# data[].attributes.headline
Building trust and the lines for open communication

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Building trust and the lines for open communication

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Building level is key in creating teacher involvement - school climate

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Building level is key in creating teacher involvement - school climate

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Board approved 4-5 for hybrid option.  Sending out email to staff to determine if they are willing to be part of meetings for the hybrid model. Teachers are being asked to be a part of teams to make decisions about the hybrid model.  When teachers have a voice they help to spread that positive attitude to the whole group.  Important for teachers to have input and it's hard for teachers to embrace new policy if they don't have input.   

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Board approved 4-5 for hybrid option.  Sending out email to staff to determine if they are willing to be part of meetings for the hybrid model. Teachers are being asked to be a part of teams to make decisions about the hybrid model.  When teachers have a voice they help to spread that positive attitude to the whole group.  Important for teachers to have input and it's hard for teachers to embrace new policy if they don't have input.   

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How do we build teachers with comfort level and confidence  with sharing 

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How do we build teachers with comfort level and confidence  with sharing 

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remediation pull-outs based on benchmarks

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remediation pull-outs based on benchmarks

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Weekly PLC meetings with content area teachers - common tests/quiz/warmup to go over data

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Weekly PLC meetings with content area teachers - common tests/quiz/warmup to go over data

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individual student goal setting and graphing

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individual student goal setting and graphing

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Pull data from a tracking system to look at behavior which impacts academics.  

# data[].attributes.subject
Pull data from a tracking system to look at behavior which impacts academics.  

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Make lessons data driven when making adjustments. 

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Make lessons data driven when making adjustments. 

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Teacher and learning audits at the beginning of the year then at the end of the 9 weeks.  Use a checklist for each audit.  If a certain grade level has an issue, they may meet more frequently.  Make adjustments in instruction.

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Teacher and learning audits at the beginning of the year then at the end of the 9 weeks.  Use a checklist for each audit.  If a certain grade level has an issue, they may meet more frequently.  Make adjustments in instruction.

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Record keeping for all testing.

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Weekly assessments to determine what supports need to be provided

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Weekly assessments to determine what supports need to be provided

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rotate groups on weekly basis to meet specific needs identified by data

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rotate groups on weekly basis to meet specific needs identified by data

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Power Block:  built in time every day to remediate; use data to determine students who will benefit from corrective reading; 

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Power Block:  built in time every day to remediate; use data to determine students who will benefit from corrective reading; 

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Review data and determine whether reteaching, change of reading groups, small groups, use of academic specialist, discussion within PLC/CLT (department meetings).
(Done quarterly or every three weeks)

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Adjustment to pacing guides to include missing lessons.

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Adjustment to pacing guides to include missing lessons.

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PALS data, letter/sound recognition assessment to identify  students for tier 2 supports

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PALS data, letter/sound recognition assessment to identify  students for tier 2 supports

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PLC every week and input data, Intervention meetings throughout and moving students based on needs, Breakdown data by grade level to see if it is a teacher or student need, use specialists, trained staff on specific needs to help students move forward, dug deeper into data. Data meetings with grade level, admin, specialists, etc. Weekly powertest assessments. Enrichment and remediation time built in throughout day to meet student needs

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- Benchmark review in school team / grade level to determine interventions and groupings, guided by key questions.
- Weekly grade level meetings with principal - review benchmarks, SOLs taught to determine needs for increased instruction; utilize protocol.
- Data sent to central office weekly or content coaches from division attend meetings.
- Central office meet weekly with principals to review data.

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Chart where students are at from unit assessments, benchmarks and regularly review data. Due to a small school, there are department meetings where students are discussed where gaps are.
PLC meetings weekly discussing Tier 1 data using DSA, PALS, and a matrix that is filled in regarding weakness and strengths. These meetings are recorded in a document given an agenda and norms and a process of where to go from there.

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SEL (DESSA) used data to inform tier one instruction and identify students for tier 2 supports

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SEL (DESSA) used data to inform tier one instruction and identify students for tier 2 supports

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Grade level planning using data to inform instruction.  Time to analyze data between meetings.  Instructional planning and 2 weeks later look at data to determine if accomplished goals.  

