# data[].attributes.body
1. A significant percentage of my students fall in the Low Achievement/Low Growth Quadrant in both Reading and Math.
2. More than half of all my students is in the lowest quadrant compared to all three of the remaining higher quadrants put together. This imbalance is slightly more prominent, with one more student in the lowest quadrant in Reading than in Math, and the lowest 30% in conditional growth of those students are significantly lower in Reading than in Math.

3. There are no students in the High Achievement/Low Growth Quadrant in either Reading or Math.

# data[].attributes.body
1. Of the bottom 30% in both Reading and Math, 5 out of the 8 students (63%) are the same students. That means how I teach probably makes more of an impact than what I teach; because regardless of the content, those same students are consistently not being reached.
2. The middle “bubble” group (only 2 of the same students in both subjects) and the highest group (4 of the same students in both subjects) are less consistently the same than in the lowest group.

3. The students with the highest growth were almost as consistently the same students in that group as the lowest 30% in growth.

4. It’s not that I have high achievers who aren’t growing (I’ll take that as positive!), but rather I just don’t have high achievers (not so good).

# data[].attributes.body
My strong instructional plan needs to include:
1. Intentionally adjusting my instructional strategies for those students in the bottom 30% in both subjects so the way I teach better matches the way they learn. This can best be done in small groups. Continue with literacy stations, but teach the expected level of engagement more explicitly.

2. Grade appropriate texts and assignments.

3. Deeper engagement where students are able to self-regulate.

4. Stronger Instruction where students are able to apply concepts after being taught. Plan and instruct for students to do most of the thinking.

5. Strengthen my vocabulary immersion and teaching the P.U.S.H. Strategy.

6. Maintain high expectations where students are held accountable for their learning. More complex tasks. Student reflection that more accurately matches their effort.

# data[].attributes.body
1. The fact that 63% of the students in the lowest 30% are the same students may indicate that my teaching strategies for those students are not the best suited for the way they learn.
2. It also could indicate that the challenge level or my expectations in holding them accountable for their learning is unintentionally lower. I need to make sure that the first thing to go when the going is busy is NOT the follow-through on accountability.

# data[].attributes.headline
1. My data shows that five of my students are in the low achievement/low growth quadrant in reading. One of the five is no longer in my class. Two of the five met their projected growth. Two of the five did not meet their projected growth, missing by 4 and 5 points. 

# data[].attributes.subject
1. My data shows that five of my students are in the low achievement/low growth quadrant in reading. One of the five is no longer in my class. Two of the five met their projected growth. Two of the five did not meet their projected growth, missing by 4 and 5 points. 

# data[].attributes.body
2. Four of my students are in the low achievement/high growth quadrant in reading. All four met their projected growth.
3. Fourteen of my students are in the high achievement/high growth quadrant in reading. All fourteen met or exceeded their projected growth.

# data[].attributes.body
My data means that I will continue to push my students in both low achievement quadrants. I will push them to make the same or higher growth in an attempt to move them into the high achievement/high growth quadrant.

# data[].attributes.body
1. Continue to teach so all children grow.
2. Move my bubble students into "preferred seating", both at the carpet and tables.
3. Have bubble students actively participate by helping lead instruction, encouraging more active engagement.
4. Provide one-to-one instruction daily with foundational skills to the five students in the low achievement/low growth quadrant.

# data[].attributes.body
My two lowest students that did not make their projected growth in the low achievement/low growth quadrant are English Language Learners. One is presently on an extended trip to Mexico, has already been gone for four weeks and will likely be out for a couple more weeks. The other student had just returned from quarantine following winter break when we took the test.  Both students speak only Spanish at home.

Of my students in the low achievement high growth quadrant, one student had just returned from a four week trip to Mexico. Another had just returned from a family quarantine.

# data[].attributes.body
In Reading:
10 students in the red quadrant.
8 students in the orange quadrant.
4 students in the yellow quadrant.
1 student in the green quadrant.

In Math:
7 students in the red quadrant.
14 students in the orange quadrant.
0 yellow.
1 student in the green quadrant.

# data[].attributes.body
It means we have a lot of work to do!

We need to make adjustments in the way we teach to make sure we are reaching all students. I need to push them to continue making progress.

In Math, most of our students are in orange. This tells me students are learning and moving!

In Reading, most of our students are in red though. This is an area where we have had to make adjustments!

# data[].attributes.body
We have started holding small groups in Math and now Reading this week. This way we are able to target some of those off grade level skills our students still need to solidify.

# data[].attributes.body
Attendance has been a HUGE concern this year. I have only had 3 days all year where all students were in my classroom (of those days, not once was everyone on time though). There are students in here missing huge chunks of time in the classroom (quarantine, trips to Mexico, etc). This has been difficult to keep up with in regards to making sure everyone has equitable access to grade level instruction.

# data[].attributes.body
Reading- 8 low growth, low achievement 7 low achievement, high growth 2 high achievement, low growth 2 high achievement, high growth
Math-  4 low growth, low achievement 7 low achievement, high growth 0 high achievement, low growth 7 high achievement, high growth

# data[].attributes.body
My data says that even though my students were not in the range I was hoping for, but most of them were 3 points or less from meeting their projected growth score.

# data[].attributes.body
Reading- continue to work on phonic skills and reading comprehension

Math- review lessons would benefit because they can relearn basic math skills

# data[].attributes.body
Teaching- exit tickets to check for understanding after a lesson

Learning- more hands on work in which students can direct each other in the lesson

# data[].attributes.body
My data points to individual students who need focused instruction to grow. Students who are on the bubble who are close to moving into the next quartile. Also students who need to be pushed= high achievement, low growth.

# data[].attributes.body
Strategic tiered RTI based on data, continue grade level instruction with scaffolding, CONTINUOUS MONITORING FOR FLEXIBLE GROUPING

# data[].attributes.headline
In Reading: 13 students in the red quadrant.  4 students with no quadrant due to lack of fall test score. These 4 students scoring under the 14th percentile. 

# data[].attributes.subject
In Reading: 13 students in the red quadrant.  4 students with no quadrant due to lack of fall test score. These 4 students scoring under the 14th percentile. 

# data[].attributes.headline
My data means that my students are not mastering the skills they need to become more independent readers. Students are not owning the foundational skills we have practiced. 

# data[].attributes.subject
My data means that my students are not mastering the skills they need to become more independent readers. Students are not owning the foundational skills we have practiced. 