# data[].attributes.body
Everyone was objective during this meeting. We really reflected how we can improve the reading. We really need to work with our students and continuously complete formative assessments.

# data[].attributes.body
I liked the protocol especially because we all got to share both on the padlet and when speaking. I think being able to type things out lets us get all our thoughts out onto "paper" first and then we can be more concise when speaking.
I learned that we really need to focus on reading and improving teachers practices
I want to see more vertical alignment and focus on data collection in the classrooms

# data[].attributes.body
I appreciated that because of the protocol we didn't just jump to conclusions or judgement first. We looked at the data and shared our observations before trying to analyze or figure out what comes next.

# data[].attributes.body
I honestly came to the meeting "fried" after back to back meetings with parents and students since 8! It was hard for me to focus and participate but I felt very engaged in the process. Overall, this protocol works for me but I would have liked more time to analyze the pie charts as they seemed hard to read.
It was cool to "see" vertical data since we usually focus on the grade level we are teaching.
The data and conversation that ensued reinforced that we are all aware of the gaps in our students' learning regardless of the reason. We all collectively came up with and shared solid action plans to move forward.
It would be nice to use this same protocol in team meetings and have teachers come up with measurable goals.

# data[].attributes.body
Giving students material at their level, testing accurately & consistently and providing strategies for them should be the focus of every ELA block.

# data[].attributes.body
Could increase validity of scores with additional teacher practice as it was the first go round, consistent testing materials throughout primary. Could increase student performance with vertical alignment focus, resources and strategies for student engagement.

# data[].attributes.body
keeping mini lessons "mini" or short to leave more time for students to read and practice reading skills

# data[].attributes.headline
ELL Strategies should always be embedded in every content area: oral language comes first.  If we stopped for a year to focus on oral language, sentence frames/accountable talk, and explicit vocabulary instruction would we see improvement in our reading scores?  I predict yes!

# data[].attributes.subject
ELL Strategies should always be embedded in every content area: oral language comes first.  If we stopped for a year to focus on oral language, sentence frames/accountable talk, and explicit vocabulary instruction would we see improvement in our reading scores?  I predict yes!

# data[].attributes.body
Listen to the grade level above and below us to hear more from colleagues about student strengths/areas of potential growth to focus on.
Align our practices: handwriting, phonics, sight word instruction, strategy groups, guided reading. phonemic awareness.
Give literacy teachers explicit instruction in these core areas to make sure we're on the same page and using the same LANGUAGE with students from year to year.
For other subject areas, we should also try to align our practices and create a clear flow of the core skills and the language used in instruction so kids aren't confused when they go up to the next grade level.

# data[].attributes.body
In all grades, but especially upper grades, we can get students more directly involved with understanding where they are as readers and set short-term goals for improvement.

# data[].attributes.body
Teachers need to have some set score ranges to what is Exceeding, Meeting, Approaching, Below.

# data[].attributes.body
Discussing with parents the pros of keeping a student back if they are too young for the grade level they are in. Push to have mandatory retention for students in lower grades or changing the age entry when coming to KG1

# data[].attributes.headline
Working on the age entrance requirements is a huge, huge issue that must be addressed.

# data[].attributes.subject
Working on the age entrance requirements is a huge, huge issue that must be addressed.

# data[].attributes.body
Strong phonemic awareness and phonics in K-2.
Strong word study program in 3-5 (and phonics for kids who still need it)
Balanced literacy across all grade levels while clarifying the components and what that means in different grade levels.
Workshop model that capitalizes on conferring "at the child's zone of proximal development:. Differentiation is imperative to help kids move from point A to B.
Continue to track data and look for patterns.

# data[].attributes.body
What percentage of time are kids reading and conferring with teachers/doing guided reading during class? Should be the majority of class time (60-70% of ELA block)

# data[].attributes.headline
Teachers need to have a clear understanding of curriculum (within their grade level and vertically) and be able to meet students where they are and differentiate within lessons/workshops/centers/etc. to offer support and challenges for those who need it

# data[].attributes.subject
Teachers need to have a clear understanding of curriculum (within their grade level and vertically) and be able to meet students where they are and differentiate within lessons/workshops/centers/etc. to offer support and challenges for those who need it

# data[].attributes.body
Integrated units of inquiry work wonders! (and they're fun!)

# data[].attributes.body
-MAP and BAS should be assimilated and look at the trends.
-Take the trends and major areas needing improvement and focus more in the alignment of standards for these weak areas.
-Differentiation and things that capture student interest should be implemented to encourage the strengthening of the weak skills identified.

# data[].attributes.body
Implications for student success:

We must continue to provide teacher training on the workshop model
We must continue to resource(books) our classrooms
We must continue to accurately chart BAS scores
Teachers need to increasingly gain a comfort level in application of the BAS

# data[].attributes.headline
What if our curriculum is not aligned within the grade level?

# data[].attributes.subject
What if our curriculum is not aligned within the grade level?

# data[].attributes.body
How will the missing scores in grades 3-5 impact the overall statistics?

# data[].attributes.headline
What if we used BAS from KG2-G5 would the data be different?

# data[].attributes.subject
What if we used BAS from KG2-G5 would the data be different?

# data[].attributes.headline
Why are so many of our older students still reading below grade level?

# data[].attributes.subject
Why are so many of our older students still reading below grade level?

# data[].attributes.body
When school receives the BAS kits for the other half of the assessments, will these scores be affected and by how much? Will students scores drop?

