School wide data analysis and discusion:

• TNAACS is in the High Performance/High Growth quadrant
• We cut down the number of students in red from 45 (BOY) to 15 in ELA
• 3 grades had no reds in ELA
• In Grade 1, there were 5 new students who came in with very high needs
• Grade 4th/5th - there were significant drops in scores; many new students and this really shifted the culture of the rooms
• We noticed 40% of students were proficient in PSF --> some kids were thinking about how to spell word versus the sounds in the word; we need to do some item analysis and see if this was the case of many of the errors or if it's truly a phonemic awareness challenge
• Dr. Babb brought up the idea of aligning some best practices in all the grades so that all teachers are approaching certain routines in foundational skills that same
• MAZE was another item that scored low - is this a case of accuracy or fluency?
• We discussed the possibility of having Ms. Crowley repeat her PD on vocabulary
• In Math, we cut down the number of students in red to 8 at the end of the year.
• Two areas that most students scored in the red was Measurement/Data and Geometry; grades 1 and 2 had the most students in red in these two domains
• 2 grades had no reds
• In 1st grade, it was noted that there was a new math teacher and across the school, there were many staffing changes this year.
• There is a connection with struggling readers having to comprehend word problems in math; how do we embed close readings with math problems outside of math time
• We had a conversation around screen time, as teachers reflected that students were really getting burnt out with the amount of screen time and this impacted their motivation to do well; we can address this during our summer retreat
• Writing needs work in lower bands; how do we do better with speaking and giving students time to articulate their thinking, then writing, then go back to speaking as a constant routine.

• DLTs appreciate seeing things with a different lens during the committee meetings
• conversations have led to action steps and accountability
• they have enjoyed the conversation on how to leverage stronger teachers
• continue to talk about setting up systems and procedures