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I would love to see more training on mastery connect. 

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I would love to see more training on mastery connect. 

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I would love if we went back to the schedule where we did not just focus on the reteach but If one week was backwards planning so you could see which standards are actually being taught and how to properly teach them. Then after the test we can check for understanding to see who and how to reteach.

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Having EOMs ready before beginning modules would help with backwards planning.

Reviewing HMH Instructional Routines and where to apply them would be helpful at the beginning of the year.

Guidance on grading consistency across the district.

Shorten the Data/ Analysis template to allow more time to focus on planning and practice.

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I hope next year there is more accuracy and consistency with HMH teacher directions to read aloud. Many that were linked were incorrect or late this year, which affected student performance on assessments. I also think it would be beneficial for next year to focus on reteaching, but also on backwards planning, or effective engagement strategies so our Tier 1 instruction is engaging and effective.

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Develop a pacing calendars of sorts for Data Planning that follows the introduction and implementation of data analysis and completing the protocol template (a few sessions) that continues to build on our new knowledge and ability to work with the data in different ways. We need times when we stop the template construction and focus on a part of it, such as misconceptions. Reteaching is a well-intended piece of this, but it dragged on and lost its effectiveness as a weekly meeting focus. The teachers do reteach, but we approach it as if we do not.

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I wonder why we need mastery connect when the module assessments in HMH provides the same data? Don't get me wrong- data is life and it is important to use it to prepare students, reteach, and guide instruction- but why does it have to be this one and only source of data? Some of our teachers wanted to give the assessment with paper/pencil and they were unable to do so with the assessments on canvas not always matching up with the HMH assessments. Is it possible to include other data points in our reteaching/planning in addition to HMH data to gain a more complete picture of each student's progress on the standard?

Connecting writing lessons would also be great! Our students did not do well on the written responses and specific reteaching on that would be wonderful!

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Next year I would like to see more training with Mastery Connect but also it would be nice to make sure that all (or most) of the essential standards that we are covering are tested on the test. I know we can't get them all but when there are some missing that tends to trip up some of my teammates. My team also feels like the use of the weekly assessments at the end of each completed week in HMH would give a good insight into potential misconceptions.

Would it be possible/how could we incorporate accountability in making sure that the teachers are following through with the protocol and doing the re-teaching so we can see how students are progressing in the missed standards?

This might also just be me but I REALLY appreciated that this meeting was virtual/online because with a baby in daycare and a husband who works in the hospital on different rotations, schedules after school can get tricky. It's nice to get in person and talk, but having this so we could still gather information was very helpful and I would love to be able to have that chance next year if at all possible.

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EOMs ready well in advance. EOM questions reflection how a topic was taught in the module and the Know It, Show It.

EOMs that focus on fewer skills / standards. I sometimes feel like I am trying to cover too many standards in each three week module that I am going over them so quickly we don't have the chance to deep-dive. I know HMH does spiral review but every time skills come up again we have to go over it just as quick as the first time.

Flex days built into modules instead of clumped together at the end of the year.

Broader training for those of us that are departmentalized. I want to know how to better use my colleagues time during WDPM.

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I would like for the Module and Weekly Assessments to be available in Canvas, before the school year starts.

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As I've gotten more comfortable with HMH, especially the writing curriculum...it's been easy to use, fun, and direct. Love the curriculum. The EOM assessments have seemed really off base with standards listed and questions asked. They don't line up with the monthly lessons taught, mainly the comprehension questions. The cvc and sight words have been fine...except at the beginning of the year when we hadn't presented those skills yet. But, it didn't seem to circle back around to that standard and we saw scores improve. Our main issue and source of confusion and working backwards is around the comprehension questions not tracking.

Also, the focus on reteaching...I see the intention, but it got lost as the EOM just kept moving forward and the standards and questions didn't circle back until months later. The intention got lost in the process. We do reteach, but it lost effectiveness and useable data as the EOM just kept moving on.

Can we have questions better aligned with the actual HMH monthly lessons? Maybe HMH has a mod already set up we can pull from?

We were fine using mastery connect, it made it easy to see the scores. No issue there.

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My teachers would enjoy more planning time. Incorporate in the PLC's planning with specific strategies. To help teachers put the work on the students and not the teacher. Also include more help with writing and strategies to use.

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Data cycles need to be moved to after school during staff meetings. This ensures they can happen as planned and teachers will get the practice and time they need for this. Due to staff absences and lack of coverage, we had to cancel several data meetings.

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I would like to see further streamlinging of the data template. In addition, I would like to see the EOM Assessments match the student mastery form. It seems they did not always align.

