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It's important to have common formative as well as summative assessments to see if we are truly making an impact on student learning.

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creating progress/achievement grids instead of just looking at final scores- look at how each student progressed

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creating progress/achievement grids instead of just looking at final scores- look at how each student progressed

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It's imperative to know where our students are before moving them forward.

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Creating common assessments together is key to understanding the standards and what must be learned. Analyze student work samples (not just how many achieved level 3, etc) to truly see what students learned. Expert noticers analyze incorrect answers and why they occured. Progress vs. achievement grid can help us analyze and reflect. We spend so much time planning and looking at the future - lets carve out more reflection time!

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John Dewey- “We do not learn from experience… we learn from reflecting on experience.” -John Dewey

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The need to review student work during our PLT as we discuss progress and achievement.

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The importance of reflection

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Providing time to reflect at our PLT time

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They both go hand in hand. They are not separate

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The importance of reflection and John Dewey's quote

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Team Time Reflection and the questions to support that discussion

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John Dewey- “We do not learn from experience… we learn from reflecting on experience.” -John Dewey

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John Dewey- “We do not learn from experience… we learn from reflecting on experience.” -John Dewey

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Routinely prioritizing reflection as a part of PLT processes

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Routinely prioritizing reflection as a part of PLT processes

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Intentional reflection is as important as intentional planning.

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Finding the balance but keeping both priority 

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Finding the balance but keeping both priority 

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I love the protocol of the 6 word summary.  It is a great way to narrow down information and get to the most important point.

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I love the protocol of the 6 word summary.  It is a great way to narrow down information and get to the most important point.

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LOVE the 6 word summary idea - really get to the heart of the content!

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LOVE the 6 word summary idea - really get to the heart of the content!

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True reflection connects our new learning with actions moving forward. 

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True reflection connects our new learning with actions moving forward. 

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I like the progress/achievement grid on page 138. This is a great visual for teachers to use to look at their student data in another way.

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I like the progress/achievement grid on page 138. This is a great visual for teachers to use to look at their student data in another way.

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Providing a reflection time as part of PLT or other meetings

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Team Time Reflection Questions that capture individual as well as collective thoughts

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Team Time Reflection Questions that capture individual as well as collective thoughts

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It is important to constantly reflect

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Students can achieve without making progress. Students can also make a lot of progress but not reach proficiency. Both need to be considered during PLC meetings. 

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Students can achieve without making progress. Students can also make a lot of progress but not reach proficiency. Both need to be considered during PLC meetings. 

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Implimenting them within my school

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I will share John Dewey's quote. "We do not learn from experience; we learn from reflecting on experience."

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I will share John Dewey's quote. "We do not learn from experience; we learn from reflecting on experience."

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Connect to today's impact. Focus on the small moment.

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Connect to today's impact. Focus on the small moment.

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You cannot separate them

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Teachers have to reflect on their own teaching, looking beyond just the grades of students.   

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Teachers have to reflect on their own teaching, looking beyond just the grades of students.   

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PLC+ is amazing

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I don't think it's an achievement vs. progress. They need to be linked not separated.

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I don't think it's an achievement vs. progress. They need to be linked not separated.

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The Microteaching

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Both should be considered.  Student progress is important to note.  A student can be progressing, but not yet mastered the standard. 

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Both should be considered.  Student progress is important to note.  A student can be progressing, but not yet mastered the standard. 

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Progress is not the same as achievement.

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Discussing the progress/achievement grid and how we can use this tool to reflect on student progress, similar to the tiered system, but easier for some teachers to understand and apply.

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The importance of reflection and being purposeful with it.

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The importance of reflection and being purposeful with it.

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Just continuing to implement the reflection process (make time for it - honor it)  - this leads to my growth and student growth

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Just continuing to implement the reflection process (make time for it - honor it)  - this leads to my growth and student growth

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I think the progress v achievement grid is the spark for powerful PLT conversations.

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I think the progress v achievement grid is the spark for powerful PLT conversations.

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Expert noticing drives how to move the learning forward

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Make sure to focus on growth as well as achievement and grow all learners

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At the close of PLC ask, "What did we learn today from looking at our data?"

