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I look for progress in every student despite what scores might "say" about them. 

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I look for progress in every student despite what scores might "say" about them. 

# data[].attributes.body
There are so many ways students are capable of success. I always try to find positives and strengths especially when we are talking about students in kid talk and data dialogues.

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Data is important but we have to look at holistic data to inform decision and conversations 

# data[].attributes.subject
Data is important but we have to look at holistic data to inform decision and conversations 

# data[].attributes.body
I am constantly working to be mindful of focusing on what students CAN do and building on these strengths.

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Aptly said.

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I love how you explained the language ability does not mean cognitive ability.  And how when we travel to another country we can experience this.

# data[].attributes.subject
I love how you explained the language ability does not mean cognitive ability.  And how when we travel to another country we can experience this.

# data[].attributes.body
the need to value the whole child and not always rely on numerical data

# data[].attributes.body
I need to make a greater effort to look at the WIDA can dos

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by starting with what they know build upon the skills and then lead to mastery towards others.

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It's important to look at more than just a score.

# data[].attributes.subject
It's important to look at more than just a score.

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I have to remember that other people may look at things from a different angle/perspective 

# data[].attributes.subject
I have to remember that other people may look at things from a different angle/perspective 

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Provides a scaffold that can help give a clearer picture.  

# data[].attributes.subject
Provides a scaffold that can help give a clearer picture.  

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Look for other ways for students to demonstrate understanding

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Look for other ways for students to demonstrate understanding

# data[].attributes.body
to get to know the students stories to see how their experiences have impacted their education

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workshops for all to work together to share and interpret

# data[].attributes.body
I feel like you did a great job explaining my thinking with the way you talked about language ability versus cognitive ability.

# data[].attributes.body
SO much emphasis on numbers. It is sometimes hard to get teachers/admin to go beyond dots on a page.

# data[].attributes.body
That we need to look at the child as a whole, point to the progress that they are making, and have a variety of data points on them to see the whole picture.

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All staff that work with ELs should be informed to look beyond the overall scores on assessments and see what students are doing and next steps.

# data[].attributes.subject
All staff that work with ELs should be informed to look beyond the overall scores on assessments and see what students are doing and next steps.

# data[].attributes.body
Some people understand how to look at ALL the data points to make decisions about Ss, but how do ensure that the right people know how to do this and that the structures are in place to ensure thse conversations happen?

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Finding the time to dig deep and discuss the whole child rather than just a few numbers and make assumptions can make a big difference in progress.

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As an ESOL teacher I'm used to familiarizing myself with a student's background and history of growth in order to best serve that child. There are many factors to consider, and I agree that progress is not always linear.

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Using asset language to look at the strengths of students is a vital element of building relationships with students

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Looking at a wide variety is so important when considering a whole child!

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I'm really excited to take the variety of data that we have for our students and discuss and dive deep into it.

# data[].attributes.body
find relevant sources of quant./qual data to inform understanding of students and their stories background

# data[].attributes.body
We need to challenge the teachers we work with to look at the strengths of all our students, especially our multilingual students, on a holistic level that considers more than a few data points.

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Now knowing the common time frame to master proficiency at a language, as well as those who are not proficient in their home language, this gives me a better scope to recognize rapid progress

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develop periodic systems to reflect and review student information...stories...trends

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develop periodic systems to reflect and review student information...stories...trends

# data[].attributes.body
This session has pushed me to think more about how I'm using formative data, and I have room to grow in that practice.

# data[].attributes.body
Even though I can see the potential and great progress in all of my students, I still struggle at times knowing when would be proper placement in Level IV for some of my lower level ELL students for example. Because while YS and Level II and III are great exposure along with what we do in the General Ed classroom to AAP materials, I find that the proficiency needed for a Level IV environment would cause a struggle at the given time. How to bridge the gap?

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Contextualizing data can undoubtedly help teachers see what remediation, intervention, and/ or enrichment students really need...but it can be difficult to then meet all the different needs of the students through small groups. Sometimes it's limited staffing and/or time constraints...it require's an "all hands on deck" staff mentality with lots of flexibility and creativity.