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Every month collecting data in my guided reading groups and before they move to the next reading level. 

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Every month collecting data in my guided reading groups and before they move to the next reading level. 

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Excited about using a common language, coding system and a timeline to collect data for students that are more than a year below grade level in reading.

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Same

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Using them on a more consistent basis to help advance the students abilities

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Getting everyone's ideas and input on each target and coming up with a plan of action

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Taking more running records.

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Using teacher data to support word work in ELD lessons

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Using teacher data to support word work in ELD lessons

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Taking more detailed notes during Guided Reading; being more purposeful.

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Bi weekly word study for students, with individual accountablility.

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Using multiple assessments to pinpoint where students are and plan next steps.

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Try one of the KLAP extension strategies we learned about today. 

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Try one of the KLAP extension strategies we learned about today. 

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How can we develop more of a growth mindset when working with students as a grade level and the way that we speak about student abilities?

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planning multi-level independent centers and materials.

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planning multi-level independent centers and materials.

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I will commit to developing tasks for my students who are needing extension and adapting those tasks so that they are accessible to all students at their level.

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When working with students on word learning activities, the task can be differentiated. We were provided with ideas of how to do this and I am looking forward to incorporating this into KLAP as well as other guided reading groups.

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having time to link resources, looking at the 3rd quarter and what's ahead.

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Learning new KLAP strategies on how we can extend KLAP for some of our students/groups. 

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Learning new KLAP strategies on how we can extend KLAP for some of our students/groups. 

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Meet our students where they are and challenge them.  Teach in strategy multiple ways.  Have support-level and challenge-level along with grade level.  We want to reach EVERY STUDENT. 

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Meet our students where they are and challenge them.  Teach in strategy multiple ways.  Have support-level and challenge-level along with grade level.  We want to reach EVERY STUDENT. 

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Talking as a team to examine data and students to address students' needs and ensure progress.

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Talking as a team to examine data and students to address students' needs and ensure progress.

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Meeting all students needs, including higher thinkers in Math, and be aware of time blocks during Math workshop.

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Meeting all students needs, including higher thinkers in Math, and be aware of time blocks during Math workshop.

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Building a sound foundation for alphabet and sound knowledge, and reflecting on Guided Math workshops.

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Building a sound foundation for alphabet and sound knowledge, and reflecting on Guided Math workshops.

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continue to build our math work shop model

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continue to build our math work shop model

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Continue to align small-group targets and instruction with those in the planning calendar. Write sentence frames and stems for teachers.   

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Continue to align small-group targets and instruction with those in the planning calendar. Write sentence frames and stems for teachers.   

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Building a strong foundation for reading is helping our students become more prepared for the future and progress is being made whether they are at benchmark or not.

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Continue to use different models to help students grow in LA and Math/

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Continue to focus on student discussions to gain information about understanding.

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Continuing to support students in expressing themselves orally and in writing.

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I want to revisit discussion guidelines and set goals for students' progress as we move into conversation-focused reading units.

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Encouraging students to take the thinking they are verbalizing and putting it into writing.

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Looking at work from students' perspectives helps us anticipate their thoughts and struggles and modify our planning and instruction to match.

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Using pre-assessment data and reflections from previous years to revise previous pacing

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Continue to look at revise units to best support student discussion and thinking.

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Using data to guide instruction leads to SUCCESS

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Using data to guide instruction leads to SUCCESS

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We're working h ard to collect information and use it to plan intentionally

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We're working h ard to collect information and use it to plan intentionally

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Try out a new form on an informal reading assesment

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Try out a new form on an informal reading assesment

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The team is very intentional about planning and assessing

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The team is very intentional about planning and assessing

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Using assessment to inform more groups/pacing/language used

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Using assessment to inform more groups/pacing/language used

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Purposeful and varied forms of assessments give you a better picture of student progress

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Purposeful and varied forms of assessments give you a better picture of student progress