# data[].attributes.body
More data, more consistent. Not just BAS as a summative, but continuous running records
Making sure all classes are doing reading groups/guided reading, taking anecdotal notes
Clear expectations about curriculum and follow through
Continuous teacher development in best practice

# data[].attributes.body
I wonder how this data reflects or contrasts with our MAP data.
Given the high number of “below benchmark” scores and our decrease in face-to-face time, I wonder what this data says about our reading culture as a school. How much are students reading at home because they choose to?

# data[].attributes.body
Once the data for missing scores is entered in, it will fall in line with the scores in lower primary. What could we do to ensure more students are on grade level. We need all the data to be entered in order for the date to be accurate.

# data[].attributes.headline
What if so many Ss are below because they're too young for the grade level and not developmentally ready to read yet; and each year they are graduated up is another struggle compounding what they're already struggling with?

# data[].attributes.subject
What if so many Ss are below because they're too young for the grade level and not developmentally ready to read yet; and each year they are graduated up is another struggle compounding what they're already struggling with?

# data[].attributes.body
What if the students had more face to face time? The older students have less interaction with adults when reading; does this play a part in the lack of higher scores as they get older? Will the amount of missing data significantly change the chart data? What types of things need to be happening to ensure student reading for fun, as well as, learning.

# data[].attributes.body
What if we did not have COVID-19 and much more in person instruction?
What resource needs do we have in primary to help students and teachers provide a robust workshop experience?
What level of differentiation is taking place in classrooms?

# data[].attributes.headline
G4 has the most students who are reading above grade level.

# data[].attributes.subject
G4 has the most students who are reading above grade level.

# data[].attributes.body
Do we need to adjust the scoring system given the context of our language learners? F&P are guidelines and should be adjusted according to the students/school.
Do all teachers have the same vision and ideas about teaching reading and how children learn to read?
Vertical alignment in our teaching and goals for reading?

# data[].attributes.body
Large percentage below grade-level, but also a high percentage of “Above.” A wide spread.

# data[].attributes.body
50% beginning readers
Almost 20% above or on level

# data[].attributes.headline
More students below their reading level as each grade progresses, especially in upper grades

# data[].attributes.subject
More students below their reading level as each grade progresses, especially in upper grades

# data[].attributes.body
Every grade level has almost half or more of the students below grade level expectations. Is this related to our curriculum? Our instructional practices? Our student's home environment ? Online learning?

# data[].attributes.headline
The average of all scores that fall in the red (Does not meet) is 56.8% of our student population.

# data[].attributes.subject
The average of all scores that fall in the red (Does not meet) is 56.8% of our student population.

# data[].attributes.body
Data shows that majority of students are not meeting grade level expectations. A small percentage in each grade is meeting or above the grade level expectations.

# data[].attributes.body
Predict that many scores will be below benchmark, and that we will leave this meeting with some strategies for moving us forward with these students.

# data[].attributes.body
Less students will fall under the exemplary range.

# data[].attributes.headline
We are assuming the assessments were accurately scored.

# data[].attributes.subject
We are assuming the assessments were accurately scored.

# data[].attributes.body
I predict a majority of our students will be well below benchmark expectations.
I am wondering how we will communicate the "why" to parents and the "how to catch up" to both parents and educators.
Some possibilities for learning: What have we learned during this online period? What has HELPED students achieve and what seems to have hindered their growth?

# data[].attributes.body
I predict that, in general, the majority of the scores will be lower than the benchmark/required scores for this time of year.

# data[].attributes.body
Assuming the levels will be lower than usual.

# data[].attributes.headline
I predict that the school will fill in the missing gaps of student learning.

# data[].attributes.subject
I predict that the school will fill in the missing gaps of student learning.

# data[].attributes.headline
I predict that majority of students will show some growth.

# data[].attributes.subject
I predict that majority of students will show some growth.

# data[].attributes.headline
I predict that the scores will be in a lower range than average/expected due to the ever-changing nature of education last year and this year. 

# data[].attributes.subject
I predict that the scores will be in a lower range than average/expected due to the ever-changing nature of education last year and this year. 

# data[].attributes.body
How can we best support students?

# data[].attributes.body
Predicting that the students will have significantly higher visual errors when compared to meaning and syntax.

# data[].attributes.body
I predict that the data will be lower than grade level expectations for this time of the year. How can we hone our practice to help our students move forward?

# data[].attributes.body
I predict that math geometry scores will be low.

# data[].attributes.body
Assuming that the children will score lower in reading due to online learning, in classroom learning, and the back and forth of it all.
Predictions are that the gaps between high and low students is larger.
How can we close these gaps
Learning how to make reading groups based on skills