# data[].attributes.body
2. Teachers using more technology in the classroom like the SmartBoard to engage the students more.
3. Teacher survey to assess their needs and desire to use technology in their class and their level of comfort.
4. I-8: Students actively participating in lesson activities.

# data[].attributes.body
Problem: Teachers are not consistently checking for students learning in a variety of ways. They rely too much on summative assessments.
Data: The absence of Data is precisely the problem.
IPR: I-2 (Checking for Understanding)

# data[].attributes.body
2. The school principal wants CP TLs to address 5th grade writing and reading across all grade levels providing one to one assistance to teachers who are in need of it. Base on this guidance from our principal, I have noticed some teachers don’t used technology effectively to differentiate instruction. Also, technology is not included in their lesson plans.   3. Teachers and students surveys, records of iPad carts use, GT projects, classroom projects, lesson plans, and observations.   4.  I-2:  Checks for student understanding and responds to student misunderstanding    I-3 Differentiates instruction for student needs by employing a variety of instructional strategies  I-4:  Engages students in work that develops higher-level thinking skills  I-6 Communicates content and concepts to students I-7: sets high academic expectations for students

# data[].attributes.body
2. Teachers are not using technology to differentiate instruction. Most are the entry level.
3. Data used would be assessment data, teacher surveys
4.  I-3 Differentiates instruction for student needs by employing a variety of instructional strategies

# data[].attributes.body
Teachers use apps but in an non effective way. They use classdojo but do not invite parents for instance.

# data[].attributes.body
2.Teachers do not use student data effectively to drive their instructional practices.
3.Teach the teachers how to analyze student data to check student performance and understanding.I will use data tools with current data to drive student instructional practices.
4. I 2

# data[].attributes.body
1. S. Williams
2. Teachers are using technology to keep students occupied without looking at their data to see how effective it is for their students. I would like teachers to have more effective tools or use the information provided to them to help them improve classroom instruction.
3. Student projects, teacher use.
4. I-8 Students actively engaged in lessons.

# data[].attributes.body
2. Campus Problem: teachers not consistently using tech school-wide; using tech beyond entry level
3. Campus data as evidence: observation, surveys, interviews -- teachers & students
4. IPR Criterion:  I-8 - Students actively participating in lesson

# data[].attributes.body
2. I want the teachers to incorporate more technology use in their lessons.

3. Teacher Surveys, Student Surveys, Lesson Plans

4.Students actively participating in lesson activities.

# data[].attributes.body
I want to make sure that 100% of instructional staff is using various educational related apps, programs, etc. to provide needed resources and support during instruction.

# data[].attributes.body
The students are having difficulties with their EOC's assessments.
Having the teachers use more technology to have students target some support in content areas of difficulties.  Having the teachers use their tech skills with the smartboards in the classroom.
I-4 Engages students in work that develops higher order thinking.

# data[].attributes.body
2. Many teachers are comfortable with their usual style of teaching, and the methods do not allow the students to integrate technology into their learning.
3.Student and teacher surveys, lesson plans, and observations.
4. I-8 Students actively participating in lesson activities.

# data[].attributes.body
Problem: Student Attendance varies.

Data: Chancery

PL-2: Collects, tracks, and uses student data to drive instruction

# data[].attributes.body
2. The problem I want to solve is not having knowledge of different technology tools/apps that can enhance their lesson to reach all student needs.
3. Surveys and observations and presentations of different tools/apps.
4.I-3 Differentiates instruction for student needs by employing a variety of instructional strategies.

# data[].attributes.body
2.  The teachers are not using the technology effectively on our campus.  I would like to show the teachers how we can use the iPod, Ipads, and laptop as a learning tool instead of something just to keep the students busy.
3. Assessments, projects
4. I-6 Communicates content and concepts to students

# data[].attributes.body
2. Scholars are not given the opportunity to consistently utilize/interact with the activity/lesson using technology.
3. Teacher survey on the technology knowledge, the type of technology used, and how often it is used. The HUB history, other programs history, and observations will be used as evidence of technology usage. (after)
4. I-8 Students actively participating in lesson activities

# data[].attributes.body
2.  Teachers will incorporate more technology into their classroom to improve student literacy.
3.  Assessments, quizzes, projects, essays
4.   I-3 Differentiates instruction for student needs by employing a variety of instructional strategies

# data[].attributes.body
Students need a way to track their own learning and behavior.

Test retakes frequently show little to no improvement, and the lack of positive reinforcement for good behavior often leaves the "good" students being punished for the actions of "bad" students.

PL-2: uses student data to drive instruction, I-2:  Checks for student understanding and responds to student misunderstanding , and I-7: sets high academic expectations for students

# data[].attributes.body
1.  A. Jones
2.  Teachers are not utilizing available technology on campus, specifically iPad cart purchased by PTO.
3. Anecdotal records iPad cart stays in my room.  Teachers haven't shown interest.
4.  I-6 Communicates content and concepts to students

Teacher communicates content and skills using visuals or technology in situations where such methods facilitate student understanding of lesson objectives.

# data[].attributes.body
2. I want to solve all teachers being comfortable with using technology on a daily basis and further extending technology directly into the hands of students.
3. I will use login information and time use for various campus driven programs. I will also use surveys and observations as tools for data regarding this problem.
4. I-3: Multimedia
I desire for teachers to serve primarily as a facilitator with technology.

# data[].attributes.body
2.  Students do not use technology , on a daily basis,  to actively participate in lessons.
3. Student surveys of their use of technology. The lack of student digital work product.  Teacher surveys of their use of technology.
4.  I-8:   Students actively participating in lesson activities.

# data[].attributes.body
2. Many teachers are using technology at the entry/adoption level to replace more traditional delivery methods, but not using technology to transform students' learning
3. Teacher surveys to assess technology goals/current level of tech integration, observations, student achievement data (common assessments)
4. I-4:  Engages students in work that develops higher-level thinking skills

# data[].attributes.body
1. I.M.Example
2. Teachers do not respond to student misunderstanding in a timely manner.
3. No improvement in aligned TEKS across snapshots, students are making the same mistakes.
4. I-2

# data[].attributes.body
Double-click in the stars to start
In your entry, list:
1. Your First Initial and Last Name
2. The Problem you want to solve on your campus
3. The campus data you'll use as evidence that the problem needs solving.
4. The IPR Criterion that aligns to this problem