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Some students who arrive at the schools don't have the minimum knowledge such as reading and writing, which makes some process difficult. Also, teachers are feeling so stressful in the classroom with students with different languages. We are having google meetings with families!

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Some students who arrive at the schools don't have the minimum knowledge such as reading and writing, which makes some process difficult. Also, teachers are feeling so stressful in the classroom with students with different languages. We are having google meetings with families!

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I noticed multiple data points should be utilized to show gaps AND student strengths.

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I noticed multiple data points should be utilized to show gaps AND student strengths.

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I noticed that AYP should be considered and if growth was met. I know how important it is to share with team members so they also understand. 

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I noticed that AYP should be considered and if growth was met. I know how important it is to share with team members so they also understand. 

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I noticed that the L1-L2 is a factor to be considered in the cultural section. I've spoken with Kindergarten teachers how some of their students are struggling with sounds that aren't in their native language.

I wonder if there could be a factor for noting that the ACCESS may not reflect what the students are showing in the ESL classroom (maybe due to nerves, shyness, bad day, etc).

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Notice the family engagement piece of the process and wonder what teachers and schools are doing to support families in the education of their children.

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I noticed that interventions are a requirement for retained ML learners. I was always under the assumption the retention was the intervention.

I wonder how we grade appropriately if standards are based on English assessments.

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Use the growth measure with ACCESS scores as a factor into retention decisions!

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I wonder how possible learning disabilities play into retention, especially when moving from elementary to middle school.

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I wonder how possible learning disabilities play into retention, especially when moving from elementary to middle school.

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Is a lack of English acquisition growth grounds for retention?

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I notice that communication with families is so important! Keep families informed of progress thorough the year.

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I notice that communication with families is so important! Keep families informed of progress thorough the year.

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I noticed that the retention requirement says student should receive intensive intervention first 2 weeks of school. I wonder if a student is being retained the purpose would be so they could be on grade level with repeated exposure so they may not be in need of intensive intervention right away?

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"...grading and promotion/retention decisions are made at the school level, and variables such as effort, participation, and attendance should be considered." It's not only about the scores but if the students are trying and participating. Every student has a strength they bring.

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The growth measure by ACCESS scores should factor into retention decisions

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Students cannot be given failing grades due to lack of English proficiency