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I would like to see further streamlinging of the data template. In addition, I would like to see the EOM Assessments match the student mastery form. It seems they did not always align.

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If you want us to use Mastery Tracker, then you need to have the assessments posted before the module begins so that we can plan accordingly.

To be honest, I really don't need all the paper work to see where my students need extra help. As I'm grading the test, I can see which questions they struggled with and which ones they had success. All this extra paper work is just too time consuming and I'm not getting paid to work at home.

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Available EOM at the beginning of the module would be helpful.

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Available EOM at the beginning of the module would be helpful.

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I would like to focus on backwards planning.

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I agree with Annie Overose. Our PLC gets cancelled due to staff absences and then we are behind the 8ball.

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I would love to see our HMH assessments be more equitable. In ELA in kindergarted out students only had to read 1 story and anwer 12 questions, but in SLA they were reading 2 stories and had double the questions. Our SLA teachers said that by the time they reached the second story their students were done and they could not keep their attention. 

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I would love to see our HMH assessments be more equitable. In ELA in kindergarted out students only had to read 1 story and anwer 12 questions, but in SLA they were reading 2 stories and had double the questions. Our SLA teachers said that by the time they reached the second story their students were done and they could not keep their attention. 

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It would be great if the flex weeks were dispersed throughout the year so teachers has some flexibility in teaching.

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I would love to see more modeling and a script for reteaching/ guided discourse.

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I would love to see more modeling and a script for reteaching/ guided discourse.

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I would love if we could see the EOM assessments in the beginning so we could work backwards to ensure the standards that are being addressed are being taught and can be mastered.

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Teachers need to be able to view the tests from the student perspective so they can determine if adjustments need to be made. K-1 students don't know how to make adjustments to the screen. These tests need teacher support in order to have accurate results. If we want to use the data from the test, then we need to make sure the teacher is providing the correct information.

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I would like to see more kid-friendly EOM assessments. The assessment gets lost in the story repeating because the kids get overwhelmed. Also, it was hard to teach the standards without having the EOM available sooner because while I would teach the standards, what the tasks would require were a bit different than the practice in the lessons.

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I wish that some of the data weeks - instead of analyzing the data, they were used for collaborative planning.  I would love to work more and plan more with teachers in my grade band, but there isn't time in the schedule for the day.  It's hard to collaboratively plan afterschool when we aren't expected to be here and we all have different schedules.  We could analyze data after EOMs and on the other weeks we could do more collaborative planning.

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I wish that some of the data weeks - instead of analyzing the data, they were used for collaborative planning.  I would love to work more and plan more with teachers in my grade band, but there isn't time in the schedule for the day.  It's hard to collaboratively plan afterschool when we aren't expected to be here and we all have different schedules.  We could analyze data after EOMs and on the other weeks we could do more collaborative planning.

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The HMH assessments aren't the same in ELA and SLA for kinder. In SLA there are 2 read alouds and 20 questions. We broke it up and made it work but at the beginning of the year it was tough.

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The HMH assessments aren't the same in ELA and SLA for kinder. In SLA there are 2 read alouds and 20 questions. We broke it up and made it work but at the beginning of the year it was tough.

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I feel like the HMH EOM tests don't provide a lot of data. The students can easily guess the answers without listening to the questions on the foundational skills portion.

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I feel like the HMH EOM tests don't provide a lot of data. The students can easily guess the answers without listening to the questions on the foundational skills portion.

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Giving teachers the time they need to grade writing with fidelity would help tremendously. I also wonder when the reteach is happening for everyone. Since W2R is regulated, when is this happening?

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This is more of a site decision, but we talked today about having our data meeting closer the the date that EOMs are given. We often dug into data a week after the assessment was given - which in reality the reteach should have happened that week.

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I think that providing specific guidance around how and when to build in reteaching. Teachers are trying to balance addressing student gaps with moving forward, and some consistent expectations could really help. My team (s) felt like the skill coming up in subsequent lessons was not enough reteach time for students who were further behind. We are trying to stay on our pacing calendar, but still address misconceptions.

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It was frustrating that many of the assessments weren’t added to Mastery Connect before we started teaching the modules. Having those available in advance would’ve been really helpful for backward planning and ensuring that our teaching aligns with the assessments. It also would’ve been great to have some PD-style sessions focused on helping teachers—especially those who are newer—navigate the curriculum and implementation.

Is there a way for teachers to access the student-facing assessments on Mastery Connect? Not having access made it challenging to fully support students and ensure they were comfortable with the program and its features.

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I would like the option of giving HMH assessments in pencil and paper next year. I teach Kindergarten and I believe that there is a huge disconnect between how we teach content on paper and then assess on the computer.

