Mike's+Categories

Math Questions
• Is Everyday Math geared towards which group more? Does it provide enough for advanced students? • Would accelerated math groups or more professional development improve advanced scores? • Are advanced students being challenged enough? • High math class: what impact does it have? • Are we differentiating enough for the advanced students? • When did we stop sending kids to “High Math” class? • Should advanced students be seen daily to improve growth? • 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? || • Is Everyday Math geared towards which group more? Does it provide enough for advanced students? • Math: teach for concepts and connections not procedures ex: teach problem solving basic fact knowledge will come in context. • 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? ||
 * Advanced: || • What can we do to make our Advanced and BB student achieve more growth?
 * Below Basic: || • What can we do to make our Advanced and BB student achieve more growth?

Reading Questions
• Where does the importance of Guided Reading fit into the process? • Are advanced students being challenged enough? • Are we differentiating enough for the advanced students? • Should advanced students be seen daily to improve growth? || • BB- who is working with our lowest kids? Reading Specialists vs. Aides • Where does the importance of Guided Reading fit into the process? • Gr 4 reading, ED kids? IEP? || • Is 4Sight serving us? • Dibels – upper grade level understan ||
 * Advanced: || • What can we do to make our Advanced and BB student achieve more growth?
 * Below Basic: || • What can we do to make our Advanced and BB student achieve more growth?
 * Progress Monitoring: || • DIBELS indicators of difficulty in 2nd and 3rd grade, in CF, students have not achieved subtests.

Special Education
• Continuum of curriculum with special education • What are we doing with data to direct instruction? Consistent assessment across special education to connect to general education. • IST teachers to support/guide the DI so that it is scaffolded and general education can pick up more easily. • Gr 4 math females? IEP? • Gr 4 reading, ED kids? IEP?

Professional Development
• How can upper grades use and understand the Dibels data or previous data on students to guide and assist them? • Core time and I/E time: is it helping? How are we grouping? How can we use PVAAS to help achieve proper/successful groupings? • Would accelerated math groups or more professional development improve advanced scores? • 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 • Strands do not build consistent growth towards common school goal or vision.

Questions of our District or Schoolwide Philosophies
• Are our curricula correctly aligned and/or are they interesting and meaningful for all students? • Do we have a formal curriculum to address these groups? • What are acceptable levels of growth? Which measures (besides PVAAS) should be considered and what targets would they have? • Is it possible for a student to max out in the advanced category? • 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 • When did we stop sending kids to “High Math” class? • How can we become more united as a school? • How can we positively work together to achieve a shared vision? • What about implementing data meetings in the HS and MS? • How does RtII fit in? • Will this influence I/E? How? More time to chat about our direction. Where are we going? • Strands do not build consistent growth towards common school goal or vision.

Core Instruction
• Are we differentiating enough in our classrooms? • What can we do to make our Advanced and BB student achieve more growth? • 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? • Are we doing too much whole group instruction? • Are we implementing our materials with fidelity? • Core time and I/E time: is it helping? How are we grouping? How can we use PVAAS to help achieve proper/successful groupings? • Are we teaching to the middle? • Teaching to the middle? How well? • Are we differentiating enough for the advanced students? • CORE – Fidelity? • CORE – whole group, how differentiating?

• Trust from district administration down and teachers to administration – feeling of collegiality? • 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**