# data[].attributes.body
Teachers have been given all their data so that they can see scores and how well the students did on the standards. The teachers had to work on a graphic organizer in their PLC to help support planning for the next quarter.

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Math department analyzed the data from Qrt 1

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MTSS team met to analyze EWS and target students for Tier 2 and Tier 3 supports. Looked at supports in place and if they needed additional support what they should be.

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WRHS - The Biology PLC looks at the data from quarter 1 benchmark assessments.  Those standards needing remedial are addresses during after school programs and/or saturday rotating groups.

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WRHS - The Biology PLC looks at the data from quarter 1 benchmark assessments.  Those standards needing remedial are addresses during after school programs and/or saturday rotating groups.

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We have created a system using mach forms where teachers can refer students to numerous resources depending on the concern that needs addressed such as grades, attendance, special needs of students, etc.

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After meeting with Jeremy Blair and the content area leaders, we set goals in small increments (7 days, quarter 2, and end of year).

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We meeting 2x month individually with the principal to discuss data on our areas we supervise and then areas of success and needs improvement personally including DP.

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Discussions at grade level team meetings regarding interventions for students with low attendance and low grades.  Strategized to discern how the two are related and addressed interventions needed for the same.  Individual grade level teachers to bring info to their subject area PLCs

# data[].attributes.body
We have 1 shared data wall for each grade level. PLCs post common assessment data on the shared data walls based on Unit and standard. Teachers, SWPST and Grade Level Intervention teams reflect and data and meet to discuss monitoring, interventions, and action steps. EWS is tracked for every student on cards posted near the data walls.

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- Teachers utilized the quarterly by assessing the standards students within each grade level did poorly on. Then mini lessons were set up for those standards w/formative assessments in place to monitor progress.

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English teachers use quarterly data to identify areas of need in order to plan instruction.

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Some admin hold individual data chats with their teachers to discuss trends based on quarterly check data, lesson plans, grade distribution, etc. PLCs analyzed and discussed quarterly check data and made plans to remediate the lowest standards.

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Math PLC meet and reviewed all testing data at end of 1st quarter. Department then created reteach methods for areas that we low (reteach Thursdays)

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we were able to separate scores by teacher and focus in on standards that students were successful on and and standards students did not performa as well in. this lead to discussions around how the teachers each individually taught the standards and we were able to establish patterns of activities that were more successful. Those being activities that students had a felt need to learn about and were motivated to do the more complex work.

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As an Admin Team, we are reviewing the data on weekly basis. We set up our TBIT for Elem and MS to exam the data QC1, Pace and Student Performance within online courses. This helps us to monitor students progressing through the online courses and drill down to root causes related to to Skill and/or Will.
This in turn becomes a focus within the PLC work for the individual teams. Next set of work is to look at the data set related to our 9 - 12 levels.

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Small groups have been created including a new Freshman Toolkit that addresses weak areas that have been determined through data analysis of quarter 1 academic and behavioral data.

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Our teacher teams have worked together to review Q1 check data as a PLC and individually to determine trends in data and areas for improvement. They have each worked through the QC protocol guide to describe plans for how they will utilize what they've gained for this data analysis.

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Admin attend PLC's and we  have tasked grade level PLC's with completing the Quarterly review protocol to discuss the results.
Our SLT and SIT's review data quarterly as well and problem solve around the results. That data is provided to our ILS IA team (2), specifically the member that does standard remediation and pair her effort with that of our SSAP to target students that need further instruction. The SSAP focuses on ELA and the ILS IA Math and Science for 8th graders.

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Q1: We have analyzed data in our Grade Level Teams and come up with interventions to fit the needs of the students. For ex, 10th grade has a mentoring program for all students with 2 F's and a teacher, admin, and office staff is mentoring 2 students. We have to meet with them weekly and discuss their grades and what they're doing about it.

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In PLCs, teachers look at the Quarter 1 data. They all reflected using the Data Analysis Protocol. Then as a leadership team they shared their findings, successes, and challenges. They also developed goals. Admin also completed this reflection for our departments and we discussed this as well as our goals together.

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The administrative team has discuss data in various areas including QC, discipline, EWS, etc. These data are also discussed with teacher leader groups like the leadership team, PBIS/MTSS committee, SIT group, as appropriate. Teacher PLC groups reviewed their group and individual QC data and grading data. We are just starting to have them look at team discipline data to consider students who need tier 2 behavior supports like point cards, etc.

