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Listening scores seem higher on average than other domains

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Bright spot was in reading. Students overall in all grade levels score higher in this category than in the others.

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61 on-track ELLs

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Reading and Listening scores were 1-2 points higher than writing and speaking.

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Developing stage has highest numbers - we can move kids higher

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Higher reading scores indicate that students are reading at all grade levels and reading is on grade level.

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Most departments have annotation and textual evidence initiatives. 11th grade students have inner motivation to do well on any test after several years of highly engaging teachers, they have also had the most consistent reading expectations.

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Overall, our # of on track kids is not bad

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Students have eyes on text in most classes most of the time. Listening actively to peers and teachers and taking notes are big focuses for a lot of classes as well.

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Choice reading during free time across content. Student talk time was also incorporated into PD.

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Students are engaging with meaningful reading tasks in most classes

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A shift in narrowing the focus after October site visit with the foundation.

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Writing and speaking are weaknesses across grade levels.

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Students writing and speaking skills need to be further developed

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Speaking is by far the lowest gap next to writing.

We are not redesigning students at a high rate.

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Writing and Speaking - Expressive activities.

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Regression of students; off track students

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SIGNIFICANT drop in MGP year over year and in comparison to other schools. SUPER excited to have an ELA admin, ELA Chair, and CH-ISA team this year who are working on whole-school sheltering initiatives. 

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Speaking and writing are biggest areas of growth.

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- not a big emphasis on student talk (binary trade off --> either writing or talking)
- what do student practices look like

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We read and have kids listen across class, but We aren't writing in all classes. + teachers not being consistent with how to teach writing. Taking volunteers for speakers instead of cold-calling and having all kids speak across classes.

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Coaching fell by the wayside; little accountability last year, previous coaching wasn't sustained nor focused on sheltering strategies.

For classroom instruction/program, focus has been on compliance and completion of student independent work over discourse and language development in classes. Current concern is even further lack of student discourse.

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Struggling with differentiation. Understanding specific differences between Access Levels 1-2, 3-5, and 6. A targeted curriculum that supports the varying Access Levels at KNDLA. Understanding class level vs student level performance. Lack of sheltered instruction practices in content level classrooms.

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Student talk not a big priority; seems like there's a mindset where there's a binary -- students are either getting good at (and doing) reading, or they are talking and writing.

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TONS of change! Shifting leadership on 18/19 and 19/20.

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Not having an opportunity to create structure/ accountable structures while focusing more on reading-