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Grade level planning using data to inform instruction.  Time to analyze data between meetings.  Instructional planning and 2 weeks later look at data to determine if accomplished goals.  

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Grade level teachers meet weekly with administrators to review formal assessments. Discuss how to move students between tiers.

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Teaching and learning audits.  Discuss goals, what would you do different, etc

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Teaching and learning audits.  Discuss goals, what would you do different, etc

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CLT meeting note. Analyze -develop strategy, action steps, enrichment and remediation that are all inclusive.

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CLT meeting note. Analyze -develop strategy, action steps, enrichment and remediation that are all inclusive.

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Data mtgs, analyze it, come up with a plan, make adjustments. Have a template and ask and answer specific questions.
Meet every week. Teachers desegragate data before meeting. Students are moved throughout the year. Teachers track formative assessments daily. Lots of data driven decisions made weekly.
Look at teachers that were successful teaching objectives / topics and use flex teaching as a result.

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- Collect data by grade level and instruction. Use data to guide instruction and screen data to analyze weaknesses.
-The question: Do we have access to the data?
- An important part is collaborative planning. In collaborative planning we break apart the standard and see how we can best meet student needs.
-Instructional coaches coming into the classroom and bringing materials! Helping teachers! TEAM WORK
- IXL and IReady; individualized.

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* Data driven dialogue- Initially just look at it and making observations.  Then look for common factors, trends, behavior.
*Behavior data- referrals, where, time, commonality.  why?
*Weekly planning with review of common assessments, then a data team meeting after quarterly assessments.  Then leadership teams makes strategies to bridge gaps.   Discipline teams also looks at data.
*PLC-groups receive additional services, but how are they still having needs meet beyond additional services (Title I, SPED, 504) what are we doing to support them.

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Use beyond academics - such as attendance

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Use beyond academics - such as attendance

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Provide strategies for parents to also be able to assist students.

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younger students - choice of goals, goals with time limits

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younger students - choice of goals, goals with time limits

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Provide a graph to allow students to track their progress toward their goal.

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Provide a graph to allow students to track their progress toward their goal.

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Helps students take ownership of their learning. 

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Helps students take ownership of their learning. 

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*Have students hypothesize their own levels of success.  How well will they do and then how did they do?  Track and proof of their work.  Overconfident?  This was my  goal and this is what I did to try to achievement.
*Google doc-journal.
*Explain their grade students' thoughts on how and why they got the given grade.
*Accountability partner- you have to text your buddy x-times a week.  Have you completed assignments, watched videos, etc.
*Allow students to help with learning plan. Be involved.

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Need to make sure they have short term goals.

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Need to make sure they have short term goals.

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Student graphs for each assessment (Improving or not) Reflection questions on what students could do to better increase their grade.

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Students need to have ownership in developing the plan so they will be involved.

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Helps with self reflection and goal setting and seeing amazing results.

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Helps with self reflection and goal setting and seeing amazing results.

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Student goal setting is important. Student daily learning goals.

Self-motivating to complete their work. Learning goals could be accomplished this much in a day.

Teach self-regulation.

Self-reflection to track where you are with your goal.

The parents might need help with what the goals are so they can assist their children.

Teacher communication with parents is super important to communicate what students should be learning.

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Morning meetings- have students express what they are strong and weak in and pair them with other students that compliment their habits.--this could be used to help them stay on task

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Virtual conferencing.
Using photo graphs or videos for tracking.
Students can help each other through discussion groups and boards on canvas or padlet by sharing ideas.
We can learn from our students by listening to them. Students could do self evaluations and teacher evals through a google form.

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Students can set goals at beginning of school year - check in every 3-4 weeks to monitor together with the student through conferencing.

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Students can set goals at beginning of school year - check in every 3-4 weeks to monitor together with the student through conferencing.

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*Experience using Achieve3000 - use this data to meet 1-on-1 with students virtually and make goals throughout the year.

*Use data for them to make their goals.

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Have conferences to discuss the goals.  Tracking virtually with graph of their success.