I believe we should put a larger focus on reteaching and understanding how to choose what you reteach and when. I also think we should bring back "Backward planning" sessions in our Data meetings. I also think we need to discuss further what the vertical alignment looks like in these meetings so that we can see the connections clearer as we are instructing students.

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I think these meetings were far better when they were spent doing PD over science of reading and extra resources and learning opportunities for novice teachers since that is such a growing majority of teaching staff. 

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I think these meetings were far better when they were spent doing PD over science of reading and extra resources and learning opportunities for novice teachers since that is such a growing majority of teaching staff. 

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Workshops need to be on Zoom or Canvas. There is a lot going on during the school year. There are conflicts with in person workshops.

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It would be helpful to have flex weeks built into the pacing calendar rather than added to the end. Teachers cannot control scheduled field trips, assemblies , and data meetings during the school day, which lead to less instructional time. With EOM assessments continually moving forward with no flex time there is not enough time to cover material and effectively focus on the reteach.

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All 15 flex days are built into the end of the pacing calendar. When field trips or sick days come up, it has become difficult to meet the district data deadlines. Sprinkling these in throughout the year can account for these days out and give more in-depth reteach opportunities if those days were not used for field trips and such.

I agree with the backward planning comments. Why be reactive instead of proactive? We can still reteach after each module assessment, but weekly focus on the backward planning.

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We need to add Unpacking the Standards to the Data Meetings. 

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We need to add Unpacking the Standards to the Data Meetings. 

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"What sentence for the article tells that the 'setting changes'?"

Objective: Model how to identify a sentence that shows a change in the story's setting (time and/or place).

Teacher: Some of you were unsure about this question. "What sentence from the article tells that the setting changes?"

Let me show you exactly how I would think through this.

First, I stop and ask myself: "What does setting mean?" Setting is the time and place where the story happens.

Now I think if the question says the setting changes, I need to look for a part of the story where the time or place is different than it was before.

Let's look at this short part of the article together:

"In the morning, Marcus was sitting at his kitchen table, eating cereal and reading a comic book. After school he and his friend walked to the park to play soccer."

I'm going to underline clues that help me figure out the setting:

"In the morning"- that tells me the time.

"At his kitchen table" - that tells me the place.

Then later it says, "After school" - That's a new time.

"Walked to the park" - That's a new place.

So I see both time and place changed. That means the setting changed.

Now I'll answer the question: "What sentences shows the setting changes?"

My answer would be:

"After school, he and his friend walked to the park to play soccer."

That sentence show bother a new time (After school) and a new place (the park).

That's how I know the setting changed."

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Data analysis is good in a reactionary sense, but could we consider a more proactive approach for at least half the data meetings each month? We could look at the standards coming up for assessment, and plan and model lessons together in grade bands. This would even work with vertical alignment as so many skills are spiraled from year to year, just with varying degrees of complexity.

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We would like to have one day during the month where we focus on what our actual site needs to do.

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I really enjoy it and can wait to be part of it on next year. The only thing I would change is that Mastery links had to be done by the teachers and it is something that admin could have it done for the teachers. All my school mates had problems with mastery link and/or have several linked so all data available was shared among several ones. Some mentor came to fix it but they just kept adding more and more links so at the end it was a bit crazy. Despite of that everything was great.

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I really enjoy it and can wait to be part of it on next year. The only thing I would change is that Mastery links had to be done by the teachers and it is something that admin could have it done for the teachers. All my school mates had problems with mastery link and/or have several linked so all data available was shared among several ones. Some mentor came to fix it but they just kept adding more and more links so at the end it was a bit crazy. Despite of that everything was great.

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I already did it but Canvas keep showing as not completed

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I already did it but Canvas keep showing as not completed

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Next year I would like:

to meet virtually, and perhaps in person on the last workshop. It can be a press to get to the workshop at the designated time when many teachers have afternoon duties / responsibilities and working with a shortage of staff. I, personally, would feel less rushed for the meeting and more prepared.

to use the HMH tools and resources to gather data that already provides or does the same thing as Mastery Connect. It already contains the weekly and end-of-module assessments.

to have a simpler form for providing data.

to have some snacks at the meeting. It is a LONNNNNG day! :-)

Say, "Thank you" to all of you! :-)

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I agree with the others who mentioned viewing the questions prior to administering the assessment in order to better prepare students for the standards being assessed.

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I would love to see more videos or scripts of actual data meetings to get better and more ideas of how to best utilize a data meeting. Additionally, I would like to see more examples of teacher modeling and also guided discourse with students.