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...How we can make our reading checks for understanding more visible in the classroom? What does this look like for teachers and students?

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Consistent averages across reading and math with regards to co-planned lessons and multiple/varied groupings, both around 42% and 43%

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I noticed that in all of the benchmarks we scored 40% or above except in the Assessment category in the Overall and Reading data.

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PD opportunities or staff meetings to provide instruction and support to promote instruction and develop stronger formal/informal assessments.

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Interesting enough, the area that the data shows that we are most excelling in towards the June target is Supporting All Students - social emotional.

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I noticed that two areas of strength according to the CVR data are Lesson Plan and Supporting all students-social-emotional needs. 

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I noticed that two areas of strength according to the CVR data are Lesson Plan and Supporting all students-social-emotional needs. 

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I noticed that the assessment scores were higher in math than in reading. 26.7 in reading and 47.8 in math.. I wonder if math lends itself to more assessment opportunities or if the person doing the scoring sees more obvious assessment? or is there just less assessment being done in reading?

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I noticed that the assessment scores were higher in math than in reading. 26.7 in reading and 47.8 in math.. I wonder if math lends itself to more assessment opportunities or if the person doing the scoring sees more obvious assessment? or is there just less assessment being done in reading?

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Higher percentages of 3's for assessments in Math (~48%). Reading received a 3 ~27% of the time.

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Can Erin share her assessment data tracking sheet with staff?

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In math the percentage of classes that were rated a 3 on assessments was much higher than in reading. In contrast, the percentage of classes that were rated a 3 for multi-varied groupings was higher in reading that in math.

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In Math we have exit tickets provided for us to check formally the students understanding of each lesson. What can we do in Reading that can help provide us with better insight into their understanding of the content daily?

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How do we ensure all tasks are meaningful to the day's objective but also provide opportunities for review/reteaching of lagging skills that may be a different objective entirely

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How do we ensure all tasks are meaningful to the day's objective but also provide opportunities for review/reteaching of lagging skills that may be a different objective entirely

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It appears that staff need more time to learn and discuss different ways they can be assessing their students throughout the lesson in order to adjust their practice. This could be focused on during PLC's, staff meetings, co-planning and additional PD opportunities.

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Why are our Assessments Check for Understanding/Differentiated/Adjust Practices a greater % in math than in reading?

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What can we do beyond co-planning to raise our scores for  lever 2.2 (lesson plan collaboratively developed)

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What can we do beyond co-planning to raise our scores for  lever 2.2 (lesson plan collaboratively developed)

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I noticed that the % of 3 for meaningful content and process is greater in reading (62.2%) as compared with math (47.8%)

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More purposeful in our lesson planning (especially in reading) around assessments.

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What resources can we use to make our tasks for students more meaningful and authentic, specifically in math?

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The percentage of 3's for Meaningful tasks in Reading is higher than in Math. Possible connection to station activities?

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What can we do in our co-plannings to further ensure that we are providing meaningful content and process consistently across the grade level (especially in math)?

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As a staff, I feel like a lot of people don't agree with Social-Emotional learning being a strength but it is here. Is this a problem with the data or are teachers not realizing their strength?

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I'm wondering about the steps we can take in math to increase the % of 3's in meaningful content and process.
Makes me think about the depth of knowledge (DOK) of the standards and ensuring that the tasks we select align to the same level.

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I know that there has been a lot of focus placed on creating quick checks, common assessments, etc. in math. I am wondering what this could possibly look like in literacy? Besides using observational data in literacy what are some other ways to assess students?

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PD or planning time to improve the rigor of independent tasks while also ensuring students can complete them independently

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PD or planning time to improve the rigor of independent tasks while also ensuring students can complete them independently

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Remember the social emotional scores are based just on what the person is seeing. I think that within the classroom that the teachers are going above and beyond to support kids emotionally. Even if a child is having a rough time the score can be high if the if the teacher is engaged and supportive, growth mindset etc. The problem of overall not social emotional support within the school cannot be seen using this form of data. But I agree.... there is problem. 

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Remember the social emotional scores are based just on what the person is seeing. I think that within the classroom that the teachers are going above and beyond to support kids emotionally. Even if a child is having a rough time the score can be high if the if the teacher is engaged and supportive, growth mindset etc. The problem of overall not social emotional support within the school cannot be seen using this form of data. But I agree.... there is problem. 

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Possible examination of our independent centers in Math (there were fewer 3's in Math for supporting all students and meaningful content)

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It will be interesting to see after grades 2/3 Math Workshop PD's if they directly impact are overall average, especially in groupings, supporting all students academically, and providing opportunities for assessment.

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I am wondering what capacity is being developed on an administrator level so they are aware of what to look for when they walk through classes.

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I wonder why so many staff have such serious concerns regarding social/emotional learning and support, but it is listed as a strength. Where is the discrepancy between what the data shows and the staff perception?

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I wonder why so many staff have such serious concerns regarding social/emotional learning and support, but it is listed as a strength. Where is the discrepancy between what the data shows and the staff perception?

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I think the CVRs are helpful only when teachers receive feedback. How can they be expected to improve their practice if the CVR data is not shared with them in a timely way. Teachers are desiring feedback.

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Lots of evidence of:
Meaningful tasks and supporting all students in Reading.
Assessment checks in Math.

We need to strengthen these qualities in the other content area.

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I am wondering if doing CVRs could be broadened out to a larger group (like ILT) for greater calibration as well as a understanding as to how scores are assigned. This makes me think of when we did Learning Walkthroughs for a few years (about 2 year ago)...

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I'd like to see teachers demonstrate to staff some of their best practices. 

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I'd like to see teachers demonstrate to staff some of their best practices. 