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We are noticing lower social/emotional and self-esteem skills in our pre -k students than usual.

Compared to last year our students this year are lower academically.

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We are consistent as a team. As a grade level kids are scoring below 50%. Even with giving 5 mins for exit tickets students are still struggling to finish within the time.

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We wonder if it’s going to accurately assess our students.

Rapid letter naming and rapid number naming may not show accurate results in the Circle Assessment.

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RLA dual and monolingual do not always have the same TEKS assessed.

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RLA dual and monolingual do not always have the same TEKS assessed.

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Math - all are doing the same TEK.

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3rd

I noticed that the same TEK is giving different results on different days.

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Majority of students were successful on their exit tickets!!!!

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Students are looking forward exit tickets

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Students are looking forward exit tickets

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We are seeing improvements in language skills and building vocabulary.

Improving in following routines

Some small steps forward in SEL

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I wonder why it is are not aligned with STAAR.

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When introducing the skill, students are scoring low. However, as we progress, they’re growing and understanding what they are doing.

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We would like to see more improvement in self - regulation skills and less attention seeking behavior.

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How does the exit tickets correlate to staar questions? How is the data comparable to other 5th grade teams. (Are all schools inputting the data the same?)

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We noticed k.6b (shapes)is our lowest tek. We notice our exit tickets are different for RLA between dual language and monolingual.

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We use circles data to plan small group and large group activities to meet students needs.

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We wonder when we will have time to reteach concepts that the students did not master because there are not built in days in the calendar.

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We use this data to support one another. We’re able to model to each other how we use it in our class. We can also use it to monitor and adjust by creating small groups.

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Celebrating Mrs. Irizarry’s scores.

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Consider that in Math the TEK may be the same, but the rigor may be different, so how does that show growth?

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Consider that in Math the TEK may be the same, but the rigor may be different, so how does that show growth?

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We are celebrating that most of the kids are mastering concepts.

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Students are improving with their writing with the use of the RACE strategy. For Math, we are seeing improvements within the exit tickets (example multi step problems they are now at least getting step one correct).

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We need more time to gather materials so that we are fully prepared to teach each lesson. We need to reteach tek k.6b.

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Areas of improvement - basic multiplication facts

Areas of improvement - main idea and details

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More latitude in the way we do Exit tickets.

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More latitude in the way we do Exit tickets.

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Make sure to pick just one question for the students to show their mastery.

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It helps us to see what tek students need more practice with, and to see a pattern of which students are struggling and which are mastering.

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we have noticed our students are struggling to write independently.

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We use the data to target and create small groups.

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1.6G we notice students are recalling key details of the story.

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Students are supporting their answers with text evidence.

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We use this data to see what teks we need to spiral back through. Then able to assign specific teks in i ready.