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Numbers are universally known and understood.
With Common Core, ELL Students now are disadvantaged in mathematics because their correct computation now needs to be explained- Sentence Frames need to be developed to assist them in writing what is required to perform well on Common Core Assessments.

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In ELA the English Only and PSUSD lines stayed pretty much the same.  In Math everyone dropped.  We talked about the language involved in Common Core.  Math isn't just the calculation anymore, there is so much more language involved.

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We noticed the EL's are not making the same progress as other groups.
We wonder when they are R FEP'd, why are they not still included in our EL population.  Are we FEPing them too soon?

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We are also wondering about the EO's scoring and dips.  It leaves the perception that the tests are administered differently.  Both in Math and ELA surprisingly the EO scores are substantially lower than the IFEP and RFEP scores.  Why is the IFEP not a population like IE, A, B, etc?  In the lower grades, aren't all student's ELL's?

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We are concerned that fewer English learners are not proficient on the SBAC in the upper grades.   It appears they need explicit designated ELD times.  Strategic planning during our grade level meetings is necessary.

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Really focusing on equity for students---each getting what they need.

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Ensuring that use of technology is a part of daily instruction--with rigor.

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Lesson should be more precise and include standards.

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Lesson should be more precise and include standards.

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We wonder...are students being RFEP'ed too early in our district?

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We need to really increase focus of instruction on EL's--integrated and designated (in Math as well).

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It is so important to provide all students with both of the integrated and designat ELD strategies

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Common Core and SBAC haven't been implemented for very long. Maybe the upper grade students have not had enough exposure to Common Core standards and strategies to do well on the SBAC.

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Common Core and SBAC haven't been implemented for very long. Maybe the upper grade students have not had enough exposure to Common Core standards and strategies to do well on the SBAC.

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We wonder about the scaffolding that is present or taken away each step of the way- elementary to middle school to high school.

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We believe eo's and el's need more scaffolding and support all they to the upper grades. 

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We believe eo's and el's need more scaffolding and support all they to the upper grades. 

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We think it is interesting that the EOs didn't perform as well as the IFep and RFep students.

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We think it is interesting that the EOs didn't perform as well as the IFep and RFep students.

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After discussing the data, we see a trend that  there is less support in middle and high school in regards to ELD instruction.  Furthermore, R-FEP and I-FEP students seem to have more knowledge and support than some EO students who have little language support at home (low socio-economic status/poverty/etc.) 

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After discussing the data, we see a trend that  there is less support in middle and high school in regards to ELD instruction.  Furthermore, R-FEP and I-FEP students seem to have more knowledge and support than some EO students who have little language support at home (low socio-economic status/poverty/etc.) 

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Children have to be able to express themselves mathematically using complete sentences.
Nancy & Christine 😀😜😎

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When teaching math, we have to teach students how to write for math assessments. The use of sentence frames for answer math questions would be helpful.

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When teaching math, we have to teach students how to write for math assessments. The use of sentence frames for answer math questions would be helpful.