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Based on your grade-level data and the discussion your small group had, compose a summary of your team’s thinking at this point in the data analysis process. Please indicate your grade level in your response. Thanks!

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Comment here if your team has a parking lot issue -- concerns and questions related to today's learning, but not directly connected to the focus.  Please tell us which grade level you represent.  Thanks!

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The data tells us that first grade is on target but the concern is that we are late in the testing period and we have students that are on the edge and there is not a lot of time between now and the next testing period.

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We are happy with the progress our students are making. The students below level are in the title or resource program. We are progress monitoring weekly and practicing fluency daily.

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We noticed if we took the special education students out of the data, 5th grade would be at 82% proficient. Overall we are very close to meeting the expectation. There were a few surprises of students that weren't at benchmark.

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We are concerned about the size of our intervention groups. What is a good size and how will this be addressed?

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We are concerned about the size of our intervention groups. What is a good size and how will this be addressed?

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We are happy with the progress our students are making. We are concerned about the short turn around with the winter assessments and the jump in proficiency.

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Some students scored high on AReading but are not a fast reader. How will this effect our intervention groups?

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Some students scored high on AReading but are not a fast reader. How will this effect our intervention groups?

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We are happy with our baseline data at this time. We have identified and started progress monitoring those students who are at risk. We are concerned with how winter scores will turn out .

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What else can we do with our special education students to increase their scores to make our overall percentage increase?   They are already receiving individualized instruction that is best for them.  How does the state take this into their overall analysis of our district?

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What else can we do with our special education students to increase their scores to make our overall percentage increase?   They are already receiving individualized instruction that is best for them.  How does the state take this into their overall analysis of our district?

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3rd GradeWe discussed who is not at benchmark.  We discovered that many of them are already being served in some capacity. So this will make planning interventions easier

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3rd GradeWe discussed who is not at benchmark.  We discovered that many of them are already being served in some capacity. So this will make planning interventions easier

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Comment here if your team has a parking lot issue -- concerns and questions related to today's learning, but not directly connected to the focus.  Please tell us which grade level you represent.  Thanks!

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Answer the question above.  Explain your team's answer using the criteria on slide 18. Support your thinking with your team's data from the "Data-collection Tool."  Include which grade level you represent.  Thanks!

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Yes, unless there is a late start due to weather. We lose our total morning literacy time. 

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Yes, unless there is a late start due to weather. We lose our total morning literacy time. 

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No concerns, just would like to work maybe more on the schedule to fit more Universal Instruction time.

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Yes, overall we are providing nearly 120 minutes of literacy instruction per day on average.  Occasional late starts, assemblies, etc. can change that on a given day.

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Yes, overall we are providing nearly 120 minutes of literacy instruction per day on average.  Occasional late starts, assemblies, etc. can change that on a given day.

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Maybe not protected because we do have an assembly once in awhile and we can't predict the weather for late starts. Other than that we are protected and uninterrupted.

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We have many events that interrupt our time.