# data[].attributes.body
overlapping social talk during more project based learning or hands on activity, independent work time

# data[].attributes.headline
specific feedback when using a thought pattern

# data[].attributes.subject
specific feedback when using a thought pattern

# data[].attributes.headline
students would process their learning through talk

# data[].attributes.subject
students would process their learning through talk

# data[].attributes.headline
supporting each other and help each other look for patterns in the data

# data[].attributes.subject
supporting each other and help each other look for patterns in the data

# data[].attributes.headline
refer back to the learning target - how has your learning changed?

# data[].attributes.subject
refer back to the learning target - how has your learning changed?

# data[].attributes.headline
Students can verbally say what skills they are working on and what their goals are. They have their data available to them. 

# data[].attributes.subject
Students can verbally say what skills they are working on and what their goals are. They have their data available to them. 

# data[].attributes.headline
Using graphic organizers and revisiting them to add new learning

# data[].attributes.subject
Using graphic organizers and revisiting them to add new learning

# data[].attributes.body
-Clear expectations and goals
-Productive Struggle
-It's okay to FAIL (First Attempt In Learning)
-Responding to student needs
-Kids and teachers taking risks
-Safe space to move toward mastery
-Student choice with accountability
-Access points for all learners

# data[].attributes.headline
Give students language for setting goals (sentence frames)

# data[].attributes.subject
Give students language for setting goals (sentence frames)

# data[].attributes.headline
goal setting and tracking their progress - can be both individual and classroom levels

# data[].attributes.subject
goal setting and tracking their progress - can be both individual and classroom levels

# data[].attributes.body
Specific feedback
Pointing out the positive.
Relevant and timely.
Data, plan and actionable steps.
Meeting will ALL students.
Giving HONEST feedback.

# data[].attributes.headline
kids using their own language to identify their own learning goals. reference it throughout the lesson/unit/year.

# data[].attributes.subject
kids using their own language to identify their own learning goals. reference it throughout the lesson/unit/year.

# data[].attributes.body
Get students motivated by giving students choice and voice in their learning

# data[].attributes.body
Social Talk Structure
Cooperative overlapping
supportive

# data[].attributes.headline
Data should be a living thing that is accessed often and changes as it goes, not just before conferences or report cards. 

# data[].attributes.subject
Data should be a living thing that is accessed often and changes as it goes, not just before conferences or report cards. 

# data[].attributes.headline
quick conferences - even a minute can be helpful when 1:1

# data[].attributes.subject
quick conferences - even a minute can be helpful when 1:1

# data[].attributes.headline
Planning what we want to hear from students.

# data[].attributes.subject
Planning what we want to hear from students.

# data[].attributes.body
-Admitting to your own FAIL
-Engagement
-Creating relationships with colleagues
-Non-closure
-Growth mindset

# data[].attributes.body
How can we differentiate lessons? How can we provide a range of opportunities for learners? What do we do when it still doesn't work?

# data[].attributes.headline
Students track their own data and store their data

# data[].attributes.subject
Students track their own data and store their data

# data[].attributes.body
Holding colleagues accountable.
Honest conversations.
Working together to share ideas and troubleshoot.

# data[].attributes.headline
develop common unit goals to help students monitor 

# data[].attributes.subject
develop common unit goals to help students monitor 

# data[].attributes.headline
How to intentionally plan for and evaluate speaking and listening skills

# data[].attributes.subject
How to intentionally plan for and evaluate speaking and listening skills

# data[].attributes.headline
allowing social talk/cooperative talk as a warm up, during instruction more instructional conversations, and having social talk/cooperative overlapping during play/activity practice time. 

# data[].attributes.subject
allowing social talk/cooperative talk as a warm up, during instruction more instructional conversations, and having social talk/cooperative overlapping during play/activity practice time. 

# data[].attributes.body
-Aligning our work around our SIP goals

# data[].attributes.body
Have consistent procedures to grow academic mindset for all students

# data[].attributes.headline
popcorn talk to encourage more respectful and thoughtful cooperative overlapping 

# data[].attributes.subject
popcorn talk to encourage more respectful and thoughtful cooperative overlapping 

# data[].attributes.body
In music - celebrating musical experiences of all students, even if not aligned with traditional western music

PreK - Reminding students that all students are learners, just at different stages of learning

Dante/Jen - Watching the subtle ways I interact with students and adults and keeping them as positive as possible

Monique - SEL and reminding myself how the brain works

# data[].attributes.headline
Admin coming into my class to participate/team teach, as a way to "check in" with me. 

# data[].attributes.subject
Admin coming into my class to participate/team teach, as a way to "check in" with me. 