# data[].attributes.body
How are our students (particularly ELLs) struggling in developing early literacy skills for comprehension?

Students are not able to segment + blend words to read fluently.

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Are s tudents able to accurately solve, successfully articulate, and illustrate their mathematical reasoning?

Special Ed and English Learners can compute mathematical equations alone, but struggle with those same equations embedded in a word problem.

English Learners and Special Ed students struggle with reasoning, and  developing a plan or sequence of steps to approach a problem.

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How do we facilitate independence with our student learners and foster the stamina they will need to respond to rigorous academic and life challenges?

How can/will we engage and involve families in preparing children to be "school ready?"

How are parents interactions with their children at home impacting their academic learning in and out of school?

How can we increase parent engagement in their child's academic life in order to increase their child's engagement and invest as life long learners?

In order to increase their child's academic engagement, creating independent thinkers, life long learners and global citizens.

How can/will the Higginson facilitate family engagement throughout the school year to ensure parents are investing in their children's social emotional and academic future?

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PQ
How are students struggling to build foundational skills (e.g. phonemic awareness, decoding, and sight word knowledge) to develop reading fluency while simultaneously trying to build meaning as they read?

LCP
Students have not yet sufficiently built all necessary foundational skills and meaning-based strategies to interact with text proficiently or above proficiency

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How are our students perception of themselves as scholars impacting their ability to engage in cognitively demanding tasks to build towards a culture of achievement?

LC:
Students are able to utilize skills in isolation,  but struggle to apply those skills within complex tasks.

Students feel comfortable expressing themselves verbally and with visuals, however struggle with written expression.

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How can we close our gap for our Black and Hispanic students that are struggling to make academic gains in literacy in comparison to their white peers?

The targeted students are not yet demonstrating proficiency in the foundational early literacy skills of reading and comprehension.

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As a new school how will we be clear about promoting, measuring, and celebrating understanding?

How is this evident / demonstrated by
*students
*teachers
*administrators
*families

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What skills and experiences do our Black and Hispanic that are at and above benchmark have that those below need to access?   How are our children developing as readers?

Learning Centered Problem:
Some our students are struggling to make expected progress because they do not see themselves as independent learners.

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How are our students developing as readers?  How are subgroups, that the data show us are struggling, developing as readers?
--Are the students who tested in the red/yellow at the MOY the same students who tested red/yellow at EOY?
-Why is the children's progress still limited from the beginning to middle of the year?
-What strategies were effective with students who stayed at or moved beyond benchmark
-What is the correlation between sub-test skills and TRC progress?

LCP
Students are successful with overall reading on the TRC but continue to struggle with specific subtests of fluency and accuracy from MOY to EOY testing.

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How do we facilitate independent learners to use talk within a culture of thinking to problem solve and demonstrate higher order thinking skills?

How do our learners   independently show their higher order thinking skills through talk (K0-1) and in their writing about their reading (gr. 1-3)?

# data[].attributes.body
27% of grade one students did not reach the benchmark. ELLs and Special education students, particularly the dually identified students continue to struggle.

How are our students' language acquisition impacting their early literacy skills and their receptive and expressive language skills?

ELLs and students with disabilities (dually identified students) are not receiving the kind of instruction (language) that will allow them to acquire skills across the curriculum.