# data[].attributes.body
I noticed in the SIP progress monitoring doc that it includes a benchmark:  "Increased use of targeted multi and varied groupings" However, this lever is one of the lowest in the overall data, as well as the reading visits. However, the scores are much higher in math. I wonder if there is a way to learn from what teachers are doing in math and expand that to other content areas.

# data[].attributes.body
Were the CVR visits evenly distributed among classrooms and teachers, or were the same teachers seen repeatedly (either in the same content area or a different one). In other words, is this a good representation of the entire school?

# data[].attributes.body
Why were only 51 of the 114 visits during math and reading time? Those are high priority areas. Was every teacher's classroom observed during those times at least once?

# data[].attributes.body
Did all administrators complete approximately the same number of observations? Were these done individually or in pairs/groups?

# data[].attributes.body
How do we ensure administrators are able to reach their goal in conducting the full number of CVRs?

# data[].attributes.body
Develop structures to make sure all CVRs are completed during each progress monitoring window.

# data[].attributes.body
Overall scores are higher in math (looking at the last column in the CVR data table) that in reading. Why is that?

# data[].attributes.body
Identify instructional strategies teachers are using in math that can be transferred to other lessons they teach. Build upon what teachers already know and do well in math, so they can extend to other content areas.

# data[].attributes.headline
Were any co-teaching partnerships observed?

# data[].attributes.subject
Were any co-teaching partnerships observed?

# data[].attributes.body
Were any co-teaching partnership observed?

# data[].attributes.body
Were any co-teaching partnerships observed during the reading block?

# data[].attributes.body
Were any co-teaching partnerships observed?

# data[].attributes.body
Jill D: I am also wondering about the timing of the observations. If they are always at the beginning of reading, there might not be evidence of groups if the teacher is in a mini-lesson.

# data[].attributes.body
Jill D: Our most recent ILT had a thoughtful discussion on targeted multi & varied groupings  The team decided that the expectation needs to be clarified at the beg of year for teachers, it needs to be highlighted as an area of importance in co-panning, and co planning docs need to be monitored. In addition, the CVR data will be used to monitor school-wide growth in this area.