# data[].attributes.body
Noticing/question: one non-CAFE student mentioned she used 'tap it out' to figure out unknown words. How does CAFE tie in with phonics curriculum? 

# data[].attributes.body
Noticing/question: one non-CAFE student mentioned she used 'tap it out' to figure out unknown words. How does CAFE tie in with phonics curriculum?

# data[].attributes.body
Just want to say: every student I spoke to was so sweet, friendly and willing to be open about their learning. It’s a very positive environment at PS 154!

# data[].attributes.body
Loved visiting your classrooms - everyone was so welcoming and open to talk!  Great space for learning.

# data[].attributes.body
One non-cafe class said that every student is working on the same goal right now - details. An obvious strength of the cafe classes is that they have an opportunity to differentiate and tailor individual student goals according to needs.

# data[].attributes.body
Question:  Is there data to show that CAFE students are improving as readers at a higher rate than those not in CAFE classrooms?  Or just that they can name their goals?  Related, if there is a difference:  If teachers were asked to volunteer time for this inquiry project, is there's a potential difference in buy-in from teachers for the need to improve reading instruction that could create that discrepancy, not just the use of CAFE?

# data[].attributes.body
Not all students in non-cafe classes were able to answer the questions in the way they were worded, but when rephrased, e.g. “what are you working on right now as a reader?” were able to say.

# data[].attributes.body
Strength: some classrooms that are not doing CAFE, the students were able to say a reading goal and strategy.

# data[].attributes.body
Most students in CAFE classes were able to articulate how their reading goal / strategy helps them become better readers.

# data[].attributes.body
students in non-cafe classrooms knew what they were working on as readers.

# data[].attributes.body
Noticing/ Wondering: have student work in CAFE shown more progress than non- CAFE classes. Do we just need to communicate students goals in student friendly language to all classes and what would that look like?

# data[].attributes.body
Question: Bookmarks and tools were not used in most classrooms - rather seemed to be a teacher tool for grouping students across F&P Levels.  How are they used to communicate with families or with students all of the time?

# data[].attributes.body
Areas in need of strengthening: pushing goal across contexts (e.g. students understanding to apply their goal at home); one student verbalized she only practiced the goal when with her teacher / group, and not at home

# data[].attributes.body
strength-1st grade students pointed to their bookmark to tell what they were working on (even though they said they did not have a tool to use)

# data[].attributes.body
Areas in need of strengthening: students did not have tool and said they don’t always use it when they are reading.

# data[].attributes.body
Areas needing strengthening: Student buy-in; esp. for the higher grades

# data[].attributes.body
Students didn't quite make the connection as to how each station help them become a better reader.

# data[].attributes.body
I’m wondering how teachers are deciding on the goals/strategies, because in some cases it seems arbitrary. For example, a 1st grader who seemed to need a lot of support with decoding accuracy and fluency was working on a comprehension strategy “inferring using schema and text clues”.  The student was not able to say what the word comprehension meant.

# data[].attributes.body
Students in both CAFE and non-CAFE classrooms connected the work they were doing to a bigger picture. They described how becoming a better reader could apply to other subject areas and to the work they'd need to do "in the future" or "as an adult."

# data[].attributes.body
Strengths- Students that were asked questions that were doing C.A.F.E were able to answer all the questions and show how this helps them as a Reader.

Areas in Need of Strengthening - classrooms that aren’t doing C.A.F.E. Students should learn the terminology of what’s a Goal and what are strategies that can be used to achieve that goal.

# data[].attributes.body
Noticing: Student in CAFE classrooms were able to name their goal and strategy w/o referencing the bookmark.  In the first grade classroom, the student referred to the wall to name her strategy.

# data[].attributes.body
strength-CAFE students could easily show how that looks in their book

# data[].attributes.body
Areas in need of strengthening: students had a difficult time answering how does this help you as a reader.

# data[].attributes.body
Question: What evidence will be used to support that CAFE is working, as students who were sharing in CAFE rooms showed evidence of the language from the CAFE model but weren’t able to articulate how to apply it to their reading.

# data[].attributes.body
area of need-only 3rd and 4th graders identified a tool they were using

# data[].attributes.body
Wondering-are the bookmarks and menus helpful for students?

# data[].attributes.body
Some students relied on the bookmark/ menu to communicate how it help them as a reader.

# data[].attributes.body
Strength: In all CAFE classrooms, students were able to speak to their goal and strategy.

# data[].attributes.body
Students were able to name their reading goals and their strategies. Many students were able to demonstrate and describe how they used their strategy to improve their reading. All students in my opinion named their goals with a smile on their face which tells me as a guest that goals are seen in a positive light vs as something negative.

# data[].attributes.body
Areas Needing Strengthening:  Students may have been able to quickly name their goal/strategy - but VERY few actually knew what it meant.  Kids said things like, "Use punctuation to enhance phrasing and prosody" but didn't know what that meant.  Or said, "Inferring" but weren't clear on the definition.  Students did not know what their goal actually meant, rather what it was it seemed.  Child-friendly language?  Students write their goal in their own words?

# data[].attributes.body
In CAFE classrooms, students were able to state the strategy they were working on. Area in need of strengthening: students didn't always know what they're strategy meant. For example, working on a inferencing goal they didn't know how to describe what it meant to infer or give an example.

# data[].attributes.body
Strengths: In all CAFE Classrooms, students could name their goals and strategies.  In some non-CAFE Classrooms, students could do so as well - but not as consistent.  In all classrooms, students knew reading routines and how to get help if needed.

# data[].attributes.body
strength-In all classes (CAFE and not) students were able to share their goal and almost all shared a strategy

# data[].attributes.body
Strengths: After speaking to several students in rooms that weren’t utilizing CAFE, several students were actually able to cite reading goals (althogh they weren’t using CAFE language)

# data[].attributes.body
Every student in the CAFE classes I spoke to was able to say exactly what their goal and strategy was. Some of those students were able to show what it looks like and how it helps them and others were not. In some cases students who knew what their goals and strategies were did not understand what they meant.

# data[].attributes.body
Strengths: Students could name strategy/goal using CAFE vocabulary. Most students were able to explain and/or model their strategy.

# data[].attributes.body
Students were able to utilize their resources in CAFE rooms and non CAFE rooms to verbalize some type of goal or strategy.