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Growth and Development

Data to understand student needs

Transition to MS

Reading to Learn rather than learning to read

Students at varying levels of reading ability and other skills - 1 size fits all doesn't address this

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physiological changes are occuring.

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Abrupt transition from learning to read and reading to learn

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Abrupt transition from learning to read and reading to learn

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What is evidence? Are we ruled by belief of what students are able to do and what we expect rather than relying on evidence?

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One size fits all learning, limited one-on-one interaction with teacher

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One size fits all learning, limited one-on-one interaction with teacher

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Gradually releasing students from guided reading and small groups into more independent ownership of their learning

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teachers need time to plan and also collaborative coaching 

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teachers need time to plan and also collaborative coaching 

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STAAR focus compared to concepts/skills focus

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STAAR focus compared to concepts/skills focus

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honors vs on-level classes...how will that factor in?

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honors vs on-level classes...how will that factor in?

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Possible pressure to cover all the content rather than tracking/ensuring individual student growth

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Not sure if students have an opportunity to set goals and track progress on those goals.

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Not sure if students have an opportunity to set goals and track progress on those goals.

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unclear where student needs are, working from assumption/best guess.

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classroom libraries? are the sufficient?

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classroom libraries? are the sufficient?

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A variety of new things being thrown at them all at the same time and having to adjust: structure, routine, expectations, hormones.

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A variety of new things being thrown at them all at the same time and having to adjust: structure, routine, expectations, hormones.

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Student adjustment to new school schedule and routines

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Student adjustment to new school schedule and routines

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5th grade SSI requirements encourage students to give their best effort. 6th graders do not have the same expectation.

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How will blended learning help us move forward while at the same time meeting the individual needs of students that need support in reading?

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How will blended learning help us move forward while at the same time meeting the individual needs of students that need support in reading?

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A change in hormones could affect their behavior/willingness to learn

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A change in hormones could affect their behavior/willingness to learn

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More attention paid to struggling learners.  Leaves those who need enrichment/advancement alone.

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how to instruct reading and what does that look like in Middle School.   Reading is a high focus area and how to teach it in elementary.

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how to instruct reading and what does that look like in Middle School.   Reading is a high focus area and how to teach it in elementary.

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Determining what data sources/assessments to utilize for tracking student growth

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Determining what data sources/assessments to utilize for tracking student growth

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Time for teachers to plan based on individual student needs

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Time for teachers to plan based on individual student needs

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Lack of individualized instruction specifically in reading.

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Lack of individualized instruction specifically in reading.

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Scope and Sequence timeline.  Teachers feel pressure to move everyone all together.

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Scope and Sequence timeline.  Teachers feel pressure to move everyone all together.

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Students at our school, specifically, have a broad range of abilities. We have 8th graders reading at a 3rd grade reading level while others are reading on a "college" level. In a one-size-fits-all environment, we often teach to the middle, and the students on the periphery are left out or not given the individualized attention that they need. Stagnation or minimal forward progress is the result.