# data[].attributes.body
BreakOut Rooms - Padlet Activity (1 per Zoom Room - Identify your # and hit the plus sign to add comment)

1) How often do you progress monitor your SLO?
2) What tools do you use to progress monitor?
3) Do students monitor their own progress? How does it affect student learning?
4) How does data inform instructional adjustments before the post-instruction assessment?

# data[].attributes.body
1) How often do you progress monitor your SLO?
-weekly

2) What tools do you use to progress monitor?
- informal assessments, individual reports, weekly quizzes

3) Do students monitor their own progress? How does it affect student learning?
-student made graphs, gives a visual representation of their growth

4) How does data inform instructional adjustments before the post-instruction assessment?
-to identify and address areas of need, show student content weakness

# data[].attributes.body
1. We would monitor throughout the year with informal assessment. As well as at the BOY, MOD, and EOD with a formal assessment.
2.Tools that we would were weekly tests and student samples. This helped to motivate the kids along with incentives.
3.The data helps us to focus on the different areas of opportunity that we see that students may be struggling and to help determine who needs tutoring/intervention.

# data[].attributes.body
BreakOut Rooms - Padlet Activity (1 per Zoom Room - Identify your # and hit the plus sign to add comment)

1) How often do you progress monitor your SLO?
2) What tools do you use to progress monitor?
3) Do students monitor their own progress? How does it affect student learning?
4) How does data inform instructional adjustments before the post-instruction assessment?

# data[].attributes.body
1) How often do you progress monitor your SLO? Progress monitoring points vary: every six weeks to mid-semester check points
2) What tools do you use to progress monitor?
- Check List
- Student Progress charts
- DMAC/Eduphoria Reports
- Six Weeks Assessments
- Benchmarks
3) Do students monitor their own progress? How does it affect student learning?
Students monitor their progress. They take initiative to monitor their own learning. This helps the teacher adjust instruction according to students' needs. Parents are also held accountable in monitoring progress.
4) How does data inform instructional adjustments before the post-instruction assessment?
Progress monitoring allows the teacher/student to identify areas of reinforcement and refinement. If growth is not measured, instruction needs to be differentiated.

# data[].attributes.body
1) How often do you progress monitor your SLO?
Twice a year (Beginning and End of Year)  Made all of us reflect...We need to monitor our SLOs continously throughout the year!
2) What tools do you use to progress monitor?
Pre/Post Assessments
3) Do students monitor their own progress? How does it affect student learning?
Yes...Individual Tracking Folders, Data Walls (School Wide/Individual Classroom)
Students take ownership for their learning, scores, and individual progress.
4) How does data inform instructional adjustments before the post-instruction assessment?

Allows students and teacher to focus on areas of need.

# data[].attributes.body
First question  year teacher works on inferences daily
Progress Chart used  every six weeks by teachers  Examples Tango Trends, and Euphoria, TPRI
Third question, one teacher stated she has a Data Wall -- student is able to see the growth color coded the improvement.  Motivates the students
Fourth question, teachers evaluates the assessments, they are seeing if the students needs individual example Tango Trends how many choice letter and the reasoning behind it … It provided students with a clear picture and outcome.

# data[].attributes.body
1. 50%  of us progress monitor due to short time frames (BLKS/Trimesters). While the other have not.
2. Summative Assessments ( Kahoots, Quizzes, Google Form, Socrative).
3. Students can use trackers, skyward, and folders to ensure that their goals. Student tracker to include credits (Transcript).
4. Data gives us a glimpse of areas of needs/instructional gaps that may need to be retaught.

# data[].attributes.body
1.- How often do you progress monitor your SLO?
2.-What tools do you use to progress monitor?
3.-Do students monitor their own progress? How does it affect student learning?
4.- How does data inform instructional adjustments before the post-instruction assessment?

