# data[].attributes.body
A few parents have reported that last year's intervention was not good for the child emotionally.

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Teachers attempt for direct and systematic tier 3 instruction but it varies by teachers or department

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Students and parents often see it negatively. They think it means they are failing.

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Yes, because I discuss it in the meeting after ESY and provide it as "this is available to your child to set them up for success for next year...it is usually seen as fun by the child since it is smaller ratio of students:teachers, lunch is provided...etc". I have had parents ask if it is mandatory and would like to have language from the county to use as an answer. 

# data[].attributes.subject
Yes, because I discuss it in the meeting after ESY and provide it as "this is available to your child to set them up for success for next year...it is usually seen as fun by the child since it is smaller ratio of students:teachers, lunch is provided...etc". I have had parents ask if it is mandatory and would like to have language from the county to use as an answer. 

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Yes- teachers tend to call it “Summer School” and I know it has been presented to some as a threat if they don’t do well on the essential standards

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An opportunity to receive more instructional support

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Negative, teachers feel that students should not be required to attend interventions. They look at it as a punishment.

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mixture, depending on the teacher. 50/50

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mixture, depending on the teacher. 50/50

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It can have negative light from the students, they say "I am stupid" but the teachers have done a better job of mixing groups between intervention and extension groups

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It can have negative light from the students, they say "I am stupid" but the teachers have done a better job of mixing groups between intervention and extension groups

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Summer intervention has not been portrayed as a positive opportunity.  Students are being pushed to get their names off the list so they do not have to come.

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Summer intervention has not been portrayed as a positive opportunity.  Students are being pushed to get their names off the list so they do not have to come.

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yes and no.  Some parents no matter what you tell them see it as a punishment.

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yes and no.  Some parents no matter what you tell them see it as a punishment.

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Less time spent knowing exactly where a student is at and what is needed. Looking at a small group as a whole where all are struggling on...

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Interventions at tier 2 are viewed as a positive. Tier 3 and summer interventions are often viewed as a negative

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Very little of the instruction is being done systematic.

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Very little of the instruction is being done systematic.

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We do not have a systematic system at my school building

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We do not have a systematic system at my school building

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For the most part Tier 3 Instruction is systematic and direct there are a few teachers who are assigning random work during this time.

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For the most part Tier 3 Instruction is systematic and direct there are a few teachers who are assigning random work during this time.

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Yes, it is a well planned out time to work on specific interventions.

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It depends on the teacher- some yes some no

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Yes, in reading. Teachers trained in OG are very motivated to be working on specific skill deficits. I WISHHHH math could be the same. 

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Yes, in reading. Teachers trained in OG are very motivated to be working on specific skill deficits. I WISHHHH math could be the same. 

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Students should be provided accommodations for CFA's. If we are measuring what they know, the data is skewed if not provided for both. Informal assessments should have been given prior to CFA.  

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Students should be provided accommodations for CFA's. If we are measuring what they know, the data is skewed if not provided for both. Informal assessments should have been given prior to CFA.  

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An issue is students are being heavily accommodated and not really aligned to their needs. Most students can achieve more if some of the accommodations are removed and they try to do it on their own.  Especially since you are going to work on interventions with those students to master those skills.

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An issue is students are being heavily accommodated and not really aligned to their needs. Most students can achieve more if some of the accommodations are removed and they try to do it on their own.  Especially since you are going to work on interventions with those students to master those skills.

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We teach our students to reach grade level standards by using those strategies. When given the accommodations for every test/quiz we are not preparing them for success by taking it away from specific tests.

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CFA/CSA should align to EOC/EOG accommodations. This will lead to grading aligning more closely to EOC/EOG.

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We create accommodations to ensure our students will be successful.  If we put an accommodation in place then it should be used for CFAs and CSAs.  

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We create accommodations to ensure our students will be successful.  If we put an accommodation in place then it should be used for CFAs and CSAs.  

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They should be able to use accommodations for both

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Testing accommodations should be used for CSA/CFA's.  

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Testing accommodations should be used for CSA/CFA's.  

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I believe CSAs and MAPs should be administered the exact same way that we put Milestones accommodations in. Buttttttt...the conditional passage read aloud is difficult to do because while I believe "main idea proficiency" should not be dependent on reading ability, I know that I can't give that same child "passages read aloud". 

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I believe CSAs and MAPs should be administered the exact same way that we put Milestones accommodations in. Buttttttt...the conditional passage read aloud is difficult to do because while I believe "main idea proficiency" should not be dependent on reading ability, I know that I can't give that same child "passages read aloud". 

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I think the IEP committee needs to really take time to write quality accommodations and use them on any and all assessments.  We are leveling the playing filed.   

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I think the IEP committee needs to really take time to write quality accommodations and use them on any and all assessments.  We are leveling the playing filed.   

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Testing accommodations should be used for CSAs and CFAs

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Testing accommodations should be used for CSAs and CFAs

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Inconsistent grading across the grade levels and content areas. When teachers are reporting CFA scores which are not calculated into final grades I have noted that many of the students are performing better on the CFAs than CSAs

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Testing accommodations should be used for CFAs/CFAs and EOCs.

