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1)We believe in our hearts that all students can learn and achieve accelerated learning. High expectations are a must but it is unreasonable to believe that EVERY student can/will reach proficiency.
2)80% proficiency is achievable with rigorous and effective Tier 1 instruction and support for the students who need additional support.
3) Teachers need to be reflective. We need to know where your students are. If your students didn't "get it" you need to re-teach in a different way.
5) Assessments should be used to monitor the effectiveness of instruction to determine what should be done next. Reteaching should not be doing the same lesson another time. Material needs to presented in various ways to reach all learners.
10) PLC's are effective. Small groups know what is going on with each other. There could be more communication as a whole staff or across PLC's.
Lit. Block Non-negotiable-
* fluency (not just rate) phrasing, expression, using punctuation, etc.
* Comprehension
* Grade appropriate decoding skills
* Meaning as the primary source for problem-solving then looking for "parts". "Sounding it out" is ineffective in a large percentage of situations.
* Sight word mastery/fluency (in isolation and embedded in text)
*ALL isolated skill instruction should be brought back to text to enable the student to see the "how and why".

# data[].attributes.body
Step 2: #1: We believe every student can and should make substantial growth. We do not believe it's realistic that every single student would meet grade level standards at the prescribed time. Every student progresses differently and may take more time.

#2: We feel challenged by this goal but we feel like it is attainable if we keep improving our small groups and consistency in whole group.

#5: We definitely agree that assessment measures teacher effectiveness, but we also believe that assessment informs about what students know and are able to do.

#10: We work in our PLCs with specific data, but some of the larger decisions about programs are made at the district level.

Non-negotiables:
-Fluency
-Phonics/phonemic awareness
-Vocabulary
-Comprehension
--Whole group to address grade level standards
---Small groups to meet student needs
--Lexia

# data[].attributes.body
Step 2: 1. We believe that ALL students can learn grade level material but in their own time frame based on their academic readiness.   2.  --    3.  yay!  4.  woo hoo!  5.  We agree.  Assessment should measure effectiveness of instruction.  (Side bar-- although if a teacher works very hard with a student who does not achieve proficiency, it may not mean their instruction is ineffective.)   10.  We agree.  We use PLCs to evaluate and develop curriculum.
NON-NEGOTIABLES IN LIT BLOCK:
Fluency, Comprehension, Phonics, Phonemic Awareness, Vocabulary, Whole group instruction and small group instruction.

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Step 2
Question 1: After discussion, we believe all students can reach their 5th grade goals at some point with help of accommodations and modifications.
Question 2: We believe 80% proficiency is attainable through The Universal Tier.
Question 3: School-Consensus
Question 4: School-Consensus
Question 5: We believe formative and necessary summative test are purposeful to the instruction of students. Sometimes there seems to be too many extra assessments.
Question 6: School-concensus
Question 7: School Concensus
Question 8: District Choice
Question 9: School Concesus
Question 10: We could work as a team more in PLC and Data Meetings. We could read/discuss rubrics and what to expect.

Non Negotiables:
Fluency, Small group-Skills based, Lexia, Comprehension,

# data[].attributes.body
Step 2:
Students may not be able to achieve grade level proficiency right now. It's about setting high expectations and believing that students will reach proficiency. Maybe not right this year all at the same time, but they will get there.

question #2- We agree that 80% of the students can be reached through tier 1 instruction

question #3- yay

question #5- Assessments should be used to guide instruction. They are a reliable source for data to guide our teaching.

Question #10-We implement 15 day challenges on a regular basis. Much of this we believe happens on a grade-level basis. Teachers have the option to create and work together.

Lit Blocks--Fluency practice, comprehension skills, skill based small group instruction, Lexia

# data[].attributes.body
Step 2:
Kindergarteners often come not prepared for school so we cannot always get them to meet grade level standards by the end of the year. We also have newcomers that come in from other countries that do not speak English or Spanish. (often towards the end of the year.)
We also have special education students that may not be on grade level.
We believe that all our students can learn but at different rates and when they are developmentally ready.
Step 2 - Question 2:
We believe our Tier 1 instruction can meet 80% of our student needs.
Step 2 - Question 5:
We feel our formative assessments guide our instruction but do not necessarily agree with district and state assessments.
Step 2 - Question 10:
Our team feels like we work together for everything during PLC, data days, and on our personal time.

Nonnegotionables:
-comprehension
-fluency
-differentiated stations
-small group instruction
-skill based instruction
-whole group instruction on power standards
-phonics
-phonemic awareness

# data[].attributes.body
1. We believe that the third grade team can help our ALL students to achieve grade level standards because we use differentiated instruction to ensure that grade level material is accessible to all students. We also modify our means of assessment so that each students can demonstrate proficiency and/or growth on grade level standards.
2. The Universal Tier should be effective enough to result in at least 80% of children/students attaining proficiency because of all of the support that comes with the universal tier model used at Irving. For example, research based practices such as SIOP strategies are being implemented to ensure that universal tier instruction is comprehensible and thus engaging for all students.
5. Whether formative or summative, the purpose of assessment is to generate and measure effectiveness of instruction because data is used to guide all instructional decisions. For example, we use assessment data to form differentiated small groups and develop those skills most needed for each student.
8. We selected SIOP as an educational framework but the district has selected the process.
10. Staff works together to develop end evaluate programs and projects through Professional Learning Communities and Data Meetings. For example, we use data from common formative assessments to implement flexible grouping when needed to address areas of concern with content or instruction.

# data[].attributes.body
Step 2:
1.  If the question had included "with accommodations" or "student IEPs" we feel like there would have been more of a consensus at a level 5.
2. With appropriate support and differentiation, this statement would be true. (ie: ESL, SpEd, tutors)
3. Consensus
4. Consensus
5. We believe that by using both formative and summative assessments, we can effectively measure and generate effective instruction.
6. Consensus
7. Consensus
8. The district has a process.
9. Consensus
10. We do work together to develop programs and projects: weekly PLCs, weekly data meetings, monthly data days, weekly PD, and a strong BLT that meets regularly.

Lit Block Non-negotiable:
*Small group skills based instruction
*Differentiation/accommodations
*Fluency
*Comprehension
*Meeting with the teacher regularly (conferencing)
*Vocabulary
*Phonics/phonemic awareness
*Sight words

# data[].attributes.body
Step 2 Responses:  We agree that all students can achieve grade level standards.

Question #2:  It is achievable when a consistent universal basis is being implemented both horizontally and vertically.  Also, through whole and small group.

Question #5:  We agree assessments drive our instruction.  It is what you do with the assessment data that impacts student learning.

Question #10:  Through committees, PLCs, BLT and all other school based committees meet regularly and record notes/agenda items to evaluate their processes and improve implementation.

Non-negotiables for Reading Instruction:
Reading Mastery: phonemic awareness, phonics, fluency, vocabulary, and comprehension.