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What are we doing for our students who are reading below grade level?

How are we (as a school) teaching the summarizing skill?

How are we going to close the achievement gap for our SWD students?

Why did our SWD students go up in the middle of the year and then down at the end of the year?

What is happening in 5th grade, the improvement from the beginning of the year and the end of the year is less than 9% points?

What sort of professional development are the teachers getting to meet the needs of the students?

Are teachers looking at their data and using it to reflect on their teaching practices and student growth?

Are teachers using the data to change their teaching practices?

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Where do you see our strengths as a fifth grade team?

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Where do you see our strengths as a fifth grade team?

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If you see a growth area, what are some strategies that we have implemented that seem promising so far?

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If you see a growth area, what are some strategies that we have implemented that seem promising so far?

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What is the sample size for the EL and SPED students, compared to the General Ed population?

What (additional) supports are available for students in these two subgroups?

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What changes have been made to curriculum in March for such improvements?

What might account for these changes on grade-level DRA?

How do you see your unit assessment aligning with the CSA?

Given the needs you have with SWD, what supports have you given them?

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What does the assessment look like? How are things being assessed?

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What does the assessment look like? How are things being assessed?

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How can we fix/reteach the sub-areas to improve scores?
How are we assessing students at different levels (low and high)
?
Are all students getting what they need for a year's worth of growth?

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If you see noticeable discrepancy between data for all 5th graders and a sub-group, what might have led to that discrepancy?

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If you see noticeable discrepancy between data for all 5th graders and a sub-group, what might have led to that discrepancy?

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1. What supports could be put into place for students not in the OGL range/not meeting benchmarks?
2. What are some root causes for why students are not meeting benchmarks/aren't mastering standards?
3. What strategies are El teachers implementing that LD teachers are not? (EL students are performing similar to Gen Ed students, in some cases higher)

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What opportunities for reteaching certain content topics could we provide for our students, based on the assessment data?
How is instruction differentiated?
What accommodations are provided on formative/summative assessments?

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Are there Tier I instructional strategies that are meeting student needs (all, EL, SWD, EL SWD, other)?

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Are there Tier I instructional strategies that are meeting student needs (all, EL, SWD, EL SWD, other)?

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What additional resources might we need to discuss or explore together?

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What additional resources might we need to discuss or explore together?

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Seeing that these are 5th graders, why are students still performing BGL when early interventions are encouraged (Are they new students?)

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What could be a reason for the discrepancy in scores for the SWD group on the CSA? Was there no initial data available for the pre-test?

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What did we implement that doubled our on-grade level performance in reading?

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What did we implement that doubled our on-grade level performance in reading?

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How many of the SWD students are EL/SWD students?  What strategies could be shared that helped the EL students increase on their CSA?   Does the 0.0 mean they are missing data or does it mean every student student missed every question on the Pretest CSA?

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How many of the SWD students are EL/SWD students?  What strategies could be shared that helped the EL students increase on their CSA?   Does the 0.0 mean they are missing data or does it mean every student student missed every question on the Pretest CSA?

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The questions make you dig into the data. The questions keep you on track. The questions make you analyze your practices. The power of questioning around data has to be timely, often, consistent, and lead to action.

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What strategies are working to keep the ELL Pass rate similar to the Grade level pass rate?

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What strategies are working to keep the ELL Pass rate similar to the Grade level pass rate?

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The power of sharing questions impacts the process by ___.

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The power of sharing questions impacts the process by ___.

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- finding the root cause(s) of the data, both the good and the bad and other contributing factors

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Can we dissagregate data for students identified for both programs, EL SWD?

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Can we dissagregate data for students identified for both programs, EL SWD?

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BR 1
The power of questioning, analysis your practice, what happen with the students? Why did we have the dip
Has to be timely, often, consistent, and leads to action

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Provides insight into teacher thinking allows for better tailoring based on how the questions are responded to.

Asking question that lead into next steps. Lean into the positivity

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BR 3 Start out with the positive, what do we see as strengths, what are we doing well and does that guide subgroups, what area of growth, what is working

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BR 3 Start out with the positive, what do we see as strengths, what are we doing well and does that guide subgroups, what area of growth, what is working

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Finding the root causes of the data both the good and bad. Positivity. What are the various subgroups doing to have success? Identify the root cause helps to facilitate rich discussions

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The deeper conversations and the Why? It’s important to have all stakeholders working together looking at the data. Having all stakeholders can provide various lenses throughout the process.

Deeper conversations to improve teaching… Both end of the spectrums ensuring all students are getting what they need because we focus a lot on the students that are on the lower end of the spectrum

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Looking at subgroups that allow for specialist to dive into data.