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is looking at data for trends to see areas of success and areas that need more support and review.

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Individual teachers used the QC Discussion Protocol to guide conversation. Teachers also engaged in item analysis of the test questions asked and reflected on instruction. As a vertical PLC , departments focused on standards that are similar and shared results and next steps.

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PLC groups analyze Qtr 1 data and make instructional decisions moving forward.

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Quarterly data provided great discussion points. For example, we have a proficiency grading group on campus that utilized the data to scrutinize their work and plan for further scaffolding.

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Discussion focused to the item and standard level rather than focusing on achievement due to the flaws/concerns with the assessments that are easily identified. Therefore, facilitating discussion around how items are written for particular standards so that they can better align their own formative assessments and instruction.

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School Intervention Team (SIT)
PLCs
TBITs
School Leadership Team (SLT)
Admin/Coach meeting to discuss areas of strength and needs and prioritized actions moving forward

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FHS   Using the data from QC to discuss strengths and weaknesses and why one teacher might have had success or needs support in certain standards.  Some of our staff has done an excellent job on really diving into the data to determine what needs to be retaught as well.

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FHS   Using the data from QC to discuss strengths and weaknesses and why one teacher might have had success or needs support in certain standards.  Some of our staff has done an excellent job on really diving into the data to determine what needs to be retaught as well.

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Teachers reviewed the Quarter 1 results from the quarterly checks with their classes and identified areas of need with students.
Tuesday morning is protected time for PLC's to collaborate around student data with a focus on creating common formative assessments.
Administrators work with the school leadership team to assess the need of different content area teachers.
Administrators coach individual teachers based on data collected from JWMHS Core Element Walkthroughs.
Professional Development training is provided by Learning Design Team once a month to bring PLC's together with their data and learning.  LDC's also provide optional Apple-tizers to teachers during their lunch periods to extend opportunities to learn engaging teaching strategies to address data.

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This is a blended interdisciplinary team. We meet regularly to discuss teaching, learning, and results reporting from AP and IB. We have begun a Five Year Self Student for IB reauthorization and have set up a series of collection/reflection devices for several stakeholder groups in order to gather our growing understanding of student needs, services, and performance.

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LOLHS WEEKLY SBLT AND SIT meetings identify supports needed and follow up and measure progress within the tier 3 group

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LOLHS WEEKLY SBLT AND SIT meetings identify supports needed and follow up and measure progress within the tier 3 group

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MTC:  Observation of hands on learning as a formative assessment tool.  There is a lot of opportunity to see the students performing the OCPs to provide specific feedback for growth. 

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MTC:  Observation of hands on learning as a formative assessment tool.  There is a lot of opportunity to see the students performing the OCPs to provide specific feedback for growth. 

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Beginning stages of Project 10 and EWS.

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PLC meeting pulls common quiz, unit, and quarterly assessments for item analysis to determine the standards that need to be reviewed and types of interventions needed for that student (i.e., small group, Aleks, tutoring, so on). To reduce the gap, we meet with the team about SB850, SBIT, and ISS to form an action plan in supporting struggling students. Finally, admin meets with each of their grade level students to determine why they are failing for each progress and report card time period.

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LOLHS Algebra 1 PLC group identifies specific learning gaps of students and provides additional learning opportunities through extended school day 

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LOLHS Algebra 1 PLC group identifies specific learning gaps of students and provides additional learning opportunities through extended school day 

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Analyzed by admin team and presented to departments to discuss trends are dept planning meetings. Some big ahh-ha moments. Data was reflective of admin predictions on which departments and PLC's were working well and which needed more support. EWS data was broken down by admin and reviewed by student services and cross-curriculuar teams to determine students qualifying for celebrations and interventions.

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Discussing important data points in PLCs. Looking at specific courses, classes, and students. Identify what is working and what isn't.

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Utilizing district personnel to work with PLCs for PD...taking a specific look at exam questions, specific to validity of questions.  In some cases, questions are actually 'discarded'.

Intentional planning/discussion for PLC, specific to data, etc.

Continue PD and PLC work.

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Teachers use data from formative assessments and QC's in their PLC's to focus on what/how to reteach and extend. One large focus when reteaching is the problem a "Can't Do" vs. "Won't Do". This will change the intervention the teacher and PLC's implement.

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Pull the data and compared with other schools as Admin and PLC's.  PLCs then use the data to identify standards that require interventions for groups of students.

