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So what are we going to do? What instructional decisions or adjustments will we make?

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What does the data suggest?

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What do you see?

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What does this mean for our work?

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May be helpful to have overview of what the test measures and info about categories and numbers.

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How can we in self-contained reach students who are in self-contained because of disability but are in a class where students are extremely below them? How do we change our curriculum in order to meet the needs of the high achievers or advanced students?

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Were IEP accommodations implemented? Like questions being read?

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Were IEP accommodations implemented? Like questions being read?

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In teacher team create a menu of skills in each class for writing, perhaps we in self-contained use this in every class, in order to build to a skill, with a sentence starters, or sentence conjunctions and structure this across the classes, so that all of self-contained run the same program and the same ideas to build knowledge and expand on the students writing across our self-contained curriculum.

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We need to collaborate together to make sure same skills are being reinforced so kids can improve all of their academic skills

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In every class across the board, a dedicated writing intervention for the entire department. If all the kids are using the same program, the same topics, the same format, for each class.

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We need the DOE to bring back the vocational programs back into school buildings. If we are going to have culinary program when the new building is completed, why can't we bring back shop class and start them in freshman year so that by the time they graduate, they will have both the manual skills as well as being able to read and analyze a manual.

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School wide curriculum versus life skills.

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School wide curriculum versus life skills.

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As a school we need to offer more life skills classes in order to assist students to be successful.

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we need instruction and assessment that goes beyond "paper and pencil tests". Some of our students can verbally explain something rather than write it. 

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we need instruction and assessment that goes beyond "paper and pencil tests". Some of our students can verbally explain something rather than write it. 

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What skills do the students have that we can build on, that can make students more successful and make both school and life, accessible. Should we work on listening skills and then reading comprehension.

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To me, the best measure of performance and assessing needs are in the classroom - it should be based on what we observe and assess in our lessons. 

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To me, the best measure of performance and assessing needs are in the classroom - it should be based on what we observe and assess in our lessons. 

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According to the data, students did well on vocabulary, but what vocabulary. What daily vocabulary can we add into the curriculum both academic and daily vocabulary to assist students in raising their vocabulary.

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Explicit instruction of reading / writing skills....

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Explicit instruction of reading / writing skills....

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- Explicitly teaching political cartoon analysis

> ie: Frequently used symbols

- Explicitly teaching geography

- Explicitly teaching document analysis / reading comprehension strategies

- Using Castle Learning assignments to familiarize them with regents-level vocabulary and question format

- Scaffolded essay writing assignments

>Mnemonic for Frequently used Global History themes

- Advocate for reassessments for students with severe disabilities that cannot reach grade level skills

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Do we as a school need to incorporate a school wide writing program, that encourages all students to write sentences, then add details, and then into paragraph completion.

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Perhaps we can have low stakes writing assignments across all content areas that focus on specific writing/reading skills

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Perhaps we can have low stakes writing assignments across all content areas that focus on specific writing/reading skills

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Can we implement wrote skills into a step by step exercise that they can use to get through school.

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Using the data allows teachers to collaborate and reevaluate the curriculum with the self-contained classes. I understand that standards are designed to be followed but understanding your students and class dynamic is significantly more important to help each student.

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What are we going to directly teach in order to get students to understand the basics and then build upon those skills.

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Should the final measure of individual student improvement be individualized intervention measurements over time rather than just the MAP testing at the end of the year?

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Should the final measure of individual student improvement be individualized intervention measurements over time rather than just the MAP testing at the end of the year?

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If we are doing this 3x's a year, this first time they made have tried but after a few times how much effort are the kids really going to put in? Was this reliable, what situations were happening in the classroom.

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What gaps do we want to bridge and what gaps should we fill? What is acceptable city wide and what is acceptable for life not only in school but beyond school.
As a school or district what goal are we looking for the schools to get to?

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Data analysis can drive instruction and intervention services.

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Looking at the data, what is the end goal for our students this year? reading and  write? memorize? what ways can we support these students so they can meet grade level curriculum?

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Are their other interventions we should use? Are we comparing this data against other measures?

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Finding ways to support these students across all academic areas.

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what are their weaknesses? According to the data, they seem to be weak in the area of comprehension and details, and stronger in vocabulary? What vocabulary are they strong in and what level of vocabulary are they strong in? Is it grade level? SAT?

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Teacher teams based on students instead of subject. Teachers who share students meet to discuss progress.

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Is there an agreed baseline that we want students to be at when they arrive at FLHS?

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Is there an agreed baseline that we want students to be at when they arrive at FLHS?

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How much time were the students given to take the test? Were they taking this test seriously?

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How much time were the students given to take the test? Were they taking this test seriously?

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Be aware: If you have these high-achieving students in your class, need to challenge them while meeting the needs of low-achieving students

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How reliable is this data?

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I am concerned that this data is not accurate because it does not take into account that students may not performed their best.

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I am concerned that this data is not accurate because it does not take into account that students may not performed their best.

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The data suggests that reading intervention is necessary amongst low achieving students. Most students are not reaching mastery prior to high school.

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Students are normed against grade level, but this does not take into account their disability or classification?

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The Majority of our Students in Self Contained scored Low.

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Scores are normed against students of the same age and grade, not grade level (ex. 9th grade). 

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Scores are normed against students of the same age and grade, not grade level (ex. 9th grade). 

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One of the primary factors that determines whether an IEP student is in a 15:1 class vs. an ICT class is whether or not their reading comprehension level approaches grade level / they can express themselves in writing...

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I'm surprised there were a couple of high kids

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I'm surprised there were a couple of high kids

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The low scoring kids are pretty standard for us... I just had an IEP meeting with a mom who wants her high scoring student to stay in the 15:1 classes because he will fail/ won't focus in ICT.

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Some students are extremely high? Are they placed properly?

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Understanding Language, Craft, & Structure; Understanding Key Ideas, Details, & Connections; Vocabulary - Acquisition and Use

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Understanding Language, Craft, & Structure; Understanding Key Ideas, Details, & Connections; Vocabulary - Acquisition and Use

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Kye
Abend
Rusinyak
Depaolis
Rea
Chan, A
Vivar
Lolomari
Sasso