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Using GoMath to supplement teaching because students retain content quicker in manner it is presented in GoMath

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EC Teachers need to differentiated during differentiation

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Daily vocabulary and grammar practice can be incorporated into class instruction.

Some students greatly benefit from writing templates and models of grammatically correct sentences. Writing prompts and graphic organizers are beneficial.

In Math, students may need additional resources in addition to the lessons in the Eureka Math curriculum. Students benefit from repetition of basic math computation to create a foundation to learn more complex mathematical concepts.

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Foundational writing conventions have not been established. ELA instruction does not incorporate enough opportunities to model writing conventions for students. The students are lacking a basic understanding of grammar and syntax.

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On the Reading section of the Milestones the number of students who achieved Level 3- Proficient Learner and the students who achieved Level 2- Developing Learner are very close (23-Level 3 and 22- Level 2).

The Writing and Language domain has a high "Remediate Learning" percentage (56%).

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Enrichment should be focused on remediation and EC teachers should support this learning

Working to ensure students understand vocabulary(academic language)

Teacher should work on increasing students' writing craft through direct teaching, reflection, revising and evaluation from self, teacher, and peers.

Teachers will use a rubric to support students with self-assessing writing

Provide opportunities for students to be exposed to different types of texts.

Teachers need to utilize pour campus to support mastering math concepts

Meeting with teachers to develop a plan of action to ensure SDI is being done with fidelity.

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Students need to read more based on interest

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Students are not reading frequently.  Reading will help to increase vocabulary.

Students are not engaged in activities to increase understanding of geometry standards

Students are not grasping number system standards

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53% of 7th graders are scoring at a 2 or 3 level in writing and language indicating more monitoring than remediation

31% of 7th graders are scoring at a 2 or 3 level in writing and language indicating more monitoring than remediation

60% of 7th graders are scoring at a remedial level in  ratio and proportions

39% of 7th graders are scoring at at monitoring or proficient in  ratio and proportions

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I wonder if additional PD is need to support teachers with establishing time in their instruction to give feedback, reteach and reassess.

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In those co-taught classes, there should be differentiated learning. The focus is so much on whole group learning that students that are exceptional don't have the opportunity to grasp the curriculum. Small groups should be implemented more in the classrooms. This shouldn't be just for exceptional students, but for other students as well. I think leadership should provide more support and resources that will allow teachers to be able to push those students to become distinguished learners. Providing professional development for first year teachers to show them how to implement curriculum and time to reteach the lessons. Teachers should provide progress monitoring to see if there is growth with the students. This data would help teachers see what areas need review to move forward in the curriculum. Time management would be a great idea to help teachers pace in the classrooms.

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Last year, ELA teachers wasn't supported to teach 3-5 graders how the writing process should look like. Therefore many students didn't understand the foundations of writing which resulted in many students becoming developing learners.

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How often are students provided feedback in Reading & Math? How often are students  provided an opportunity a additional practice and testing for mastery?

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Although there were 43% proficient learners, the learning of scholars last year was inconsistent and no guided direction in curriculum. It seems that students may not have understood the standards or how to implement it. I didn't see a lot of differentiated learning in those classes last year. Teachers didn't have a solid support that will allow them to be able to strengthen in their pedagogy.

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When looking at the data, writing seems to be an issue. 45% of students didn't seem to understand the format of writing and the conventions of language throughout the writing process. This lets me know that more there should be more foundations of writing. 42% of students didn't understand narrative writing.

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Due November 11th to Jackson, Waymon, Edwards, Weems-Allen and Muhammad- Please email responses

Think about our data discussion today...consider the trends and implications to complete the following tasks.
a. Provide  list of best practices you will use across the grade-level and in specific content areas to increase the number of proficient and distinguished learners.( 2 lists of strategies)
b. Meet with departments/Grade-band to review TKES goals (are goals aligned to data reviewed)

c.    How are we supporting students with an IEP? Are we adhering to accommodations with fidelity?

d.     Who are the students right at the “cusp” of proficiency?                    e.      What are we doing move these students strategically?

f.    Who are the students right at the “cusp” of distinguished?

h. What PD is needed to support you reaching your goal?