# data[].attributes.body
1) How often do you progress monitor your SLO?
-6 week period

2) What tools do you use to progress monitor?
- teacher made assessments
- Quizizz
- kahoot
- CPAs (check point assessments)

3) Do students monitor their own progress? How does it affect student learning?
- Yes, they are accountable and aware of their own progress and needs

4) How does data inform instructional adjustments before the post-instruction assessment?
- know where to reteach
- gives an insight to what students know and don't know

# data[].attributes.body
1. Frequency- at each unit's end, ongoing dependent on the unit
2. Tools- TEKS specific assignments, tests, and quizzes, online based programs; individualized instruction programs as they came up in lessons
3. Student monitoring?- no student monitoring
4. Effect on student learning- They can see what they need to improve on and make corrections prior to the final assessment. Makes students more eager to learn content. Gives them ownership of their growth.
5. How does data inform instructional adjustments?- You can identify student weaknesses and target those areas prior to the post assessment (reteach).

# data[].attributes.body
1. seldom
2. teacher created and DMAC
3 No
4. Use benchmark and previous 6 weeks assessments to monitor that one SLO TEK.

# data[].attributes.body
1. How often do you progress monitor your SLO?

Use benchmarks
Within the unit
Weekly assessments were tracked, but feel like they could have been less frequent
Plan for specific assessments to track

2. What tools do you use to progress monitor?

Assessments
Benchmarks

3. Do students monitor their own progress? How does it affect student learning?

# data[].attributes.headline
1. From several times a week, to weekly.

# data[].attributes.subject
1. From several times a week, to weekly.

# data[].attributes.body
2. Think-turn-talk, group, formal/informal assessments,
students growth trackers, teacher observation.
3. For some, students do monitor their own progress. For others, not as often. However, it does improve student learning, makes them accountable for their own learning. Teacher always tried to make progress monitoring a positive experience for the students to encourage them to work hard.
4.Data shows progress, mastery or need for reteaching or areas that are lacking.

# data[].attributes.body
1) How often do you progress monitor your SLO?
Our group did pre and post monitoring for our SLOs.
2) What tools do you use to progress monitor?
P.E.-Students monitor how much progress they are making during weight lifting class to monitor their personal growth throughout the year.
3) Do students monitor their own progress? How does it affect student learning?
Students are more motivated.
4) How does data inform instructional adjustments before the post-instruction assessment?

# data[].attributes.body
1) Depends on the teacher, subject, and students, but we do not specifically monitor SLO progress.

2) Assignments, Benchmarks, formative tests, student engagement in class.

3) Students have access to district grade trackers, test/benchmark scores. As students monitor a grade that does not meet expectations they are motivated to increase their grade .

4) Data informs instructional adjustments before post-instruction assessments by clarifying to the teacher areas of need where students would not meet or exceed growth expectations.

# data[].attributes.body
1)  every 3-6 wks
2) staar release, dmac, curriculum progress monitoring
3) std monitoring motivates them
4) data tells me where gaps are so I can revisit

# data[].attributes.body
1. Group members monitor progress with pre-assessments and post-assessments. Monitoring continues throughout the year through different methods.
2. Certain members monitor progress through disaggregation of data, assessments and benchmarks.
3. Instructors use data and individual conferences to identify challenges and strengths to gauge progress.
4. It helps instructors focus on where students face challenges. It allows the teacher to reflect and plan on how changes can be made for future lessons and providing resources and support for the purpose of student achievement.

# data[].attributes.body
1. Every 3 weeks/every week
2. Friday tests/Euphoria /Vizzle
3..They use a chart to monitor their weekly tests.They have a visual and helps them become self motivated.
4. Data tells you what you need to reteach in a different way. Who is understanding and who is struggling.

# data[].attributes.body
1.  Pre and post assessment,
2.  The tools we used to progress monitor were 6 weeks test, benchmark, computer programs (eduphoria).
3. Yes.  It would make them accountable.
4. It would let us know what our students are lacking and adjust our instruction and target our approach to teaching.