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All PLCs are creating at least three common assessments and sharing and analyzing data.
Looking for trends in student grades, attendance data, discipline data
IRLA data
Quarterly assessment data
Teacher formative assessments/discussing in PLCs
Grade level i MTSS meetings  to look at the data and identify  interventions
Using a myStudent report to monitor the effectiveness of our current ESE model and use this data to start conversations with case managers

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EWS LOLHS Identified at risk to highly off track students and cohort support teams (Guidance, Admin, Graduation Coaches) meet individually with students to set short term goals then monitor and adjust as needed.

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EWS LOLHS Identified at risk to highly off track students and cohort support teams (Guidance, Admin, Graduation Coaches) meet individually with students to set short term goals then monitor and adjust as needed.

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Looking at Quarter 1 data with district (Jeremy Blair) and our Leadership team to discuss our data and make an action plan to move forward. PLC's look at the quarterly check data and analyze the questions and student answers.

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Admin Meeting - Tier 1 and Tier 2 decisions
PLC A & C Reflection and Solution Solving around current data

MTSS III - How to support Tier 3 students

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Data is reviewed in subject PLCS and in Problem Solving PLCs. Students enter and exit at various times to and from various schools. Focusing on looking at data that is relevant to their success in the zoned school. A transition plan with comprehensive data and transition meetings for each student is in development.

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Adminstrators have conversations.  In PLCs, teacher, designated administrator, and LDC have meaningful conversations.

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RHS- Individuals given data reports and prompted to analyze using worksheet.  Then, teachers collaborated in PLCs to develop a 6-week plan based on Q1 Checks (Interim) data.

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RHS- Individuals given data reports and prompted to analyze using worksheet.  Then, teachers collaborated in PLCs to develop a 6-week plan based on Q1 Checks (Interim) data.

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Used guided district during PLC and used comparative data from admin to look for teacher trends and strengths by individual teachers.

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Used guided district during PLC and used comparative data from admin to look for teacher trends and strengths by individual teachers.

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JLMS

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PLC analysis of Q1 data - Item analysis and restructuring of assessments/learning opportunities for Q2. Additionally, build on Q1 strengths in an appreciative approach.

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Pull data, review it as an admin team then take it to our PLCs for reflection and plan of actions.

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Discussed via PLC's and as an admin team

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Sharing specific teacher & content data within PLC using reflection questions. PLC teams can use to add scaffolding and reteaching opportunities within content areas. Grade level data at grade level meetings to plan collaboratively for shared LATI structures. Admin team is using Q1 data looking for additional ways to support teachers in the implementation of LATI structures and provide further PD in identified areas of need.

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WRHS - PLCs analyze data and make adjustments in a variety of ways. Algebra II PLC is creating space for intervention through teacher swapping based on data by standard. Other PLCs are using data to group students for intervention through tutoring opportunities during lunch periods and after school

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WRHS - PLCs analyze data and make adjustments in a variety of ways. Algebra II PLC is creating space for intervention through teacher swapping based on data by standard. Other PLCs are using data to group students for intervention through tutoring opportunities during lunch periods and after school

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WRHS                                   Algebra 2 teachers analyzed quarterly benchmark data to determine the standards/benchmarks that had low performance among their students.  The teachers created a plan for students to attend a specific Algebra 2 teacher on a specific day (not their typical Algebra 2 teacher) to get assistance in addressing standards that the students performed poorly on during the quarterly benchmark.

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WRHS                                   Algebra 2 teachers analyzed quarterly benchmark data to determine the standards/benchmarks that had low performance among their students.  The teachers created a plan for students to attend a specific Algebra 2 teacher on a specific day (not their typical Algebra 2 teacher) to get assistance in addressing standards that the students performed poorly on during the quarterly benchmark.

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Content PLCs look at data and respond. Grade level teams group students for enrichment and intervention across content areas.
School wide intervention team identifies students that are not responding to team efforts and problem solve to address concerns.

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Through PLC & Departments:
0- Shared data of each teacher in comparison within our school and with the regions through out the district.
1-looking at question design to see why students may have gotten the question wrong; noticed that students need practice on how to work through questions that have multiple answers.
2- Use low response rate questions as a learning opportunity with students by presenting the question/problem as a task in which students reflect, discuss and problem solve how to work through a complex problem.

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Q1 Data discussed in SBLT using inquiry cycle with problem solving focussed  around EWS indicators and grading systems. Data taken back to grade level teams and content area PLCs.
Quarterly Checks data discussed in PLCs using Quarterly Check Discussion Protocol.