# data[].attributes.body
(1) What specific evidence do you have that the conversations at PLCs have shifted from teaching to focusing on student learning?

(2) Describe at least one activity you observed at PLC. Which of the 4 questions did it address?

# data[].attributes.body
(1) What specific evidence do you have that the conversations at PLCs have shifted from teaching to focusing on student learning?

(2) Describe at least one activity you observed at PLC. Which of the 4 questions did it address?

# data[].attributes.body
(1) What specific evidence do you have that the conversations at PLCs have shifted from teaching to focusing on student learning?

(2) Describe at least one activity you observed at PLC. Which of the 4 questions did it address?

# data[].attributes.body
(1) What specific evidence do you have that the conversations at PLCs have shifted from teaching to focusing on student learning?

(2) Describe at least one activity you observed at PLC. Which of the 4 questions did it address?

# data[].attributes.body
(1) What specific evidence do you have that the conversations at PLCs have shifted from teaching to focusing on student learning?

(2) Describe at least one activity you observed at PLC. Which of the 4 questions did it address?

# data[].attributes.body
Data

# data[].attributes.body
Questions such as what do they know?

# data[].attributes.body
1. Teachers have been introduced to the concept of tracking student learning with data.

2. The Sophomore English PLC last year looked at evidence of participation in class, comparing beginning participation to ending participation.

# data[].attributes.body
English 12 Teachers are collaborating on assessments

# data[].attributes.body
English 10 PLC unpacked the writing standard before the first common writing assignment/assessment.

# data[].attributes.body
Formative/Summative Assessments

# data[].attributes.body
This morning we had an earnest discussion about what student needs will be beyond the classroom as we unpack the standards and how we are going to use the information effectively going forward.

# data[].attributes.body
Data Analysis (Google Spreadsheets generated from Google Forms) -- how will we know if students know? and how will we respond to students who are underperforming and those who need challenged?

# data[].attributes.body
CTNA and asking the need to know and must know questions when reviewing standards

# data[].attributes.body
English 11 has been collaborating on formative assessments and SOL prep

# data[].attributes.body
There have been ongoing conversations about interventions, and what works for each student

# data[].attributes.body
Our English teachers have unpacked their standards for each quarter.  We are now revamping them as we teach this year.

# data[].attributes.body
How we are identifying student learning through assessments

# data[].attributes.body
Starting with the "I can" objective statements and then moving to formative/summative assessments that directly relate

# data[].attributes.body
English 9 felt like they didn't focus on the four essential questions, so they are trying to refer to it more. They are also trying to collaborate for intervention.

# data[].attributes.body
Our PLCs create common assessments so we can look at data.

# data[].attributes.headline
How are you currently using CFA data to measure student learning and adjust instruction?

# data[].attributes.subject
How are you currently using CFA data to measure student learning and adjust instruction?

# data[].attributes.headline
How are you currently using CFA data to measure student learning and adjust instruction?

# data[].attributes.subject
How are you currently using CFA data to measure student learning and adjust instruction?

# data[].attributes.headline
How are you currently using CFA data to measure student learning and adjust instruction?

# data[].attributes.subject
How are you currently using CFA data to measure student learning and adjust instruction?

# data[].attributes.headline
How are you currently using CFA data to measure student learning and adjust instruction?

# data[].attributes.subject
How are you currently using CFA data to measure student learning and adjust instruction?

# data[].attributes.headline
How are you currently using CFA data to measure student learning and adjust instruction?

# data[].attributes.subject
How are you currently using CFA data to measure student learning and adjust instruction?

# data[].attributes.body
I use CFA data mostly with my targeted instruction for SOL remediation and those students who are on an intervention plan.

# data[].attributes.headline
We use a CFA as a pre-test on Mondays, do some whole-group instruction between Monday/Tuesday, give them the same CFA as an exit slip on Tuesday, differentiate based on that data Wednesday/Thursday, and then give a CSA on Friday for a post-test. 

# data[].attributes.subject
We use a CFA as a pre-test on Mondays, do some whole-group instruction between Monday/Tuesday, give them the same CFA as an exit slip on Tuesday, differentiate based on that data Wednesday/Thursday, and then give a CSA on Friday for a post-test. 

# data[].attributes.headline
Examining strands of commonly missed questions and devising activities to target. (e.g. inferential reading skills)

# data[].attributes.subject
Examining strands of commonly missed questions and devising activities to target. (e.g. inferential reading skills)

# data[].attributes.headline
We use analyze the data and then look at what types of questions are being missed most often. From there we decide how we can fix this issue whether it be with more focused CFAs on that particular type of question, better use of vocabulary to help students understand what they are being asked, etc. Sometimes we just need a little extra time on that topic, just depends on the topic and what the data is showing. 

# data[].attributes.subject
We use analyze the data and then look at what types of questions are being missed most often. From there we decide how we can fix this issue whether it be with more focused CFAs on that particular type of question, better use of vocabulary to help students understand what they are being asked, etc. Sometimes we just need a little extra time on that topic, just depends on the topic and what the data is showing. 

# data[].attributes.body
We use CFA data throughout our units, adjusting our instruction as needed based on the results to allow for reteaching and extended learning. For example, my collab. students really struggled with a recent grammar quiz on semicolons, so instead of starting a new grammar unit tomorrow, we will revisit the concepts we didn't understand from the previous unit.

