# data[].attributes.headline
a. Provide  list of best practices you will use across the grade-level and in specific content areas to increase the number of proficient and distinguished learners.( 2 lists of strategies)In writing 2nd grade uses multiple best practices: Scholars use their composition notebooks which include a writer's checklist and personalized word wall.  This allows our writers to take ownership in their writing process.  We also have scholars peer partner to proofread work, scholars are able to assist peers and again self identify writing techniques used.  b. Meet with departments/Grade-band to review TKES goals (are goals aligned to data reviewed)The 2nd grade team meets weekly Wednesday mornings, discussing our plans and goals for the upcoming week.  We discuss scholars academics and bounce strategies ideas around.  We find out what works and get ideas from one another.c.    How are we supporting students with an IEP? Are we adhering to accommodations with fidelity?Yes, we are accommodating scholars with IEP’s based on their recommending modifications. Reading directions personally, checking for understanding, extra time with teacher, makeup work, and more small group work.  Also we are labeling work of any scholar if completed with assistance or if modifications were needed for the assignment.d.     Who are the students right at the “cusp” of proficiency? PL, CB, AE, MP                  e.      What are we doing to move these students strategically?See answer in G.f.    Who are the students right at the “cusp” of distinguished?SP, JJ, CH,  g.  What are we doing to enhance these learners’ experience?  Have we conferred with Ms. Ross for strategies to accelerate?In order to enhance the scholars learning experience in writing we have them stretch their ideas.  We also ask for their details (i.e. added dialogue, commas, various punctuation marks). We also get recommendations from Ms. Ross.h. What PD is needed to support you reaching your goal?We currently have a system in 2nd grade that appears to be working successfully.  We personally do not have a need for a particular PD if one is suggested we welcome it.

# data[].attributes.subject
a. Provide  list of best practices you will use across the grade-level and in specific content areas to increase the number of proficient and distinguished learners.( 2 lists of strategies)In writing 2nd grade uses multiple best practices: Scholars use their composition notebooks which include a writer's checklist and personalized word wall.  This allows our writers to take ownership in their writing process.  We also have scholars peer partner to proofread work, scholars are able to assist peers and again self identify writing techniques used.  b. Meet with departments/Grade-band to review TKES goals (are goals aligned to data reviewed)The 2nd grade team meets weekly Wednesday mornings, discussing our plans and goals for the upcoming week.  We discuss scholars academics and bounce strategies ideas around.  We find out what works and get ideas from one another.c.    How are we supporting students with an IEP? Are we adhering to accommodations with fidelity?Yes, we are accommodating scholars with IEP’s based on their recommending modifications. Reading directions personally, checking for understanding, extra time with teacher, makeup work, and more small group work.  Also we are labeling work of any scholar if completed with assistance or if modifications were needed for the assignment.d.     Who are the students right at the “cusp” of proficiency? PL, CB, AE, MP                  e.      What are we doing to move these students strategically?See answer in G.f.    Who are the students right at the “cusp” of distinguished?SP, JJ, CH,  g.  What are we doing to enhance these learners’ experience?  Have we conferred with Ms. Ross for strategies to accelerate?In order to enhance the scholars learning experience in writing we have them stretch their ideas.  We also ask for their details (i.e. added dialogue, commas, various punctuation marks). We also get recommendations from Ms. Ross.h. What PD is needed to support you reaching your goal?We currently have a system in 2nd grade that appears to be working successfully.  We personally do not have a need for a particular PD if one is suggested we welcome it.

# data[].attributes.headline
Second grade will focus on reteaching using data from assessments.  We will provide opportunities 

# data[].attributes.subject
Second grade will focus on reteaching using data from assessments.  We will provide opportunities 

# data[].attributes.headline
Make sure we are pacing to reach target standards

# data[].attributes.subject
Make sure we are pacing to reach target standards

# data[].attributes.body
We make sure scholars our grouped to be exposed to rigorous activities.

# data[].attributes.headline
Monitor and or track standards that scholars complete. Re-teach and or co-teach to ensure that 

# data[].attributes.subject
Monitor and or track standards that scholars complete. Re-teach and or co-teach to ensure that 

# data[].attributes.headline
Constantly communicate and seek innovative ways to redeliver content.

# data[].attributes.subject
Constantly communicate and seek innovative ways to redeliver content.

# data[].attributes.headline
We also reteach if class is not at least 80% in  mastery.

# data[].attributes.subject
We also reteach if class is not at least 80% in  mastery.

# data[].attributes.headline
track the standards as taught and the need to reteach, give  accelerated students an opportunity to go further, focus on writing and language

# data[].attributes.subject
track the standards as taught and the need to reteach, give  accelerated students an opportunity to go further, focus on writing and language

# data[].attributes.headline
We keep current running records to view and encourage growth for reading proficiency.

# data[].attributes.subject
We keep current running records to view and encourage growth for reading proficiency.

# data[].attributes.headline
I wonder the what percentage of these have learning deficiencies? 

# data[].attributes.subject
I wonder the what percentage of these have learning deficiencies? 

# data[].attributes.headline
I wonder if those students were receiving any (IEP/ EIP) services. I wonder is the  teachers are tracking standards that students are not exceeding. How did the  staff re-teaching of the standards that scholars didn't exceeds. 

# data[].attributes.subject
I wonder if those students were receiving any (IEP/ EIP) services. I wonder is the  teachers are tracking standards that students are not exceeding. How did the  staff re-teaching of the standards that scholars didn't exceeds. 

# data[].attributes.headline
I wonder if vocabulary and reading were focused on over writing and language?

# data[].attributes.subject
I wonder if vocabulary and reading were focused on over writing and language?

# data[].attributes.headline
66 scholars were tested..only about 40% of scholars were prepared for both math and ela...20% of this population are beginning learners

# data[].attributes.subject
66 scholars were tested..only about 40% of scholars were prepared for both math and ela...20% of this population are beginning learners

# data[].attributes.headline
math- most not prepared, 55 tested, operations and algebraic thinking 55% remedial, 25% accelerate

# data[].attributes.subject
math- most not prepared, 55 tested, operations and algebraic thinking 55% remedial, 25% accelerate

# data[].attributes.body
measurement & data 67% remedial, 20 accelerated

ELA-more prepared than not,
reading and vocab-8%

# data[].attributes.body
Due November 11th to Waymon, Weems-Allen and Muhammad- Please email responses

Think about what our data discussion today...consider the trends and answer the following questions
a. Provide  list of best practices you will use across the grade-level and in specific content areas to increase the number of proficient and distinguished learners.( 2 lists of strategies)
b. Meet with departments/Grade-band to review TKES goals (are goals aligned to data reviewed)

c.    How are we supporting students with an IEP? Are we adhering to accommodations with fidelity?

d.     Who are the students right at the “cusp” of proficiency?                    e.      What are we doing move these students strategically?

f.    Who are the students right at the “cusp” of distinguished?

g.  What are we doing to enhance these learners’ experiencer?  Have we conferred with Ms. Ross for strategies to accelerate?
h. What PD is needed to support you reaching your goal?