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Utilize Google Sheet; Forms to track data/goals

Seesaw use for goal tracking

Good old paper copy and color the graph, etc to track progress

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Have student set goals and evaluate their own progress and also peer evaluation

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Have student set goals and evaluate their own progress and also peer evaluation

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We want to make sure we keep the feedback positive. Pull out the best in your students and don't make it a power struggle.

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We want to make sure we keep the feedback positive. Pull out the best in your students and don't make it a power struggle.

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It helps the way you frame it, it helps with goal setting and provided ownership to see progress. It is helpful for feedback to be meaningful

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Schoology for discussion boards and posting and materials

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Schoology for discussion boards and posting and materials

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Performance Matters (used to be Interactive Achievement)

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Performance Matters (used to be Interactive Achievement)

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Create response sheets: Multiple choice in the corners (A, B, C, D), True/False on different sides to quickly be able to respond.

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How can we use parents in this partnership?

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How can we use parents in this partnership?

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Flip grid, google forms, Edpuzzle

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Rubric based with teacher check ins with students

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Rubric based with teacher check ins with students

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videos, pictures, poll ev

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white boards on computer - whiteboard.fi, whiteboard on Zoom, whiteboard extension for Google Meet - tutorial 

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white boards on computer - whiteboard.fi, whiteboard on Zoom, whiteboard extension for Google Meet - tutorial 

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quick checks- could involve circling an answer, checking off your selection (this gives the teacher a quick picture of where the student is currently)

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quick checks- could involve circling an answer, checking off your selection (this gives the teacher a quick picture of where the student is currently)

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Non-verbal responses because muting and un-muting is such a time waste

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Thumbs up, thumbs to the side, thumbs down

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Popsicle sticks with students names or other methods for random drawing of student responses.

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Popsicle sticks with students names or other methods for random drawing of student responses.

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virtual running records

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Meaningful discussion boards that students don't view as busy work.

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Meaningful discussion boards that students don't view as busy work.

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This is Language (for WOrld LAnguage TEachers)

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This is Language (for WOrld LAnguage TEachers)

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Thumbs up and thumbs down, still use boards--write answers and hold up, students taking pictures of work and sending them to the teacher

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thumbs up/thumbs down/thumbs to the side in Zoom; slido, fist to 5 (5 good, 3 in the middle, fist don't agree/understand); kahoot;

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Polls- Share screen and have students respond-

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*Use index cards as a response cards
*During meets/zoom virtual white board feature

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Flip grid, zoom tools, Polls, white boards.
Using phone to video.
Google forms.

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Poll everyone

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Google Forms, Seesaw/Flipgrid videos, pictures of activities at home, student presentation, messages through ClassDojo, Quizziz, Google Meet or Zoom lessons, EdPuzzle (videos with questions embedded)

Providing feedback throughout.

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Virtual Summer School has allowed us to problem solve focusing on feedback and communicating the feedback.

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Virtual Summer School has allowed us to problem solve focusing on feedback and communicating the feedback.

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Using Kahoot,flip-grid, annotating on zoom, google meet thumbs up - all can give data and feedback.

Also being able to upload pictures and videos. Students taking video of themselves working through a problems are all forms of assessing.

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pear deck, using annotation tools, flipgrid,

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Padlet, annotations

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Response Boards include wipe board, on a piece of paper, private chat box,annotated
Hand gestures that can be seen
Electronic assessment system
Padlet, Slido and other sites

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Annotate (as we have been doing), hands up/down (via Google Meet),chat box discussion

Chat box and Padlet allows for more specific feedback/data collection

Flip Grid, Pear Deck, embed into lesson and provide via jump drive; cell phone pictures or notepad scans to submit work for feedback

Use of Canvas

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*Lesson planning, more focused students learning
*Forms, walk-throughs
*How can we support teachers(data meetings)
*Assessment/Review
*PLC
*Data-Driven Meetings

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Parent meetings to share instructional practices

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Teachers will need professional learning on what are EBPs - many teachers are not aware.

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Teachers will need professional learning on what are EBPs - many teachers are not aware.

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Getting all staff using the same platform will allow administrators to provide more feedback.

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Getting all staff using the same platform will allow administrators to provide more feedback.