“Collaborative Inquiry happens when high performing teams systematically collect and use data to drive cycles of problem solving, planning, action and reflection to improve their own collaborative practices and improve instruction that makes a difference in student learning.” 

- Laura Lipton & Bruce Wellman, "Got Data, Now What?"

Teachers who think critically about the success of a lesson and how their decisions impacted that success, in turn, will have a positive impact on teaching and learning for their students.  The power of reflection is amplified when meaningful conversations are part of the process.  When teachers have the opportunity to talk about their lessons with a colleague, insights are gained, skills are refined, and students benefit.

- "Why Teachers Reflection Should Be Collaborative." - Elevated Achievement Group

This Double Duty Data Article by TEPSA News describes the purpose of data as both, a way to identify students who have not mastered a particular standard, and to provide teachers with a way to examine their professional practice which promotes collaboration and continuous improvement in a PLC. 

Identifying misconceptions is essential to generating action plans that are targeted to the needs of the students! 

Similar to how we support High Achievement in MAP,  we can answer the critical question the question, “What do we do if they already know it?” through the planning of extension.