# data[].attributes.body
The English 10 meets weekly to discuss these topics. Although it is difficult with 1/2 the PLC on XY and 1/2 on 4x4, 4x4 teachers are able to share what worked for them and how they adjusted the work for student learning, which informs how XY teachers approach their assessments/

# data[].attributes.body
Teachers were using common formative assessments to identify weaknesses and misconceptions and target goals when they were preparing for the SOL. Used a common rubric.

# data[].attributes.body
How did you and your team use the Assessment Criteria Tool to examine a CFA?

How are your teams using data to determine which students need additional support?

# data[].attributes.body
Using common assessments to compare scores and data between the 9th grade group, to see where our students are struggling, and area in which we can improve. Example - last week the assessment showed that some in our group needed to focus further on students identifying main ideas in a passage

# data[].attributes.body
How did you and your team use the Assessment Criteria Tool to examine a CFA?

How are your teams using data to determine which students need additional support?

# data[].attributes.headline
Each grade level uses the data collected from the STAR reading test to assign remediation.  The remediation data is used to determine who needs additional instruction and who can move to more challenging instruction.

# data[].attributes.subject
Each grade level uses the data collected from the STAR reading test to assign remediation.  The remediation data is used to determine who needs additional instruction and who can move to more challenging instruction.

# data[].attributes.headline
Each grade level uses common CFA to assess who needs remediation and who can be given higher instruction.

# data[].attributes.subject
Each grade level uses common CFA to assess who needs remediation and who can be given higher instruction.

# data[].attributes.body
How did you and your team use the Assessment Criteria Tool to examine a CFA?

How are your teams using data to determine which students need additional support?

# data[].attributes.headline
Assessment Criteria Tool, CFA, Data Collection 

# data[].attributes.subject
Assessment Criteria Tool, CFA, Data Collection 

# data[].attributes.body
Although we did not directly utilize the rubric provided by the county, we already intuitively went through that checklist when creating CFAs.
We use the data to determine which questions were missed frequently as a whole and which students need targeted skill remediation. We use Google Form data for this.

# data[].attributes.body
Using CFAs for Work Keys prep really helped teachers identify areas that needed improvement and then teachers shared strategies that they found helped

# data[].attributes.body
(1) We have not used the Assessment Criteria Tool yet.
(2) We look at data to determine which students would benefit from remediation in specific skill areas, as well as data relating to missing assignments to see where and how we can intervene to help catch students up prior to summative assessments.

# data[].attributes.body
How did you and your team use the Assessment Criteria Tool to examine a CFA?

How are your teams using data to determine which students need additional support?

# data[].attributes.body
Our PLC instructional coach is sitting on on 9th and 10th grade PLC meetings and then going into classrooms to see the implementation of CFAs and then providing feedback on how well it was done

# data[].attributes.body
We have not used the CFA yet but we are using the STAR test data to target areas of weakness in reading.  We are discussing collaborating on assignments/remediation.

# data[].attributes.body
How did you and your team use the Assessment Criteria Tool to examine a CFA?

How are your teams using data to determine which students need additional support?

# data[].attributes.headline
English 12 group has reviewed the Tool, but we have not directly evaluated all of the CFA activities that we have created.  We have shared/created many skills-based activities to target the areas of need based on STAR data. 

# data[].attributes.subject
English 12 group has reviewed the Tool, but we have not directly evaluated all of the CFA activities that we have created.  We have shared/created many skills-based activities to target the areas of need based on STAR data. 

# data[].attributes.body
We evaluate student work, reading checks (Canvas or Google), progress in STAR, conference, conference with students during class, etc.

# data[].attributes.body
Write 2-3 facilitator questions to support planning extensions for students that have already mastered an essential standard.

# data[].attributes.body
Write 2-3 facilitator questions to support planning extensions for students that have already mastered an essential standard.

# data[].attributes.body
Write 2-3 facilitator questions to support planning extensions for students that have already mastered an essential standard.

# data[].attributes.body
Write 2-3 facilitator questions to support planning extensions for students that have already mastered an essential standard.

# data[].attributes.body
Write 2-3 facilitator questions to support planning extensions for students that have already mastered an essential standard.

# data[].attributes.headline
What does the student already know and how can you extend his/her learning to the next level using Blooms?

# data[].attributes.subject
What does the student already know and how can you extend his/her learning to the next level using Blooms?

# data[].attributes.body
What can students do to achieve higher levels (create/evaluate) of Bloom for the standards covered in this unit?

# data[].attributes.headline
How are you going to measure the student's growth?

# data[].attributes.subject
How are you going to measure the student's growth?

# data[].attributes.headline
How can students apply a theme to another text, current event, etc.?

# data[].attributes.subject
How can students apply a theme to another text, current event, etc.?

# data[].attributes.body
For standards 11.3c, 11.4h, 11.5e which have to do with connotation, denotation, and inference. Once a student masters recognizing what they are, Can they take the inference to the next level and apply it to a larger part of the work rather than just a passage?

# data[].attributes.body
How can the student delve deeper into the subject matter and walk away with a more comprehensive understanding?

# data[].attributes.body
How can we take this into context? What are the situations and conditions we can consider?

# data[].attributes.body
How can we connect this to life-applicable situations? Where is this relevant?