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5 The essentials standards have been retaught and reviewed over and over. The MAP is not truly reflective and begins at the previous stopping point.  

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5 The essentials standards have been retaught and reviewed over and over. The MAP is not truly reflective and begins at the previous stopping point.  

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5 some alignment, grades reflect what they are mastering on learning targets, grades don't seem to align with EOC scores

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More students show proficiency on CSA due to HEAVY accommodations (reading passages to 4th graders,etc) than they do on Milestones/MAP. 5/10

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More students show proficiency on CSA due to HEAVY accommodations (reading passages to 4th graders,etc) than they do on Milestones/MAP. 5/10

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5

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We have been working on what Tier 3 "looks like" in the classroom and school wide staying on the schedule.

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Tier 1 and tier 2 are working well 9 out of 10.  Tier 3   2 out of 10 it is not an effective due to doing tier 1 and 2 

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Tier 1 and tier 2 are working well 9 out of 10.  Tier 3   2 out of 10 it is not an effective due to doing tier 1 and 2 

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Not all students are getting Tier 2 but always Tier 3 - Missing 2 this is an issue

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Yes, 10/10 at one school. 5/10 The other has it all muddled together so services are happening but the student is missing parts of Tier 1 because it doesn't stop for Tier 3 to happen as scheduled. 

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Yes, 10/10 at one school. 5/10 The other has it all muddled together so services are happening but the student is missing parts of Tier 1 because it doesn't stop for Tier 3 to happen as scheduled. 

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8

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Working with the accommodations all year to learn how to use those strategies to support their learning needs to be taken into consideration.

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All my students at each school are getting each tier. At one school, I only have three students who are not receiving Tiers 1 and 2 because they are in Resource all day.

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5 Some students will with accommodations & reteaching opportunities. Others will not due to ability levels. 

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5 Some students will with accommodations & reteaching opportunities. Others will not due to ability levels. 

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Students are given their accommodations on other tests and successful but without their accommodations, I think they will struggle more.

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9, tiers are adding value to making sure all students learn the standards with the focused interventions when needed

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7 out of 10 Agree All means ALL, but it varies from student to student and their abilities.

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7 out of 10 Agree All means ALL, but it varies from student to student and their abilities.

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8 for our 2 EOC collab teams but our other subjects are struggling

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8 for our 2 EOC collab teams but our other subjects are struggling

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Yes, our teachers are using this time to create explicit lessons to help all students achieve mastery on ES.  We are seeing more students master ES as we become more experienced in using the tiers effectively.

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Yes, our teachers are using this time to create explicit lessons to help all students achieve mastery on ES.  We are seeing more students master ES as we become more experienced in using the tiers effectively.

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10 out of 10

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7 out of 10 but 10 out of 10 will make progress at the students level.  

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7 out of 10 but 10 out of 10 will make progress at the students level.  

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My department- 7
Most believe it but there are some doubters that all really means all.

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7, lack of attendance impacting success for many students

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10 ( Tier 1 and 2) Struggling with Tier 3

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10 ( Tier 1 and 2) Struggling with Tier 3

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6-There are major deficits that students have due to shift in instructional practices over the past few years that some older students are having to overcome. Teachers are becoming more accepting of this and teaching "harder" but it will take time to achieve ALL. 

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6-There are major deficits that students have due to shift in instructional practices over the past few years that some older students are having to overcome. Teachers are becoming more accepting of this and teaching "harder" but it will take time to achieve ALL. 

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Yes but it is difficult for students and parents to understand that it takes time to get them through the process. For example, we have students who are still trying to achieve mastery of the 1st essential standard and parents are frustrated their students grades are not high. So far our EOC scores are reflective of how students are mastering essential standards. Our lower scores were students who struggled to meet essential standards.

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Yes but it is difficult for students and parents to understand that it takes time to get them through the process. For example, we have students who are still trying to achieve mastery of the 1st essential standard and parents are frustrated their students grades are not high. So far our EOC scores are reflective of how students are mastering essential standards. Our lower scores were students who struggled to meet essential standards.

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Yes, when we work through interventions to make sure all learn the standards.

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Yes, all students will be successful at their ability level.

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Yes, all students will be successful at their ability level.

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Yes, students are getting more feedback and understand their areas of strengths and weaknesses. This allows students to focus on their individual needs.

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Agree all means all but it looks different from student to student

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Agree all means all but it looks different from student to student

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It is in our building. The kids are growing because of it. It helps that other students are getting extra support besides students with disabilities. 

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It is in our building. The kids are growing because of it. It helps that other students are getting extra support besides students with disabilities. 

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Yes, students are getting more feedback and understand their areas of strengths and weaknesses. This allows students to focus on their individual needs.

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Yes, all means all. However, it often looks different based on student needs.

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It completely depends on which collaborative teams we discuss. Some teams are much more aligned than others.

# data[].attributes.body
It completely depends on which collaborative teams we discuss. Some teams are much more aligned than others.