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Everyone is focused on teaching the Core in both Math and Literacy. Data is being used to make some decisions, and to help create intervention groups. There is also collaboration happening at each grade level.

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Writing and phonics stick out as areas of growth for Literacy. At the middle school, a main concern for Literacy is lack of curriculum and resources, as well as a disconnect between LA and Small Group instruction and vice versa.

In Math, the main area for growth seems to be just in consistent curriculum. Intervention is another major area for growth.

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Although my heart tells me we should wait a few years until Illustrative is out for K-5. However, I also know there are other good curriculums out there.

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It seems intervention is pretty much an area for growth across all buildings and in a curricular areas. But, this in its self is ALOT to take on. I don't know that it could be done unless it came with whatever curriculum we end up adopting.

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I feel that P2R has really started some great data conversations, and that decisions for literacy in the elementary are based around that.  We are teaching to the Core in both Math and Reading, and we are striving to keep the Core at the center of our teaching.

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A consistent theme at the elementary is the desire for more consistency in our math teaching.  As you look at the data points for Math, the growth for Math does not seem to be at a level we should be content with.

In Language Arts, a more consistent approach to phonics in the lower grades was the most common theme, and that could contribute to the data points in that area.

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The core is a strong focus for both Math and Reading and it's evident that it's used to help build our instructional materials and assessments in Language Arts at the Middle School level. K-4 teachers are all using different portions from the Wonders curriculum. P2R is beginning to have deeper conversations regarding interventions for reading and moving students forward.

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We have been putting off an adoption for Math, and the numbers are not looking favorable.  The inconsistencies in teaching should not be the status quo that we are comfortable with here at Okoboji.

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Continuing to build up resources for intervention in both Math and Language Arts needs to be a continual focus, in my opinion.

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Language Arts at OMS: No curriculum which leads to lack of resources and assessments for comprehension, writing, grammar, spelling, and word work. (This also leads to no consistency within each grade level)

Language Arts at OES: Phonics and writing seem to be a common theme K-4 as areas of weakness.

Math: Overall, teachers K-6 are finding many gaps, spiraling of skills is not strong from grade to grade, and intervention materials are non-existent.

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Math needs to be our focus.

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One of the concerns voiced from the elementary was that they would like more support with the current curriculum.  Maybe this is an area that should be addressed in grades K-4 to build consistency with language arts through Wonders?
Intervention is still at the top of my list of areas that need to be addressed in the next 12-18 months. Math resources are non-existent and those supplemental resources would help guide intensive instruction.

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That all grade levels are trying their best to teach to the Core in reading and math with the resources they have. P2R framework is providing a more focus in instruction and meeting the needs of students with the supports of data digs.

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Reading:
Need growth in instruction, teacher feel they are meeting the Core in reading and math but not for sure ( feel that they are). Writing and phonics instruction need strengthening along with comprehension. Needing to unpack the Core of Literacy since this has never had time dedicated to it.
Still a lot inconsistency with instruction with not using Wonders with fidelity and upper grade not even having a curriculum to follow and are pulling resources all the time.

Math
Inconsistency with curriculum. Interventions and diagnostics to determine the needs of students. Rigor of assessments being used . Spiraling skills in math.

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Because if we are seeing concerns in phonics, writing, comprehension and needing a curriculum in 5/6th grade, and if we were to find a curriculum that would support writing, phonics, resources for P2R, comprehension, tying in science and social studies to free up minutes in a schedule we could kill many bird with one stone. We could coach to make sure teachers were using with fidelity and confidence because we were all using the same resource.

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Interventions for P2R and math
Diagnostics for math
Making sure that what we are using for resources are done with fidelity.
Schedule

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There seems to be a lot of concern or maybe just a lack of confidence from teachers that they aren't fully covering core. This is a problem regardless of amount of resources/curriculum programs. Teams need to unpack Core to fully understand the standards. Our Leadership Team needs to dedicate time and give guidance and a direct process on how to unpack and understand Core as a grade-level or content-area team. That unpacking can then lead to a better implementation of any curriculum or application of any available resources.

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Reading data is fairly consistent from grade to grade (no concerning drop-offs in scores).
Teachers are working together at all grade levels to support one another in every content area across grade levels.
Data conversations are taking place and prompting focused conversations on students as a grade level and as individuals.

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Literacy:
Time and guidance with aligning instruction to Core is needed. Guidance and training in current/available resources is also needed. Phonics/Word Work and Writing scope and sequence and common planning is needed as well.
Math:
Consistency from grade level to grade level to build a solid foundation is needed. K-4 or even K-5 and then 6-? common curriculum is key (programs that span across grade level bands). The drop in scores that occurs from primary to intermediate/middle grades is very concerning - when complexity in content grows, weaknesses in foundational skills become extremely detrimental. Many gaps are seen in skills for intermediate and middle grades.

Intervention for Both Content Areas:
We now have a structure and a data dig process in place, but we do not spend enough time discussing instruction that will occur and how to appropriately use resources to address the needs that we identify for students.

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The gaps and the drop-off in data once content begins to increase in complexity is extremely concerning. Teachers continue to express increased concern and lack of confidence in their math instruction. We cannot continue to push back implementation when our scores show our current path is not working for our students.

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All teachers are really focusing on teaching to the core and attempting to fill gaps to get this accomplished. Data has become very important and teachers are using multiple data points to make instructional decisions.

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Our data and conversations show a need for resources and consistency in both literacy and math.

The scope and sequence for phonics is lacking and there hasn't been a consistent way to address this.  This is similar to writing as teams are putting together many of their own writing units.

The main area for growth in math is a need for a consistent curriculum. There are too many gaps and multiple resources being used to address them. Teachers aren't confident in the curriculum their team is using. Very hard to have math interventions when there are so many gaps and students needing them. Hard to have math interventions when teachers are struggling whole group.

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I don't like switching our focus since we have been making such great gains in reading with emphasis on P2R, but math has become a serious issue. Middle school is struggling with time and too many students needing interventions. If we start to implement a common curriculum that teachers feel confident in we should eventually see the number of students needing interventions go down because there are fewer gaps. We either need to all teach the same curriculum while waiting for Illustrative or start looking at new curriculums.

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I personally feel that teachers are very knowledgeable with the standards that they need to cover but we need to help them feel more confident in teaching them by providing good quality resources. Interventions should be a focus. Math running records would be a good tool to use. From the results teachers would use number talks/games for interventions.