we will use improvements rigorous and events such the on the PARCC fast pace and as parent following assessment. expects conferences, data sources Level 4 and 5 students to have Reading, to make are considered mastery of and Math decisions on meeting and previous skills. nights are the math exceeding the low. curriculum: test 1B.Parents lack expectations. understanding of the curriculum Level 1, Level 2, Level 3 Level 4, Level 5 because it’s not -Only one - Pre taught the student (K) in diagnostic algorithmic the entire test way. school passed - Post the test LOCAL ASSESSMENTS assessment. - Math 2. Students are Pre-Kindergarten Modules lacking number - PARCC 2. Low student Assessment engagement, scores students lack motivation. 3A. Students’ inability to problem-solve, 3. No formal solve multi-step math problems and intervention identifying provided to which struggling math operation to students Kindergarten use.
we will use the following data sources to make decisions on the math curriculum: - Pre diagnostic test - Post test - Math Modules - PARCC Assessment scores Level 1, Level 2, Level 3 Level 4, Level 5 LOCAL ASSESSMENTS Pre-Kindergarten Kindergarten improvements on the PARCC assessment. Level 4 and 5 are considered meeting and exceeding the test expectations. -Only one student (K) in the entire school passed the assessment. rigorous and fast pace and expects students to have mastery of previous skills. 1B.Parents lack understanding of the curriculum because it’s not taught the algorithmic way. 2. Students are lacking number 3A. Students’ inability to problem-solve, solve multi-step problems and identifying which operation to use. events such as parent conferences, Reading, and Math nights are low. 2. Low student engagement, students lack motivation. 3. No formal math intervention provided to struggling math students
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