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Consistent small group (stations)/individual instruction really worked!

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None

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A comparison of each of my students scores on RELA PARCC or Math PARCC  from 4th grade to 5th grade.  

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A comparison of each of my students scores on RELA PARCC or Math PARCC  from 4th grade to 5th grade.  

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Strong base and building block approach.

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-More reteaching/vary strategies in small group

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-More reteaching/vary strategies in small group

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- attendance issues

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Some showed lack of effort for EOY benchmark. GT students did not score as well as the rest of the class.

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Differentiation, math and reading tutors.

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Parent Volunteers and 5th grade helpers to provide students with the additional intervention support they need but are not receiving.
Student interns
Continued small group instruction
Utilizing supports availbale
Start small groups ASAP in both reading AND math.
Continue to start interventions early in the school year instead of waiting until January.

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It would be really nice to know where the students are educationally when they come into the room. Also knowing home life situations also helps at the beginning.

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Some of my students scored higher than I expected. For students who didn't do as well as I expected, I'd have to say I notice those were my middle of the road students who perhaps should have been pulled into small group more often, despite their desire to work independently.   

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Some of my students scored higher than I expected. For students who didn't do as well as I expected, I'd have to say I notice those were my middle of the road students who perhaps should have been pulled into small group more often, despite their desire to work independently.   

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- cooperative learning

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I was surprised with some students' great improvements from beginning of year to the end. Several students did not move as expected due to myriad reasons: excessive absence, motivation, and need for more one on one instruction.

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Which did I cover well? Which did I possibly teach less? Is there another teacher I could observe who is strong at  teaching a standard with which I struggle?

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No results surprised me, if

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Kindetrgarten Team- Home support and structure played huge parts in the students who were successful as predicted.  Smooth transition between home and school and open communication. DIfferentiated instruction challenged those kids further as well.  

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Kindetrgarten Team- Home support and structure played huge parts in the students who were successful as predicted.  Smooth transition between home and school and open communication. DIfferentiated instruction challenged those kids further as well.  

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Hard work, perseverance and patience and working up to their potential. 

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Hard work, perseverance and patience and working up to their potential. 

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No major surprises.

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I do not think I was surprised in any ways. I am committed to getting back to basics in some areas of my teaching to truly focus on the relationships with my students to allow them to be successful.

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3rd - Overall math scores surprised us. We are committed to doing number talks, providing moreopportunities for students to show and explain their work on paper, and showing exemplars of what the expected response looks like.

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3rd - Overall math scores surprised us. We are committed to doing number talks, providing moreopportunities for students to show and explain their work on paper, and showing exemplars of what the expected response looks like.

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Most results don't surprise me.  I was pleasantly surprised that some  students scored slightly better than I thought
One or two didn't do quite as well as I wanted, but I think there were family issues going on at that time.

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I commit to more station teaching, parallel whole group lessons, and more frequent changes to small groups based on data and teacher observation.

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Given the challenges and gaps in understanding that many students had when entering 5th grade last year, I love that so many showed major advances!

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The use of differentiated instruction

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Use of flex groups to support and/or extend.
Daily problem solving and sharing of different strategies.
Requiring stronger students to look at problems in multiple ways and step outside of their comfort zones.

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small group instruction, use of flex groups, changing of intervention/enrichment groups, challenges presented

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For some their plates were full with family issues, attention difficulties, lack of importance on education at home. I can increase parent teacher communication, continue to find more ways to "take things off" my kiddos plates.

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I feel that many students worked well with the flipped teaching strategy I use for math. They thrived on the independence of the process and the ability to learn at their own pace.

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Third-for certain students, it would be useful to see attendance data in conjunction with math and reading data.

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Station teaching

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I would attribute some student success to individual motivation to learn and do well. Other factors that supported that success would be station teaching in math to better support individual needs, flexible groupings in all content areas and working to challenge students.

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-Knew how to use models well

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1st- some of the students struggled with attention. I need to increase my knowledge and skill level to work with these students. I need to include more brain breaks for students that struggle with attention and whole body learning.

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1st- some of the students struggled with attention. I need to increase my knowledge and skill level to work with these students. I need to include more brain breaks for students that struggle with attention and whole body learning.

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Meeting in small group to revisit skills. Individualized instruction and differentiation assisted students in meeting their goals. Positive relationships with the special educators and paras.

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I believe the students who scored well overall did so for several reasons: motivation, focus on specific skills needs, use of data to drive instruction, and best practices.

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Growth mindset, teamwork, sense of belonging in a caring community, sense of urgency,

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Easier access to all Math and Reading Grade Level Data.

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1st grade-the use of manipulates, small group instruction, math talk. 

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1st grade-the use of manipulates, small group instruction, math talk. 

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- Subgroup information

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- Struggling students- additional supports/ 'buddy' in the classroom
- High flyers- enrichment opportunities

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- Classroom teacher(s)
- UA added CFIP reading standards into unit planning
- Computer lab enhanced with: 'Starfall,' 'First in Math,' 'Prodegy'

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Classroom teacher (s)

The inclusion of reading standards across  Unified Arts can only benefit the students success on scores.