# data[].attributes.headline
 two lowest readers score highest in Math-Avirom

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 two lowest readers score highest in Math-Avirom

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language and reading ability is NOT a barrier to math achievement. 2 of my 6 students "meeting" are 2 of my lowest readers. both are Karen. one reads at level B, one is a second year LA student with strong skills in Karen reading and writing

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language and reading ability is NOT a barrier to math achievement. 2 of my 6 students "meeting" are 2 of my lowest readers. both are Karen. one reads at level B, one is a second year LA student with strong skills in Karen reading and writing

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Most African American students did not meet..

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Most African American students did not meet..

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All 6 students M and 6 students PM are confident in Math and love math. But there are confident students who also did not meet. why?

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All 6 students M and 6 students PM are confident in Math and love math. But there are confident students who also did not meet. why?

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All African  American girls did not meet in Goldman's class.

# data[].attributes.subject
All African  American girls did not meet in Goldman's class.

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One student has poor attendance and has been referred to SAT

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1 Af Am boy who joined our school 1 month before test has significant gaps in 3rd grade knowledge due to absence from school (for medical reasons) He still partially met .

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1 Af Am boy who joined our school 1 month before test has significant gaps in 3rd grade knowledge due to absence from school (for medical reasons) He still partially met .

# data[].attributes.headline
3/6 of my African American students M or PM...

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3/6 of my African American students M or PM...

# data[].attributes.body
-lots of encouragement during the test

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Why did some students fail both tests even if they had strong skills in one or both subject areas?

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Why did some students fail both tests even if they had strong skills in one or both subject areas?

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We need to strengthenstudent's stamina ( grittiness) and confidence in doing the work. 

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We need to strengthenstudent's stamina ( grittiness) and confidence in doing the work. 

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Only 1 Hmong student PM out of 5 Hmong students

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Only 1 Hmong student PM out of 5 Hmong students

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-1 student has a lot of absences
-3 referred to Hlub Zoo due to home life...trauma

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- The one Hispanic student met in reading and math

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42% of Goldman's students met or exceeded in Math

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42% of Goldman's students met or exceeded in Math

# data[].attributes.body
TQE  pilot:
Shifted pacing guide
timing for units was intentional.
Covering next steps for 4th grade

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Chose 1 skill: regrouping based on teachers' requests and data

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Chose 1 skill: regrouping based on teachers' requests and data

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Math review format changed, moved topics faster, student engagement was increased , set students up for success.

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Math review format changed, moved topics faster, student engagement was increased , set students up for success.

# data[].attributes.headline
Continue with growing math review process

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Continue with growing math review process

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Use IXl to collect data on students strengths and weaknesses

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Use IXl to collect data on students strengths and weaknesses

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Embed more inquiry process into math instruction, whole group.

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Embed more inquiry process into math instruction, whole group.

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This year in my room there was an increased emphasis on  1) explaining your answer and showing your work 2) finding multiple ways to solve the same problem

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This year in my room there was an increased emphasis on  1) explaining your answer and showing your work 2) finding multiple ways to solve the same problem

# data[].attributes.body
Teach thing s numerous ways, student leadership, multiple ways to get to answer. Different ways of thinking outside of the box.

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The Math Pilot focused on TQE , teaching students how to  talk math with each other

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The Math Pilot focused on TQE , teaching students how to  talk math with each other

# data[].attributes.body
Groups flexible yet rationale for students groups.

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Pushing the students who are close or are already at grade level..

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Pushing the students who are close or are already at grade level..

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Strengthen academic vocabulary , not just teach.

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Strengthen academic vocabulary , not just teach.

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Higher % of females not at proficiency. Are females with academic gaps internalize.

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Higher % of females not at proficiency. Are females with academic gaps internalize.

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Add interactive vocabulary, movement, task cards to work time. Connect shapes to photos.

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Add interactive vocabulary, movement, task cards to work time. Connect shapes to photos.

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we need to regularly review math vocabulary. this should be a task board station

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we need to regularly review math vocabulary. this should be a task board station

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use MCA sample math questions on a monthly basis.

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use MCA sample math questions on a monthly basis.

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25 out of 80 kids made a double digit growth gain

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25 out of 80 kids made a double digit growth gain

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Students need to come to 5th grade with  basic facts and regrouping skills in order to  be able to succeed at  grade level material.

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Students need to come to 5th grade with  basic facts and regrouping skills in order to  be able to succeed at  grade level material.

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exceptional problems from previous pre post EDM tests will be used to drive top math students; 

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exceptional problems from previous pre post EDM tests will be used to drive top math students; 

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Hold students accountable for math vocabulary.

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Focused on basics throughout year: place value, foundational skills, rounding, regrouping, multiplication and division, and word problems.

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Focused on basics throughout year: place value, foundational skills, rounding, regrouping, multiplication and division, and word problems.

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Does not meet kids  have some skills, but are missing gaps, from earlier grades.

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Does not meet kids  have some skills, but are missing gaps, from earlier grades.

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Strengthen academic vocabulary...knowing what each word actually means. Ex. vertex, vertices vs. just corner

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Strengthen academic vocabulary...knowing what each word actually means. Ex. vertex, vertices vs. just corner

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Create your own pacing pacing: ex geometry weighs heavily on 4th grade test.

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Create your own pacing pacing: ex geometry weighs heavily on 4th grade test.

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Making the students double check their work, and show all of their work, helps them notice their own mistakes and the mistakes of others more often.

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Karen males did well, most were partially meet or meeting.

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Students who were meeting or exceeding were very secure with their multiplication, addition and subtraction basic facts.

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Students struggling with their basic facts had a harder time with longer multiplication and division.

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Meeting the students at their level and filling in the gaps while moving along the curriculum.

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continual additional basic facts practice and testing in addition, subtraction, multiplication and division.

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Students know where they are at, where they need to be, and being able to see the changes in their ability to solve the problems.

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Basic Facts, knowledge and strategies to help them as they are solving problems.

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basic facts tests starting in the primary grades to help catch the students who are missing (younger grades can be untimed)

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Students that "zone out", don't really want to try. Getting them engaged and helping them to be successful.

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Students who are continually completing homework are showing more growth in various skills.

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Students with mental health issues are more worried about their basic needs than academics.

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Students NOT allowed to draw.  Students must show their work two different ways to help catch any mistakes.  When given the test back, students work to fix their mistakes. **Set as a routine right away in the beginning of the year**

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students had more opportunities to use the calculators. They need to complete their work, show their work, and then self check their work with a calculators.

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Teacher modeling to use double checking methods using the inverse operation.

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Students need to come in with addition, subtraction and most of the multiplication basic facts (with a knowledge of division facts) to help them be successful.

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Students need to have an understanding of when and why they need to regroup when adding and subtracting.

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Using the art integrations to help teaching the math skills. (angles, triangles, basic facts, transformations, data collection/graphing, shapes and possibly introducing coordinate grids, word problems)

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understanding the language of word problems, when to use certain operations (addition/multiplication, subtraction/division). Is the question asking you two groups or parts in a group and groups?

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Partner the students (one who knows, one who struggles) to help each other.

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Teaching the students HOW to help each other (talk, point NOT do it for them)

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Oral language of explaining their thinking.  Help them learn to use the academic language with their explanations.

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attendance issues

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acknowledging the students who are in school (a pencil or something small for monthly perfect attendance) allows for students to be sick sometimes, but get noticed of the attendance.

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How does math tie into their hopes and dreams? (real life application)