# data[].attributes.body
Writing needs to occur across the curriculum
We need to ensure we are intervening to support Exceptional Ed
6% of our students
Identifying students for RTI and remediating students closely
RTI progress monitoring has to occur based on direct instruction that has occurred
Be intentional in planning instruction that aligned to standard and small group instruction

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Writing needs to be a focus across the grades in order for there to be growth on all levels. Writing to across the curriculum.

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More focus needs to be on identifying students for RTI.  More fidelity needs to be present when implementing research based practices when teaching and remediation.  Progress monitoring needs to given only after reteaching/remediation has taken place.

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We need to be extremely strategic when implementing interventions and identifying students who need interventions.

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Students struggled with number sense.  Coming into 4th grade, they were not prepared.

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I wonder if there was a balance between the types of writing taught? Was narrative writing a major focus beyond the recommended scope? Why?

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I wonder if there was a balance between the types of writing taught? Was narrative writing a major focus beyond the recommended scope? Why?

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I wonder if students engaged with informational texts to model the diction observed in the writing?

Students appear to be imaginative and creative, but encounter difficulty when revising and editing for technicalities.

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I wonder if standards were taught at the provided level of rigor in Math and ELA

I wonder if consistent feedback and time was given to students to improve

I wonder which teacher has the most proficient and distinguished leaners? I wonder what best practices were used buy these teachers?

I wonder if teachers retaught and reassessed?

I wonder if lesson plans were reviewed to ensure tasks aligned with level of rigor

I wonder what practices were in place to support students with an IEP

I wonder if accommodations were implemented with fidelity

I wonder if high leverage practices were implemented with fidelity

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I wonder if the language of the standards and the rigor of the standards matched the delivery of the instruction of standards covered.

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I wonder if the language of the standards and the rigor of the standards matched the delivery of the instruction of standards covered.

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Students did not master Narrative Writing.
Students may have come to the grade level unprepared.
The level of reading comprehension for each student affected their ability to understand and demonstrate skills.
There is a direct correlation between reading comprehension and writing ability.

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The data suggests that students are struggling with operations in base 10 significantly which spills over into the other domains. Students need strategic instruction and remediation in this domain to grow not only in this domain, but in all others as well. The data reflects a large population of beginning learners in math. i wonder how many of those students are receiving interventions or special education services. Number and Operations: Fractions has largest population of accelerated learners however, it also has a large population of beginning learners. What has caused the significant gap between the two groups?

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Writing
I wonder was there a focus on narrative writing.
I wonder were students required to write across the curriculum
I wonder the strategies that were used for writing (RACE or others)

Math
I wonder was remediation in place for students that struggled in various domains

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Over 50% of our current 5th graders scored at a remedial level for each ELA & Math domain

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Due November 11th to Jackson, Edwards, Weems-Allen and Muhammad- Please email responses

Think about our data discussion today...consider the trends and implications to complete the following tasks.
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?

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Students struggle more with writing and language than reading and vocabulary.
Students struggle most with place value in Math.

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ELA
37students not prepared
29 students prepared
75% of students received a 1 or 2 in writing
63% of students received a 1 in narrative writing

Math
27 students prepared
39 students not prepared
numbers and operations showed the largest deficit

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56% below in ELA
59% below in math
44% proficient or above in ELA
41% proficient or above in math
Numbers & Operations in Base 10 had largest percentage of development or beginning learning