# data[].attributes.body
Thank you for all of your work on this.  The partners have been begging for it.

# data[].attributes.body
Not recommended. This device makes completing the document more cumbersome-- cut and paste requires exact precision and extra time than a mouse would, screen size allows all groups to be shown on one page with DtI template, but LC and reports don't show so easily on a single screen.

Added on: My concern with the "not recommended" device is that often this is the only choice.  So then what?  I could not get copy to work on my iPad 2. Spent 10 minutes and had help and it would not work, if I am a teacher, I am done and just want paper and pencil. Because now I am not learning about MAP, I'm using my MAP PD time to learn technology.

# data[].attributes.body
I'm a normal Mac Air user and use iPad for entertainment. I found moving between windows as difficult and the copy function on iPads as combersom. The process would have worked better it I had used my MacAir. The proficient iPad users will not have the same problems.

# data[].attributes.body
Step by step worked seamlessly, really. Far superior process to what I've practiced in the past. I like having low group learning statement on the top leading down to higher skill group on the bottom in that it matches up with the organization of the LC itself. Only limitations to effectiveness of the tool are the limitations (e.g., repetitiveness, lack of clarity and specificity, sometimes poor differentiation of student readiness over 10, 20, 30 or even 40 RIT, etc) in the LC itself.

# data[].attributes.body
Please ensure that all of the preworkshop materials discourages schools from using for workshops unless staff is very familiar with process and they have appropriate cloud storage.

Although PDFEscape solved the problem with the file open that would add 15 minutes to content for the workshop that would take away from the goals.

If teachers are not utilizing the ChromeBooks on a regular basis it would sure slow the learning curve.

The PDFEscape instructions were good but still frustrated that I couldn't just go through a normal process of downloading and saving a file.

# data[].attributes.body
My concern is on how many reports (tabs) need to be open for a partner to find what they need and then get it into the digital document.  e.g. Class Report for norm (need to determine middle group), Class Breakdown by Goal (for kids for each group), Learning Continuum (to determine at which point content difficulty increases - determiner for grouping).  It seems important that we guide participants through the content they'll need and have already talked through it AND guided them through opening the reports they're likely to need prior to introducing the digital template (or iGuide).

Many teachers still want to print the DTI to file, share with colleagues, explore why or why not the lessons went the way they did, what could change, etc. While a scrollbar will allow more content on the form, that content won't show when printed. Is there a Word possibility so that fields expand and all content can be seen at once? I understand that the iGuide might need to be PDF but could a Word doc live in a Resources section for further work by a partner?

# data[].attributes.body
I love how it feeds the information forward.
I wonder why the lowest RIT learning statements appear at the top of the list rather than the bottom -- would it make more sense to reverse the order of the boxes to mimic ascending the data ladder?
Response:  LC Class View goes from lowest at the top to highest at the bottom . . . perhaps that needs to be changed, also!

Partners often ask why we do not ascribe more strictly to the backward design model:
1. Establish learning targets
2. Plan for assessment
3. Design instruction, activities
I usually tell these partners to skip around in the framework in a way that makes sense for them and the expectations of their district. However, I don't have a justification for why we choose to suggest the design of lessons and activities and instructional sequence prior to determining how we will measure response to instruction, mastery (assessment. Is there research to support our model I can provide partners?

Michael and I used the Student Profile Report as a means of being able to filter the LC and create a lesson for all students in the class. It was a great use of the tool and the report. Being able to filter the LC makes the process more user-friendly. The one thing we noticed is that the frame limits the amount of learning statements that can be entered - 2 on the class page and about 3 on the individual group pages, if necessary. Bottom line, using the Student Profile report to do this activity works well too! - Kimm

# data[].attributes.body
Report goes from subject (ex. Math) to goal area (Number and Operations) to sub goal area ( to topic.  DTIF starts with topic.  Perhaps give an example, as some will put the goal area in "topic" field.  Or, perhaps start with standard/topic or rename as "Focus of instruction" or "Focus of Lesson/Unit."

# data[].attributes.body
Need to download PDF from Marc in order to copy and paste.

Need to use acrobat reader to work well

# data[].attributes.body
It worked well but it did require having multiple windows open.

Partners may need help getting multiple tabs open and switching back and forth - padlet, various reports,

Are we changing Goal area to Instructional Area?

The copy/paste function worked very well. No issues. I found this template to be very easy to use with a laptop. The overall format is appealing as well.

It will be important for us as facilitators to point out some of the key features of the template (i.e. the content table in the left hand margin, the arrows on the bottom left, the ability to tab from one filed to the next, the samples).

If you add a link to a website as a resource, can we make that link live so that you could actually click on it and be taken to the site?

I love how samples are included!

The only issue with

# data[].attributes.body
PDF Escape can be time consuming and confusing to get started, but once it is done, it is pretty easy to navigate.

# data[].attributes.body
One thing I'm wondering about is whether partners will be "tech ready" for this in terms of having to install Adobe, use the functionality etc.

iPads - you have to toggle between windows so you can cut and pasta from the digital materials

^which can be a daunting task because it has to be done so precisely

Copying function on the Class Breakdown report can be tedious so it might be worth considering typing student names into the Data to Instruction framework. However, when copying and pasting successfully, you can copy multiple RIT bands of students into a single performance band (below-middle-above) in one fell swoop which is nice!
iPad Pro 9.7"