and analyze assessments, formative checkins

# data[].attributes.headline
CFA, norming, reflection, do the assessments actually give us the data we want?

# data[].attributes.subject
CFA, norming, reflection, do the assessments actually give us the data we want?

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Assessments (Formative, Summative)

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Analyze data and plan accordingly

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Formative Assessments/ Check ins/ Conferring

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Formative Assessments/ Check ins/ Conferring

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Students are able to develop interpersonal skill

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Communicate and justify thinking. Authentic problem solving and experiences across real life application.

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Collaborate with teachers to find common research questions.

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Collaborate with teachers to find common research questions.

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Be independent thinkers and do-ers!

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Understand student prior knowledge based on data and curriculum

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Understand student prior knowledge based on data and curriculum

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Unpack standards and create objectives for a given unit.

# data[].attributes.headline
model good goal setting and reflective practices

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model good goal setting and reflective practices

# data[].attributes.body
Be able to care for themselves, care for others, advocate for themselves, what is wrong and right, decision making, have people to turn to for support, personal safety, self regulation

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Talking about books so we can inspire student readers

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Student exemplars

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Read proficiently, identifying main ideas and make inferences based on textual evidence. 

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Read proficiently, identifying main ideas and make inferences based on textual evidence. 

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Formative assessments

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Being able to communicate, analyze, respond to new information.

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Be able to apply new learning to real life situations. 

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Be able to apply new learning to real life situations. 

# data[].attributes.body
We want students to clearly understand how they are being assessed and to use assessment feedback to improve their understanding
To do this we need to make clearer rubrics

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Are we clear or do we have a common understanding across all divisions that courses in common require common assessments?

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Are we clear or do we have a common understanding across all divisions that courses in common require common assessments?

# data[].attributes.body
Being able to communicate in another language.

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What our expectations are of them. Are they clear and concise. They know what they need to do to achieve in their learning.

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What our expectations are of them. Are they clear and concise. They know what they need to do to achieve in their learning.

# data[].attributes.headline
To independently read and understand grade level text.

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To independently read and understand grade level text.

# data[].attributes.headline
Empower students to develop the skills and passion to become lifelong learners and agents of social change. Dare students to understand the world so that they can create the world we want to see.

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Empower students to develop the skills and passion to become lifelong learners and agents of social change. Dare students to understand the world so that they can create the world we want to see.

# data[].attributes.body
Students are able to use rubrics and mark schemes/scoring guidelines throughout the unit, including prior to assessment tasks and after receiving teacher feedback, allowing them to critically self-reflect and identify necessary next steps in their learning journey.

# data[].attributes.body
It means we don't create rules that create disenfancised minority groups within our staff and students.

# data[].attributes.headline
How is the time allocated down within a PLC? time spent on goal vs. other learning/priorities.

# data[].attributes.subject
How is the time allocated down within a PLC? time spent on goal vs. other learning/priorities.