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1. What assessment data is complied in this chart?
2. Why are SwD scores so low?
3. Are the # of tests in each subgroup overlapped? If so, how?

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How many students were in each category/group?

How do you determine which students fit into more than one category?

How does this data compare with the previous years?

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1. How effective was the remediation done prior to assessments and retakes?
2. Why did the ALL Students group have lower increase in test performance?
3.What was the beginning score?

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1.How do they compare to previous test results?
2.Why are we assessing?
3.What strategies were used to increase performance?

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1. Why are SWD scores the lowest? O

2. Are SWD students taught differently than other students? C

3. How are SWD students taught differently than other students?

4. How is Gap Group 1 increasing performance at a higher rate? O

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1. On which assessment does this data focus?
2.  Why are Gap groups 2 & 3 not represented?
3. Why did Gap group 1 perform higher than SWD?

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1. What test are we talking about?
2. Are these scores good/bad?
3. Where do we go from here?

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1. What impact does this have on our future instruction?
2. What caused the increase or decrease?
3. What type of goals are being assessed?

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1. Why did the subgroups perform better than all students?
2. What are the possible values of looking at tests rather than student numbers?
3. How does the number of tests with increased performance correlate with the original benchmark?

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1. What led to gap group one’s tremendous increase?
2. What are collaborative teams that are more successful than others?
3. What ELL strategies support test success and can they be applied to a wider population of students?

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1.  What do we do with this data?
2.  What are the differences between the pre and post tests?
3. Why are the SWD' s the lowest percentage in the increase of performance?

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1.  What factors contributed to the large increase in Gap Group 1?
2.  What factors contributed to the large increase in LEP scores?
3. Were the specific strategies for Group 1 and LEP’s shared among staff?

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1. How many in the Gap Group are Cross Grouped?

2. How did last year's remediation plan bring us to where we are and how do we build upon it?

3. Why did Gap Group 1 students score higher than the category of All Students?

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1.  How does this relate to prior performance?
2. Has there been remediation?
3. What are the interventions>

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1. Why is the Gap Group 1 the highest increased performance?

2. Why is the average score of students with disabilities the lowest?

3.How can we improve the greatest deficit at Robious?

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1.  How can we ensure that we have accurate data?
2.  What test does this data represent?
3. Does the " increase" mean a passing score?

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What are the previous scores of these students?
What specific supports were provided to these students?
Why is the achievement of GG1 so much higher than that of its sub-subgroups?

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1. What interventions were used with SWD to have 65% of tests result in increased performance?
2.  What led to the percent increase in student performance in gap group one?
3. Describe and detail schoolwide interventions and enrichment activities implemented to enhance student performance.

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How do we define “increased performance?”
What were the beginning/benchmark scores?
How can we increase student performance under specific standards within the test?

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What are the strategies used with LEP students that could be also be used  with SWD students?

How many students are identified as “double dippers”(identified in multiple subgroups_ in the Gap Group?

What are the literacy skills of the Gap Group 1 students?

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What factors may have contributed to the decreases in performances? O

What factors may have contributed to the increases in performances? O

What are the disability labels of the students with disabilities? C

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School Name
Question 1
Question 2
Question 3