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Why do the number of 2nd grade students on benchmark fluctuate at DIBELS MOY & EOY and never increase beyond initial BOY data?

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What impacts students', especially boys, engagement and persistence with writing tasks?

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What are our teachers doing well to support our black students?

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How are students using multiple means of expression to access grade level content?

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Why is there a discrepancy between students' ability to prove their thinking and understanding of the content across subject areas at DoK 3-4 depth of complexity orally, while they do not yet respond to written tasks at the same level?

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How is our inclusion modeling impact student outcomes?

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What do students struggle with most in evidence-based writing for informational texts?

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Philbrick Learning Centered Problem                                                                                         Why are Hispanic and White students struggling to effectively apply phonics strategies on demand?

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Philbrick Learning Centered Problem                                                                                         Why are Hispanic and White students struggling to effectively apply phonics strategies on demand?

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Students answer word problems without thinking about what the problem is asking.

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While students are able to compute  and apply math principles accurately, they are struggling to explain these principles in writing.

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Students are struggling to unpack and respond to DoK level 3 & 4 tasks and prompts that require them to transfer their learning into a focused and coherent essay as measured by the 6 +1 Writing Trait.

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Students, especially boys are struggling to explain how their evidence supports their answers in writing tasks.

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Students are struggling with fluency that has a direct impact on their ability to answer comprehension questions.

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Students recognize the need to introduce a narrator in a narrative text by directly stating the narrator's name, but students struggle to introduce the narrator through actions, dialogue, thoughts, and feelings.