# data[].attributes.body
It works when it is focused and there is a cycle for feedback
Also when it is simple and when there is accountability for all
Admin, staff and students are involved in what is happening

# data[].attributes.body
This year we focused on expanding learning targets by adding success criteria - this work is just beginning, but all members of the staff are working to incorporate both of these in their classrooms.
Faculty meeting time is spent sharing how various groups are using these tools to enhance instruction
We also discuss how students are involved in the work

# data[].attributes.body
All staff, including admin, teachers, and paras were involved in accelerated learning. We held each other accountabile with the use of data notebooks. There were addtional rescources, protocols, and a coherent plan. There were clear goals that everyone knew. We had periodic reviews of data., and we used the data to adjust our plan. Admin joined IET meetings, program meetings, and coaching cycles to support student growth. Teacher teams knew and expected admin participation in the work. There was urgency from the whole staff to work on the work.

# data[].attributes.body
Our strategic plan is aligned to the district plan around responsive lesson planning
Professional development also focuses on responsive lesson planning
With this focus, we use IET's, coaching, faculty meeting time, and PD time to do this work

# data[].attributes.body
Using all of the time to do the work in different ways
Crafting feedback related to learning targets and success criteria

# data[].attributes.body
Not enough broadbase involvement
Too broad
Wasn't easily understood
Too esoteric
Too much change from year to year
Not enough follow up

# data[].attributes.headline
Social Emotional Learning Goals-Driven by early specific SEL tasks for all teachers, IET's and data teams, Il's reporting out specifics of accelerated learning framework, advisory program as vehicle, mental health staff outreach, dedicated teams supporting students, coherence between admins, Il's, departments, individual teachers (goal meetings), students,  instructional coaches as vehicles as  checkpoints. data), students. 

# data[].attributes.subject
Social Emotional Learning Goals-Driven by early specific SEL tasks for all teachers, IET's and data teams, Il's reporting out specifics of accelerated learning framework, advisory program as vehicle, mental health staff outreach, dedicated teams supporting students, coherence between admins, Il's, departments, individual teachers (goal meetings), students,  instructional coaches as vehicles as  checkpoints. data), students. 

# data[].attributes.body
Lack of a plan using data.  Lack of accountability and visibilty of leadership team.  In the past, we had too many initiatives and we could not weed out anything.

Time was barrier for finding the same coherence for measuring and addressing SEL needs as we had for academic needs.

Our SEL needs and plan were more nuanced.

# data[].attributes.body
This Year
- different than any other
- looking at the specific students and targeting those students in all meetings (IETs, mid years, teacher meetings, team meetings) in what the adult actions and students actions that took place
- What I am doing is making a difference in that outcome
- Started the year with the umbrella of unfinished learning, identified students and then the buildings then the teachers owned the students
- Addressing the students, what are their specific needs, and how do we move them
- Clarity of expectations was clear, investment from teachers, but our theory of action could have been more clear
- Much of the IET work drove success, looking at data, adjusting instruction, supports continuous improvement
- SEL/DBT work especially within the 7th grade. We identified a problem, collectively owned the solution and implemented across the board

Moving forward
- teachers owning the process as well and expectations moving forward across different areas
- consistency of practice across disciplines
- how do we make room for failure? how do we get the data out quickly to adjust?
- why are we comfortable with variability?
- we have pockets of success how do ensure that is across the board?
- showing successful IETs to other IETs and share strategies

# data[].attributes.headline
Math Team-Accessible data, IET structure and more focused time,  improved data team work, knowledge of individual students and needs, instructional coaches as a mechanism, consistent co teaching arrangements, math minis with math interventionist, strategic scheduling and lower class sizes, celebrating teacher performance and successes (i.e. video clip for the BOE)

# data[].attributes.subject
Math Team-Accessible data, IET structure and more focused time,  improved data team work, knowledge of individual students and needs, instructional coaches as a mechanism, consistent co teaching arrangements, math minis with math interventionist, strategic scheduling and lower class sizes, celebrating teacher performance and successes (i.e. video clip for the BOE)