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When we reflect we consider deeply something that we might not have though about otherwise!!

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When we reflect we consider deeply something that we might not have though about otherwise!!

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I think an important question to ask is how much progress is occurring and is it the right progress?

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I think an important question to ask is how much progress is occurring and is it the right progress?

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The importance of being mindful of "expert noticing" within your classroom. This is important for student success.

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The importance of being mindful of "expert noticing" within your classroom. This is important for student success.

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The questions that can support the reflection process:

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The questions that can support the reflection process:

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What did we focus our PLC+ discussion on today?
What evidence did we look at, what did it tell us?
What did I learn as a result of the discussion or analysis
...More on page 124-125 of book

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Some students are proficient despite instruction. Some standards are arbitrary and not developmentally appropriate. Regardless of where a student enters, he/she should make growth BECAUSE of the instruction.

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Most teachers focus on teaching and instruction. So often the impact of that instruction is not considered before other reasons aimed at shifting the blame to someone else is first considered. I will charge the teachers in my building to consider the impact of their instruction upfront as a part of planning with the end in mind: will their instruction have a positive or negative impact on students? In what ways? If those are negative, how can they be changed to positive?

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Most teachers focus on teaching and instruction. So often the impact of that instruction is not considered before other reasons aimed at shifting the blame to someone else is first considered. I will charge the teachers in my building to consider the impact of their instruction upfront as a part of planning with the end in mind: will their instruction have a positive or negative impact on students? In what ways? If those are negative, how can they be changed to positive?

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As we discuss grading and Q1 failures, reflect not only about achievement of students, but did the students who did not achieve during Q1 make progress and grow at all? 

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As we discuss grading and Q1 failures, reflect not only about achievement of students, but did the students who did not achieve during Q1 make progress and grow at all? 

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Progress is not the same as proficient.

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need to do expert noticing more and require kids to use certain sentence starters to aid their thinking 

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need to do expert noticing more and require kids to use certain sentence starters to aid their thinking 

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Having conversations with staff about the quadrant along with reflection with action. 

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Having conversations with staff about the quadrant along with reflection with action. 

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The questions on page 124-125 are helpful to guide the PLC+ reflection process.

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The questions on page 124-125 are helpful to guide the PLC+ reflection process.

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Also, taking time to reflect on our team's use of norms of collaboration moves us forward in group efficacy.

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Giving a structure to reflecting which can sometimes be a little ambiguous (what did I do, how did I do it, what did I learn, pg 123).

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For most students, student progress can be used as a means of encouraging students while they are striving for the achievement piece. (However, this is not necessarily true for those that have already met achievement...growth is more of the goal for those kiddos.)

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For most students, student progress can be used as a means of encouraging students while they are striving for the achievement piece. (However, this is not necessarily true for those that have already met achievement...growth is more of the goal for those kiddos.)

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continually model and prompt reflection with PLTs to keep their practice moving forward in their work; anchor work in data and respond to evidences of student learning  

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continually model and prompt reflection with PLTs to keep their practice moving forward in their work; anchor work in data and respond to evidences of student learning  

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The Progress/Achievement Grid will be great to share with teachers for them to analyze student achievement data. As an administrator, I can also use this to determine the needs of my staff and/or PLTs.

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Are we teachers or graders?  What new information are you trying to learn about your students?

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Are we teachers or graders?  What new information are you trying to learn about your students?

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Both are important.  It is important to look at all four quadrants.

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Both are important.  It is important to look at all four quadrants.

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Time to reflect is essential.

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These are both highly important, and should be viewed as data points to measure teaching and learning. Student progress cannot be discounted if proficiency is not reached, while proficiency cannot be discounted if progress is not measured. These must co-exist hand in hand as data and instructional planning tools.

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Are our discussions/dialogues reflecting on our practice "igniting change" or are we just talking? I want to be a reflective educator WHO ALSO takes action.

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Good question to ponder when thinking about progress vs achievement: Would you want that for your own child? or What do you want for your child? Are we giving that to our students?