Team+Categories

Differentiation ** Are we doing too much whole group instruction? Are we differentiating enough in our classrooms? Teaching to the middle? How well? Are we implementing our materials with fidelity? Are we differentiating enough for the advanced students? CORE – whole group, how differentiating? Are advanced students being challenged enough? BB- who is working with our lowest kids? Reading Specialists vs. Aides Are we teaching to the middle? Should advanced students be seen daily to improve growth? IST teachers to support/guide the DI so that it is scaffolded and general education can pick up more easily.

CORE – Fidelity? Evaluate time in the program? Core time and I/E time: is it helping? How are we grouping? Where does the importance of Guided Reading fit into the process? What can we do to make our Advanced and BB student achieve more growth? Do we have a formal curriculum to address these groups? Continuum of curriculum with special education We need to work on how to push these kids. Are our curricula correctly aligned and/or are they interesting and meaningful for all students? Will this influence I/E? How? How does RtII fit in? How to find growth in K-3rd; not just achievement
 * Curriculum/Differentiation**

Are our interventions and instruction supporting the PVAAS data? Rigor? What are we doing with data to direct instruction? Consistent assessment across special education to connect to general education. How can we use PVAAS to help achieve proper/successful groupings? How can upper grades use and understand the Dibels data or previous data on students to guide and assist them? • Dibels – upper grade level understand How can we educate the other teachers about PVAAS? Are we providing opportunities to extend their learning? How can we teach everyone how to use the PVAAS data? What are acceptable levels of growth? Which measures (besides PVAAS) should be considered and what targets would they have? Teachers would need lots of PD to get a good understanding of what PVAAS can do for them. PD on how to meet the advanced kids better DIBELS indicators of difficulty in 2nd and 3rd grade, in CF, students have not achieved subtests. Is 4Sight serving us? Year’s worth of growth – percentage likely to achieve A, P or B. Check that they align with our standards or state standards as applicable.
 * Assessments**

Math: teach for concepts and connections not procedures ex: teach problem solving basic fact knowledge will come in context. Is Everyday Math geared towards which group more? Does it provide enough for advanced students? When did we stop sending kids to “High Math” class? Would accelerated math groups or more professional development improve advanced scores? High math class: what impact does it have? Having a reading coordinator/specialists clearly benefits our reading students and helps to ensure positive growth. Is there a benefit to having a math coordinator in a similar position? Gr 4 math females? IEP? Gr 4 reading, ED kids? IEP?
 * Math**

**Culture** Are our professional development strands providing teachers with enough training/info to keep students making yearly progress Is it possible for a student to max out in the advanced category? How can we become more united as a school? How can we positively work together to achieve a shared vision? Are we taking ownership of all our students or passing the buck? (IEP, Ed, etc.) They are all our students. Trust among everyone. Collegiality? Trust? Administration - teacher; teacher - teacher We need to attempt to stop the negative tendencies of our culture in thinking that certain kids can’t show progress/growth. IEP kids not my kids. Trust from district administration down and teachers to administration – feeling of collegiality? Strands do not build consistent growth towards common school goal or vision.

More PD needed in this area. Strands vs whole group PD
 * Professional Development**

Consistency of GGL strands (CGL?) More time to chat about our direction. Where are we going?
 * Not on any chart**