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We noticed in ____ domain ____
Zooming in on our special populations _____
One strength is ______
From the fall to the spring data  _______

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how long is flex?

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Will 8th grade P1 be HR? That's a long time in one space.

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Will the classes be a waterfall or the same everyday? Do we have the flexibility to have the waterfall

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Keeping a flex type period is good for the LC.
Later lunch/recess is good too.

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Will flex be used for pull out services?

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Where will we pull small groups while 5/6 has FLEX at the same time?

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How can we support frequently tardy students who struggle to get to their flex Grid C small group learning / homework support in flex?

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Will there be expectations for the flex block? it sounds like everyone does it differently, but is that effective?

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Is UA still the same? 8,5,6,7 after lunch?

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Like having Flex at the end of the day

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Can we have a time for Paras to meet with Paras

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Can we have a time for Paras to meet with Paras

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What will UA be doing during the extra periods? If there are 6 periods and a Flex time, will they get 2 prep times and a FLEX time free?

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Will we have our homeroom during FLEX time?

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Wondering if 30 minutes for FLEX is enough time for advisory/small groups. 35 minutes has been tough for me to do a successful small group

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Is one of the FLEX blocks going to be used for SEL based advisory lessons? 

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Is one of the FLEX blocks going to be used for SEL based advisory lessons? 

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This flex schedule would mean groups pulled during that time could be mixed between 5/6 and 7/8

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Will students be doing I-Ready during 2 of the FLEX blocks?

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8th Grade Table Feedback

What would be the "tardy" time?

Would it be possible for 8th grade to have FLEX, then have the kids move to the next class for Period 1, then we don't see our homeroom for our content class until Period 6?

What would the early release schedule look like?

We have concerns about kids showing up late often because they think FLEX is unimportant. Will there be a consequence or incentive for coming to FLEX? Will we be able to set up incentives or consequences as a grade? What about a P/F?

The Para Contract goes until 2:20. What happens if a para is covering that last block and there isn't coverage for that last 10 minutes? Will the contract be amended? How will they be fairly compensated?

Can you confirm that Grid C pullout will be during class?

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Will we be able to have grade level PLT scheduled into the day as well?

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Thought - maybe switch flex blocks at mid-year so 7/8 get end of day FLEX and 5/6 switch to beginning of the day

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Thought - maybe switch flex blocks at mid-year so 7/8 get end of day FLEX and 5/6 switch to beginning of the day

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Could UA teach an extra block of their specific subject that a homeroom is assigned during the term during one of the FLEX blocks? It seems like they have a lot of free time on their hards with this schedule.

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- Vocabulary lagging behind the other domains

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Amazing work in Grade 5 Reading - from 1% above grade level to 8%!

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Amazing work in Grade 5 Reading - from 1% above grade level to 8%!

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SpEd 8th grade reading growth keeping up with non SpEd

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SpEd 8th grade reading growth keeping up with non SpEd

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Math data - 43 did not test at year end.  Close to 10% of students did not test.

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Math data - 43 did not test at year end.  Close to 10% of students did not test.

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Roughly same absentee rate for the Reading assessment as well.

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Roughly same absentee rate for the Reading assessment as well.

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Phonological shows all green however it is not tested

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Should IEP and ELL students be getting accomodations for iReady?

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In 6th grade and 7th grade the homerooms are very even in terms of the breakdown, but in 5th and 8th there are two homerooms that are dramatically different compared with the others (even though they made progress). Is this a problem with the makeup of the homerooms?

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In 6th grade and 7th grade the homerooms are very even in terms of the breakdown, but in 5th and 8th there are two homerooms that are dramatically different compared with the others (even though they made progress). Is this a problem with the makeup of the homerooms?

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MATH: In 8th Grade - Students on grade level and just below groups seemed to grow this year.
Students above grade level also improved.
MATH: In 7th grade. They shifted from the yellow to the green a lot more.
8th Grade 304 - Huge growth in ELA.
8th Grade 318 - Dark red group improved significantly in ELA. 77% to 59%.

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We were wondering if this data was looked at when deciding on the new homerooms for next year?

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Gap in reading growth in L students particularly in the 7th grade. Wondering if we can dive deeper into why

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less EL growth in math compared to non-ELs-- is there a way to support language development there?

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less EL growth in math compared to non-ELs-- is there a way to support language development there?

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are the dual identified students (EL+SPED) counted in both demographic breakdowns? there's a lot of overlap

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are the dual identified students (EL+SPED) counted in both demographic breakdowns? there's a lot of overlap

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I'm curious to see how the data will develop as we have more data points from years of testing.

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Well over 50-60% of students in the 6th grade went from below grade level on the Fall diagnostic to one grade below grade level or on grade level on the Spring diagnostic. Great progress!

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What things will never be captured by iReady data? Lots!

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What things will never be captured by iReady data? Lots!

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What supports can we anticipate for 8th grade next year?

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did 4th grade take anything like this so we can have data for next year?

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did 4th grade take anything like this so we can have data for next year?

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Looks like ELL supports for Math (8th, in particular) may need to be modified?

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I want to do the same next year so we can compare cohorts vs. grade levels. i.e. trends we see in 7th grade every year vs. trends in YOG 2027?

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I want to do the same next year so we can compare cohorts vs. grade levels. i.e. trends we see in 7th grade every year vs. trends in YOG 2027?

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8th Grade:
- Math: Students with disabilities + ELs did not have the same growth as gen ed students. Why?
- Math:The red groups did not shrink at all. Why are these students not growing in a way that shows up in the data?
- How can we make equitable homerooms for next year? Can we use some iReady data to create homerooms next year? (316 is way above other homerooms)
- How did students leaving / entering Wright change the data?
- We see similar ELA + Math growth in terms of green/yellow growing, and red group not shrinking much.
- Some students are very affected by mood. How can we separate outliers / strugglers in the data? How can we plan iReady around when kids might have the energy for testing? (How can we schedule around MCAS?)
- ELA: English learners did not grow as much.
- ELA: At the beginning of the year, 318 had 77% dark red, 316 had 17% dark red. Why did this happen?

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We are proud that many students in the learning center have demonstrated growth in both math and reading!

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Could Chorus be moved back into the school day with this schedule?

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Shoutout to IST for catching a lot of students struggling and getting them supports they need

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Shoutout to IST for catching a lot of students struggling and getting them supports they need

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How can we best support EL's in math for the future?