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9th grade 8 points below norm
10th grade 5.5 points below norm
11th grade 1.25 points below norm
12th grade 12 points below norm
Timing of the concepts being taugh t in the school year.  Number of students taking the test in their Senior year. Why are there more units in the 11th grade year in the observed growth area chart.

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9th = 160 students
10th = 154 students
11th = 143 students
12th = 25 students

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Geometry = all 4 grade levels are a struggle area with the majority of students in the Lo and LoAvg bands

Statistics and Probability = 9th, 10th, and 11th grades have the highest percent of students in the Lo and LoAvg bands

FLIP in the 11th and 12th grades: Geometry has the largest percentage

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Fall - Winter: we were at or above expected growth
Winter - Spring: we were consistently below expectation

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Winter to Spring students did not meet expectation; however, the grade reports show that we do have students in the Avg, HiAvg,and Hi bands. This is a point to define with our secondary reading coach to determine why we see this discrepancy.

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What time of the school year was the concept taught?
What portions of each of these categories are taught in each grade level?
How is the test calibrated to grade level standards?
How are special education students being represented in standardized test?
Is there a report that shows time spent on taking the test? And each question?
How does rapid guessing affect the results?
Do we have classroom data as well as MAPS data?

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What is the goal of analyzing this data for the other departments?
Are we trying to branch out?
Are we trying to intervene with student?
What essential standards apply to these areas?
Do we know essential standards outside of our content area?
Transparency
Why this data?  Is this the only data we have?  Is it data used by other educational institutions?  Are we looking at just improving MAP scores?
Can we separate this between the "good students" with other data?  Are there trends over time that show proficiency?
What are the more specific standards under each band?  How do we as a leadership team support others to connect the dots?
How is this relevant to all content areas?  What strategies support all content areas?  Why is this something we should all care about at VHS?  How do we support the students without the content expertise?
How can we provide intervention time within the block schedule/class period?
What can we cut back on and keep the focus on what is essential?
How do we provide focused intervention during advisory time?
What level of rigor are our essential standard being taught and learned?

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Do we have cross-content PLCs to address these skills and standards?

How can we address a skill and standard effectively and efficiently across campus?

What skills connect the different departments? (eg. Maybe a school-wide course map of skills, vocabulary, connections already present, etc.) (eg. simple solutions - bell ringers, start with small actions school-wide/collective ownership)

HOW do we incorporate those skills into our classrooms/contents?

HOW do we support our teachers and teams to incorporate these skills and standards into their classrooms? How do we support content area teachers who are not math teachers?

What structures do we need to develop to support each other, campus-wide?

How do we develop trust and relationships to become vulnerable in our own professional learning?

How do we teach deeper rather than wider? Do we have too many or not enough essential standards?

What's the level of rigor in the Tier I setting? What is the level of questioning?

How else are our students demonstrating their proficiency?

Are our CFAs aligned with grade level expected rigor?

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Reports that show each students scores to get a full picture of the student.

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Bringing together the standards in the classroom and the standards that are being tested.
A simple weekly task to support concepts being taught and reconfirmed throughout all contents.
Collaboration and communication among content areas.
Adjustments to accommodate all skill levels.
Strengthening vocabulary skills.

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MAP aligned standards

MAP reports: time, population

CFA tests alignment

CFA data alignment

Classroom grades alignment

Strategies for math/numeracy across the contents

Content area standards (all)

Student input regarding struggles with math, connections to other contents, supports they need

Available resources identified: time, people, skills, knowledge to support the staff

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Sequencing of when each individual standard is presented during the year. (Cir. map) 

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Sequencing of when each individual standard is presented during the year. (Cir. map) 

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Clearly defined goals
Essential Standards
proficiency maps

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Grown and band data the gives specific information about the performance of special education students. 

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Grown and band data the gives specific information about the performance of special education students. 

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What intervention have been used in the past?

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Using other data points along with MAP data to determine curricular and instructional decisions.
Calibration of grading practices.
Examining student work as a collective whole.
Identifying common themes in the essential standards of all content areas and devising instructional strategies that everyone can incorporate to address the common themes.

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List of skills that all departments can focus on improving in their courses

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List of skills that all departments can focus on improving in their courses

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Time/procedure set up for collaborating between departments to identify those skills

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how do we get data form deeper essentials?

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how do we get data form deeper essentials?

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Tier support from elementary to middle school to high school- working with other levels to support student growth

Support across content levels to build and grow essential stands to support Math/ELA skills- integration across contents

Grade  level transitions- like a handing off of a pat-on in a relay race- understanding the skill level a student had when leaving a previous grade and how the next grade level teacher can adapt and grow that student when entering through direct intervention tier 1 practices

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Why do the MAP Grade Reports list Geometry as a tested area, but the Learning Continuum Reports do not list Geometry (Functions is listed instead)?

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Developing a process/protocol that we can use effectively and efficiently to identify the math skills that relate to the first 6-week period of instruction in a science class.      - Perhaps cross biology with Alg I students’ scores.
- Working with content teams
- Intervention / Extension

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Topics / Strategies / vocabulary
(6 weeks? monthly?)

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connect math with other contents
- Exit tickets
- word work
- Discussion
- Bell-to-bell

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- cross-curricular relevancy
- key vocab w/explicit connections