# data[].attributes.body
1.
-continuous; but not tracked with an actual chart.
-every 6 weeks per subject.
-binder tracker; continuous
-individual tracker; 6 weeks test and benchmark
-progress charts throughout the 6 weeks.
2.
-binder
-portfolio
-charts
-benchmark tests
-handouts
3.
when students monitor themselves, gives a sense of ownership.
4.
one on one, reteach, and targeting the students with needs, and which objectives to focus on, self reflection  on teaching techniques.

# data[].attributes.body
1. How often do you progress monitor your SLO?
- pre check or test and post check or test

2. What tools do you use to progress monitor?
- CBA, benchmarks, teacher based rubrics

3. Do students monitor their own progress? How does it affect student learning?
- 2 out of 4 teachers in our group had students monitoring their progress. It encouraged the students to do better when they saw their progress, or discouraged students that were doing poorly.

4. How does data inform instructional adjustments before the post-instruction assessment?
- You can see where you need to focus more so that you can go back and reteach the lesson.

# data[].attributes.body
1) How often do you progress monitor your SLO? On a weekly basis
2) What tools do you use to progress monitor? Weekly assessments/quizzes
3) Do students monitor their own progress? How does it affect student learning?  Students monitor their own progress, which has a positive effect on student learning.  Students are held accountable.
4) How does data inform instructional adjustments before the post-instruction assessment? If students score below 50% on weekly assessments it is necessary to reteach the material.

# data[].attributes.body
1) How often do you progress monitor your SLO?
2) What tools do you use to progress monitor? 
3) Do students monitor their own progress? How does it affect student learning?
4) How does data inform instructional adjustments before the post-instruction assessment

# data[].attributes.body
2. Formative assessment, rubrics, teacher created assessment.
3. Not  consistently but when they are aware of their own progress it motivates them to try harder.
4. Use data to adjust, reteach, tutor, practice

# data[].attributes.body
1.How often do you progress monitor your SLO?
Weekly
2. What tools do you use to progress monitor? Formal and informal assessments
3. Do students monitor their own progress? How does it affect student learning?
Yes, they monitor themselves. It allows them to reflect, analyze, and recognize improvement areas.
4. How does data inform instructional adjustments before the post-instruction assessment? It provides teachers with a preview and a report or guide to let us know what to implement and show growth in to achieve mastery.

# data[].attributes.body
1. How often? Pre, Middle, Post - also daily observations
2. Tools? Tejas Lee (TPRI), benchmarks
3. Student self monitor? Not in kinder, but yes 1st grade. Affect?
4. Data? Regroup, tutorials, RTI

# data[].attributes.body
2. Exit Tickets, assessments, bell ringers
3. no, the students do not monitor their own tracking
4. target the area that student is not successful in. Make adjustments.

# data[].attributes.body
1) How often do you progress monitor your SLO?
2) What tools do you use to progress monitor?
3) Do students monitor their own progress? How does it affect student learning?
4) How does data inform instructional adjustments before the post-instruction assessment?

# data[].attributes.body
1) How often do you progress monitor your SLO?  Every 3 three Week  and Every 6 weeks depending on grades
2) What tools do you use to progress monitor? formal assestments and informal assestments.
3) Do students monitor their own progress? How does it affect student learning? Some of did let the student monitor their own progress. Students were excited to see their progress.
4) How does data inform instructional adjustments before the post-instruction assessment? We need to see student progress in order to make adjustments.

# data[].attributes.body
2) Yes students monitor their own progress this lets them know how well they are doing. The tools we use is the CBA, TELPAS, Istaion, Small group.
3) Yes, students monitor their own progress. I allows them to see if their own progress and where they need improvement.
4) It allows the students to see what they need help in and lets them what they need to work on.

# data[].attributes.body
1) How often do you progress monitor your SLO?  Regularly
2) What tools do you use to progress monitor? Formal and informative assessments, exit tickets, observations
3) Do students monitor their own progress? How does it affect student learning? Yes, They take ownership, competive
4) How does data inform instructional adjustments before the post-instruction assessment? guides instruction, Misconception

# data[].attributes.body
1. We pretty much progress throughout the year with the lowest TEKS embedded, but it isn't focused on the SLO.
2. The tools used is student growth trackers.
3. Student learning is affected with them owning up to their learning.
4. Depending on the results, then instruction is adjusted according to the needs of student scores.

