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A curriculum map provided for all subjects

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There is a need for a math resource that does a better job of laying the foundation for number sense in a sequential order like Go Math (vocabulary and hands on learning opportunities), the same for a reading resource, (leveled readers, wide variety of genres, opportunities to embed phonics and grammar using the text). There is a need for some PD in writer's workshop and what that looks like to ensure that students are going through the entire process of planning/brainstorming, prewriting, writing a draft, the structure of the writing, editing/proof reading, final draft.

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The ElA wonders program is very beneficial in helping our students with all areas that our scholars need to flourish and also to make substantial gains.  The Wonders program gives us the phonics, spelling, vocabulary, leveled readers, remediation and acceleration for all students.  The Go Math is beneficial for our students because it gives visual representations, vocabulary, and real world experience.  It also has remediation and acceleration of all students.    

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The ElA wonders program is very beneficial in helping our students with all areas that our scholars need to flourish and also to make substantial gains.  The Wonders program gives us the phonics, spelling, vocabulary, leveled readers, remediation and acceleration for all students.  The Go Math is beneficial for our students because it gives visual representations, vocabulary, and real world experience.  It also has remediation and acceleration of all students.    

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Students need to have workbooks for GO Math and also a reading curriculum like wonders that allows us to support all the students.

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ELA resources provided to teachers that encompass all aspects of reading, writing, grammar, etc.

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I wonder if the focus was more on reading/writing than math

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I wonder if conventions were imbedded in writing lessons?
I wonder if higher order thinking and problem solving were promoted in both reading and math? I wonder if math was made meaningful and provided with opportunities to manipulate and solve in a variety of ways/strategies. I wonder why the foundation for math seems to be missing in all domains.

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Scholars were more prepared in ELA

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The school is lowest in geometry and measurement and data. Geometry is also the lowest section of test content. I believe because of this less teaching was

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More students demonstrated a lack of proficiency in geometry than any other area at each grade-level

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Over 40% of students are in need of remediation in writing in 3rd - 8th grade.

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Less than 50% of students at 3rd -8th grade scored at above proficiency in Math and Reading

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38% of students received 3/4
62% of students received 1/2
Most scholars were in between  and 3
-Operation and Algebraic Thinking had the highest accelerated learning

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56% of students in 3rd grade were prepared in ELA.  While in Math only 38% were prepared.  The students largest percentile in math was tied in both numbers and operations and measurement and data.  In ELA writing and Language 45 percent were beginning learners.  

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56% of students in 3rd grade were prepared in ELA.  While in Math only 38% were prepared.  The students largest percentile in math was tied in both numbers and operations and measurement and data.  In ELA writing and Language 45 percent were beginning learners.  

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More students were "not prepared" in ELA than "prepared," 68% compared to 32%
Reading and Vocabulary scores are slightly higher than the writing and language
Math 83% were not prepared for math, with fractions, geometry and operations being the lowest areas

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ue 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?