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How many students are performing below, on, or above grade level?

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What strategies have been put in place?

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How do we maintain retention of skills across unit assessments?

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How do we maintain retention of skills across unit assessments?

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How many intervention groups do you have in place?

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What intervention materials are being used?

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How frequently are you looking at data?

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What are you using to progress monitor?

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How are we supporting all students to be sure that everyone is making expected levels of progress?

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What are we using to tier our students to identify who needs which supports?

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Who is working with groups of students?

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Are you looking at student data in your CLT?

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Are we looking at raw data or after reteaching a concept/skill?

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What can we do to ensure more students are on grade level in their DRA?

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What can we do to ensure more students are on grade level in their DRA?

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What reading strategies are implemented in the classroom?

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What were the results of the progress checks to show understanding along the way before the summative result? Progress???

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What were the results of the progress checks to show understanding along the way before the summative result? Progress???

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What instructional practices are in place for tier 2/3 students?

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What instructional practices are in place for tier 2/3 students?

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How can we adjust our instruction to support students who are not successful on assessments?

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Are students exposed to rigor of instruction and understanding of the test format?

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Are students exposed to rigor of instruction and understanding of the test format?

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Where are they getting DRA 49, 59 and 69 from?  

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Where are they getting DRA 49, 59 and 69 from?  

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How many students are in the subgroups SPED/ESL?

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How was instruction adjusted from Unit 1 to Unit 2 when some objectives are repeated (5.5a and 5.5d)?

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How was instruction adjusted from Unit 1 to Unit 2 when some objectives are repeated (5.5a and 5.5d)?

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How often is spiral review taking place?

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How often is spiral review taking place?

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What are we doing to grow our AGL students (decreased from 31% to 14%) and maintain growth?

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What are we doing to grow our AGL students (decreased from 31% to 14%) and maintain growth?

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What factors could be affecting unit assessments?

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What factors could be affecting unit assessments?

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looking at summarizing character development, theme how are we incorporating those literacy skills?

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looking at summarizing character development, theme how are we incorporating those literacy skills?

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Questioning can lead to the root cause and the discussion around questioning brings us to how you can adjust. If we just look at the data and check the box - they are just numbers.

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Questioning can lead to the root cause and the discussion around questioning brings us to how you can adjust. If we just look at the data and check the box - they are just numbers.

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What are some of the DRA levels highlighted in red?

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What are some of the DRA levels highlighted in red?

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When was the post-test for the CSA given?

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When was the post-test for the CSA given?

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Questions make everyone reflect on the data, determine areas of need, develop a plan, maintain focus on student achievement, and drive next steps for the school as a whole.

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What were the factors in play for the CSA?

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What were the factors in play for the CSA?

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What are we doing  to support students with disabilities?

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What are we doing  to support students with disabilities?

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The data when its in front of you its just numbers, it is important to dig deeper and proceed through a root cause analysis.
Where did they come from along the way
Look beyond the numbers
The questions get to the heart of the problem to make next steps.

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It helps to drill down and dig deep. Also being more objective. What are we doing to maintain? What does tier 1 and 2 look like?
Think about processes that are in place.

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When we formalize questions we are more objective.
Formalize the practices to help drive student achievement.
No blame game, what do the kids need?