# data[].attributes.body
1. every 6 weeks
2. DMAC created test, Eduphoria
3. No we did for STARR but could start implemented
4. It lets know what to emphasize and spiral in more if it is needed. Reteach.

# data[].attributes.body
1) How often do you progress monitor your SLO? once a week

2) What tools do you use to progress monitor? flash cards, games, colored notecards

3) Do students monitor their own progress? How does it affect student learning? no. If students monitored their own progress, it would hold them more accountable.

4) How does data inform instructional adjustments before the post-instruction assessment? if data shows instruction isn't working, it allows to re-teach before the post assessment.

# data[].attributes.body
Every grading period
2 weeks
3 weeks
6 weeks
9 weeks

# data[].attributes.body
Eduphoria
Benchmarks
Formal/Informal Assesments
Exit Tickets
Formal/Informal Observations

# data[].attributes.body
Yes....
They plot their own progress which gives them an active role and it motivates them to be actively engaged in their own progress and they take pride when they see their own progress.

# data[].attributes.body
2. Teacher observation, informal assessment, Pre/Post Assessment, Weekly trackers, Bell ringers, Exit Tickets
3.Yes, students are involved in their monitoring and it helps them take ownership of their own learning.
4.Monitoring the students consistently helps us realize we need to make adjustments to reach those students before post-test.

# data[].attributes.body
1. Weekly, BOY, MOY, EOY, CFA's
2. Weekly Assessments, CFA Benchmarks, Student participation/observation, quizzes,
3. YES; progress monitoring folders/trackers, affects student learning because students see if they're meeting their objectives
4. Tells the teacher what she needs to reteach and helps to setup lesson plans to make sure instruction meets students needs.

# data[].attributes.body
1) How often do you progress monitor your SLO?
*every 6 weeks/9weeks
2) What tools do you use to progress monitor?
*eduphoria data
*teacher-made graphs
*data wall
*check lists
*weekly tests
*use informal/formal assessments
3) Do students monitor their own progress? How does it affect student learning?
*Negative in the beginning but then students get an understanding of the reasoning behind it (growth) and it turns into a positive experience
4) How does data inform instructional adjustments before the post-instruction assessment?
*Helps the teacher see where the class is--what areas need to be revisited
*Misconceptions can be addressed/readdressed

# data[].attributes.body
1.
2. Do now activities, bench marks, newsela articles,

3. students check their understanding through daily Do Nows as they grade papers on the spot. Students and teacher know who needs more support.

4. Data helps teachers to properly adjust their curriculum to properly pace themselves for best result.

# data[].attributes.body
Data will help with knowing where to reteach when necessary in order to ensure that the student have learned the specific content being taught.

# data[].attributes.headline
Progress Monitoring - David, Jesus, Martin, Joe

# data[].attributes.subject
Progress Monitoring - David, Jesus, Martin, Joe

# data[].attributes.body
1. Pre, Mid, and Post assessments
2. DMAC created test, Teacher-made assessments,.
3. No student monitoring at this time but could gear towards that to give the students more accountability on what they are learning.
4. Data will pin point areas of need.

# data[].attributes.body
1) How often do you progress monitor your SLO? times 2-3 a year.
2) What tools do you use to progress monitor? excel spreadsheets, staar release questions, dmac, flirgrid, and quiz.
3) Do students monitor their own progress? How does it affect student learning? student monitor own, goal guide encouragement for growth self awareness
4) How does data inform instructional adjustments before the post-instruction assessment? focuses the area in need

# data[].attributes.body
Becky and Cynthia

# data[].attributes.body
1. Weekly
2. Through informal and formal assessments
3. Rarely
4. Teacher can use the data to reteach certain standards.