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Why are there differences between the scores?

Which standards need more unpacking and attention?

What supports in place for students reading below grade level?

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How can increase our students ability to summarize with fiction and nonfiction across the grades?

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It looks like overall there are improvements in the DRA scores, what are you doing that is successfully increasing your scores?
What techniques, strategies and approaches have you changed?

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1. What is the biggest growth/when was it?

2. What are the areas of concern (subgroups)?

3. What standard/assessment outliers stand out?

4. What is the level of growth?

5. Is there noticed shift in increase or decrease  in scores?

6,. What opportunities, supports, access to practices are available?

7. What students with disabilities are included?

8. What is the alignment of instruction/practices with specialists?

9. Is the area of deficient area year to year based (end of year data)?

10. What are some areas that you can celebrate (academic wins)?

11. What ways of instruction/methods  are successful?

12. What are additional ways students can be supported?

13. What are the next steps once areas to to target are noticed (action plan)?

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What targeted strategies can move the 'below grade level' students towards on grade level?

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How will you get your baseline data with the end of the year being unique because of the pandemic?

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What can we do to help our SWD access the curriculum? How might we expose them to the general education content so that they can be successful with the curriculum?

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What remediation is needed to support 5.4a and 5.5a?  The grade level only has the percent pass rate in the 30%.

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What remediation is needed to support 5.4a and 5.5a?  The grade level only has the percent pass rate in the 30%.

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Look at data by teacher and have higher percent pass teachers best practices

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How can we strengthen our on grade level range readers into the on target range?

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The ELL students look to be passing at a similar rate of all students, what supports are in place that are working?

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SWD seem to be an area where growth is needed. What supports are in place and working? What needs to be changed?

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What do the red boxes indicate?

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What can we do to support our students with disabilities?

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What strategies can ESOL share with all teachers to improve learning?

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Why is there no pretest data for students with disabilities?

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Scores were consistent with impact and setting.

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For Unit 2 data is comparable to Unit 1. Let's set some goals for Unit 3 that will support our SPED learners.

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How can we spiral the concepts that students struggled with into instruction for the remainder of the year?
-Cause & Effect
Summarizing
-Character Development
-Conflict Resolution

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How can we strengthen our instruction with the BGL readers?

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You have to look at where you can find the most growth based on data (ex. bubble kids or below level kids)

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Questioning allows you to reflect on the effectiveness of lessons versus the task of just 'getting it done'.
Questioning helps you get to the 'why' and 'how'.
Questioning about successes is as important as questioning about deficits.

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How can we extend learning for kids on and above grade level?

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What might have caused a significant drop between unit 1 and unit 2?

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Do the ELLs represent the bulk of the class OR are the ELL supports keeping them on track with the grade level?

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Response- If you ask the right questions you get better answers.
The importance of wording.

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Response- Provides reflection to see how things align with the target.
You have to be careful by not only focusing on the negative. How to we address the challenge points? What is working?

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Response- Making sure everyone understands what the data meant. Being on the same page.

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Response- Good questions make teams look at things holistically
Focus on summarizing.
Bringing all team members together

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Response- Growth, learning never ends...