# data[].attributes.body
1st grade will put more focus on writing conventions and building better concise and coherent narratives
our TKES goal of having 80% at mastery is supported by this plan
students with IEP will receive the same accommodations but we will, with fidelity, make sure they are put in the best situations to master this skill
students at the cusp of proficiency as those we will be focusing more towards proficient spelling and handwriting
students at the cusp of distinguish are the students will be pushing towards finalizing the edit and revise stages of writing and building stronger narratives
PD needed: it would be nice to have a PD on vertical planning across the grade bands based on specific standards

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More task with comparisons between fiction and nonfiction and strategies to support their findings

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Increase Rigor, be sure teachers know and understand Rigor

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Using rubrics to allow students know levels of mastery and to increase ownership of learning early

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Giving detailed feedback on assignments to support students with setting goals and taking ownership of learning

# data[].attributes.headline
A root cause analysis will be beneficial: Benefits include: implementing processes to identify barriers and the causes of problems, so that permanent solutions can be found. (We can take a preventive approach to safeguard systems of acquisition, develop a logical approach to problem-solving, use data that already exists Identify current trends, present needs, and future needs for organizational improvement.Establish repeatable, step-by-step processes that are valid and reliable?

# data[].attributes.subject
A root cause analysis will be beneficial: Benefits include: implementing processes to identify barriers and the causes of problems, so that permanent solutions can be found. (We can take a preventive approach to safeguard systems of acquisition, develop a logical approach to problem-solving, use data that already exists Identify current trends, present needs, and future needs for organizational improvement.Establish repeatable, step-by-step processes that are valid and reliable?

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Conferencing with students at least once a week to improve reading and writing practices

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Providing daily opportunities to read and write

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not allowing the data to be stagnant but live, it can't be left in a folder it must be relevant in all assignments

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not allowing the data to be stagnant but live, it can't be left in a folder it must be relevant in all assignments

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meeting with K to inform of the gaps present with rising 1st graders and begin to adjust the instruction of K now

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meeting with K to inform of the gaps present with rising 1st graders and begin to adjust the instruction of K now

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We must be strategic with our walk-thrus and observations, provide timely feedback, monitor implementation of effective teaching practices, encourage professional growth outside of the four walls of CHCS

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We must be strategic with our walk-thrus and observations, provide timely feedback, monitor implementation of effective teaching practices, encourage professional growth outside of the four walls of CHCS

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the needs of the individulaed student must be considered when planning lesson, instruction, etc. 

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the needs of the individulaed student must be considered when planning lesson, instruction, etc. 

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work that needs to be done moving forward

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work that needs to be done moving forward

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one thing that did work well last year was that majority of our 'competencies' were focused on the reading lit/info standards. {however this did leave a major gap in the other 4 components of ELA standards}
moving forward it would benefit our scholars to have a balanced attack of ALL ELA standards and components: reading lit/info; foundation; language; speaking/listening; writing

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I wonder how we are defining "high performance"

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Progression throughout years with individual scholars

Standards with testing weights

Teachers are speaking the same language (language of standards, and GMAS)

Small groups with true differentiation of students' levels from various diagnostics

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Are students setting specific goals and included in monitoring progress to increase ownership of learning?

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How can vocabulary taught be inputted into writing

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How can vocabulary taught be inputted into writing

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How often are teachers collaborating about aligned expectations for mastery?

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under the convention sections, majority of students were able to at least score a 2; however under narrative, majority only scored a 1

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How often are students provided feedback in Reading & Math? How often are students provided an opportunity a additional practice and testing for mastery?

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Was the reading -writing workshop implemented with fidelity?

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What strategies in reading yielded the greatest results?

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How often are students writing and reading?

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the number of students scoring distinguished is minimum so how is the rigor of the instruction and stretch from instructors

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the number of students scoring distinguished is minimum so how is the rigor of the instruction and stretch from instructors

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how often where small group instruction present as it appears the students scored similar

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how often where small group instruction present as it appears the students scored similar

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How often are students engaged in reading and analysis of text with fidelity?

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how many of the students began the year as developing learners and remained the same.

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how many of the students began the year as developing learners and remained the same.

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Are practitioners  following accommodations with fidelity?

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Are practitioners  following accommodations with fidelity?

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Are all instructional staff aware of sub populations' performance? Have they used this narrative to inspire relevant pedagogy?

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how do we teach to 'typing out answers correctly'?
a few students in 4th and 5th grade received 'copied' which to us seems like the one either just copied the question, copied someone else's response, or could have been an SWD who did not understand what they were to do

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how much time was used to reteach and remediate the learning in Geometry

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how much time was used to reteach and remediate the learning in Geometry

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83 % of Last yrs 6th grade students scored in the beginner or developing level in Math

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83 % of Last yrs 6th grade students scored in the beginner or developing level in Math

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62% of 4th grade students are not prepared in mathematics

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62% of 4th grade students are not prepared in mathematics

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Almost half of scholars were proficient in ELA- Grade 4

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Almost half of scholars were proficient in ELA- Grade 4

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27% were developing in ELA Grade 4

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40% or more of students at 4th, 5th, 6th, 7th, and 8th grade performed below proficiency in writing craft

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Teachers noticed similar performance patterns across grade levels

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50% of current 5th graders scored at beginning or developing learner levels

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4th-12.7 of scholars received a 4 in ELA

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4th-12.7 of scholars received a 4 in ELA

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44% received a 3
27.3 received a 2

Question asked: How well did scholars work on building stamina for writing, or consistent writing instruction

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about 2/3 of scholars were not prepared
about 1/2 of students required remediation
only 1/6 of scholars were distinguished in ELA and 3.6% distinguished in Math

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Due November 11th to Jackson, Waymon, 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?