# data[].attributes.headline
Sharing data in a central location so that all teams have access

# data[].attributes.subject
Sharing data in a central location so that all teams have access

# data[].attributes.body
Use common rubrics to assess student growth toward essential standards.

# data[].attributes.headline
1. Use team-generated assessment items to measure growth. 2. Look at previous year's data. Were there other indicators? 3. Use preassessments for essentials/prerequisite skills (not overwhelming) - keep a focus on the essentials...

# data[].attributes.subject
1. Use team-generated assessment items to measure growth. 2. Look at previous year's data. Were there other indicators? 3. Use preassessments for essentials/prerequisite skills (not overwhelming) - keep a focus on the essentials...

# data[].attributes.body
1.     Look at trend data- what can we review, reflect and learn from historical data.

The measurements for the year shouldn’t just rely on the end of year assessments- what else do you have available (IReady, Dibels, NWEA, STAR Math, Reading, etc.)

2.     Common Formative Assessments (as R DuFour always said- the linchpin of our work). Focus on the “super vital essentials” and assessing (CFAs) pre/post, etc. only aligned to the super vitals.

3.     Could we use the practice ACT/Aspire assessments, interims without state organization? Are the classroom ACT/Aspire assessments available to use?

# data[].attributes.body
Gather current data - what's the level of mastery compared to our expertise of where they need to be at this point in the year.

# data[].attributes.headline
What evidence of student learning is available to you? Collect and examine student work (be flexible with what you use).

# data[].attributes.subject
What evidence of student learning is available to you? Collect and examine student work (be flexible with what you use).

# data[].attributes.body
External exams are not needed to show learning.

# data[].attributes.body
With all other demands on time/energy/resources, finding an assessment that is already in place would be preferable.

# data[].attributes.body
Use local, teacher developed common, formative assessments to measure student growth on essential standards.

# data[].attributes.body
K-8 examples include Iready - HS and/or singletons, develop assessments around essential skills

# data[].attributes.headline
Teams collecting student samples and anchor papers to communicate and show proficiency and meeting standard 

# data[].attributes.subject
Teams collecting student samples and anchor papers to communicate and show proficiency and meeting standard 

# data[].attributes.body
Check this year on the ESSENTIALS of the ESSENTIALS. Use SMALL preassessments to check for prerequisite skills to double down on the laser focus on what students need.

# data[].attributes.body
1. What information/data do you have available from the previous year that indicates learning?

1. Use this as a starting point.

2. May use 2-3 year trends to predict where kids would have been.

3. If no starting point, ask the question: what do you hope for your kids?

2. What evidence do you have about your population and how was it collected?

3. Do you have a plan for district assessments?

1. Running records

2. DRA

3. F&P

4. Benchmarks

5. Etc.

4. Do you currently use a Universal Screener for prerequisite skills?

1. If no screener is present, encourage teams to develop a screener: What are the top 4-5 things we hope every kid would know on day 1 of instruction.

# data[].attributes.body
What were our essentials last year? where did we end up relative to where we thought we would?

# data[].attributes.body
Look back - 2 years with data. Where were we then?

# data[].attributes.headline
Intentionally give pre-assessments when it makes sense.

# data[].attributes.subject
Intentionally give pre-assessments when it makes sense.

# data[].attributes.headline
Extensive use of pre-assess to determine readiness, imbedded with unit instruction (not lengthy assessment)

# data[].attributes.subject
Extensive use of pre-assess to determine readiness, imbedded with unit instruction (not lengthy assessment)

# data[].attributes.headline
Which students were in Tier 2 or 3 interventions?

# data[].attributes.subject
Which students were in Tier 2 or 3 interventions?

# data[].attributes.headline
Use a feedback loop...what feedback did we give kids

# data[].attributes.subject
Use a feedback loop...what feedback did we give kids

# data[].attributes.headline
Do we have any progress monitoring data?

# data[].attributes.subject
Do we have any progress monitoring data?

# data[].attributes.headline
Move to asset based language, building on what students already know. (Don't label kids as "low kids" or "bubble kids")

# data[].attributes.subject
Move to asset based language, building on what students already know. (Don't label kids as "low kids" or "bubble kids")

# data[].attributes.body
Involve students in discussion of their own learning.

# data[].attributes.headline
How many students were proficient on which essential standards

# data[].attributes.subject
How many students were proficient on which essential standards

# data[].attributes.headline
Team Developed Common Assessments  being used to capture evidence of student learning and setting goals.  

# data[].attributes.subject
Team Developed Common Assessments  being used to capture evidence of student learning and setting goals.  

# data[].attributes.headline
What criteria are you using to determine proficiency?  

# data[].attributes.subject
What criteria are you using to determine proficiency?  

# data[].attributes.body
Formative assessment and clarity on the evidence of student learning. District/school common assessments.

# data[].attributes.headline
What CFA information do we have that we can use? and how do we record it?

# data[].attributes.subject
What CFA information do we have that we can use? and how do we record it?

# data[].attributes.body
Identify what's important to them already (will lead to essential standard discussion).  Ask what are you wondering? Teachers have professional judgement they can use.