Demko


 * Data Team Questions/Hypotheses/Wonderings/Considerations

Core Instruction** Are we differentiating enough in our classrooms? Are we doing too much whole group instruction? Teaching to the middle? How well? Is Everyday Math geared towards which group more? Does it provide enough for advanced students? 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. Are we implementing our materials with fidelity? Are we teaching to the middle? Are advanced students being challenged enough? Evaluate time in the program? Are we differentiating enough for the advanced students? CORE – Fidelity? CORE – whole group, how differentiating? Should advanced students be seen daily to improve growth? Core time and I/E time: is it helping? How are we grouping? How can we use PVAAS to help achieve proper/successful groupings? Where does the importance of Guided Reading fit into the process? Math: teach for concepts and connections not procedures ex: teach problem solving basic fact knowledge will come in context.

What can we do to make our Advanced and BB student achieve more growth? BB- who is working with our lowest kids? Reading Specialists vs. Aides Do we have a formal curriculum to address these groups? Continuum of curriculum with special education When did we stop sending kids to “High Math” class? Would accelerated math groups or more professional development improve advanced scores?
 * Serving Needs - Mirror or Window?**

We need to work on how to push these kids. 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 What about implementing data meetings in the HS and MS? More PD needed in this area. 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? Are our professional development strands providing teachers with enough training/info to keep students making yearly progress Consistency of GGL strands (CGL?) Strands vs whole group PD 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
 * PD Needs**

What are acceptable levels of growth? Which measures (besides PVAAS) should be considered and what targets would they have? Are our curricula correctly aligned and/or are they interesting and meaningful for all students? DIBELS indicators of difficulty in 2nd and 3rd grade, in CF, students have not achieved subtests.
 * Standards?**

IST teachers to support/guide the DI so that it is scaffolded and general education can pick up more easily. More time to chat about our direction. Where are we going? Strands do not build consistent growth towards common school goal or vision.
 * Suggestions**

Will this influence I/E? How? Is it possible for a student to max out in the advanced category? High math class: what impact does it have? Is 4Sight serving us? How does RtII fit in? 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. How to find growth in K-3rd; not just achievement
 * General Questions to be Answered.**

• Gr 4 math females? IEP? • Gr 4 reading, ED kids? IEP?
 * Other**

• 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? • Trust from district administration down and teachers to administration – feeling of collegiality?
 * Clouding all the issues above are:**
 * Leadership**

• 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.
 * Culture/Climate**