3.+Inquiry+Questions

= **What other questions should we ask of the data in order to understand it what it is telling us?** =
 * What do the individual students' histories tell us about progress? (warning and NI)- **Merideth**
 * **Students who start in NI in 3th – 6th – tend to eventually progress to proficient.**
 * **Few situations students start but never get out of NI.**
 * __Next step: study subgroup status.__
 * **Students who start in warning don't make the same progress.**
 * **Overall, weak trends; many individual differences.**
 * **Few students go down over time.**
 * **How do students who use Touch Math perform? -** Linda


 * **Not disaggregated.//LOOK AT STUDENTS' PERFORMANCE CHANGES USING FASTT MATH - Look at item analysis - Martha to get data.//**


 * **What students received Title I services, and what was the difference in their performance over time? -** Martha
 * **15 students who received services. All improved on Title I pre- and post-assessments. (Note: Program new last year & only a half year.)** __Need to disaggregate students who received Title I services compare 2009 and 2008 ELA.__
 * **Which students were part of the LST process, and what is their performance over time? -** Carol, Merideth, Ilene
 * **3rd graders: those who were evaluated and qualified didn't do well on MCAS.** Next step: Student Growth Percentile scores for these students. Ilene to add chart. Merideth and Jen have started to gather LST data for next year. Additional data to be added.
 * **How did each grade's cohorts do by strand?** - Merideth and Martha; team chairs
 * Report to be added here. Have studied it over a three year span. __Have teachers help__ compare strand performance over three years' general education and special education.
 * Double check to see if students on IEPs who receive only related services are designated as special education on the MCAS list. __Kirsten will check.__
 * How did increases in test scores from year to year for children in special education compare to increases in the general education population?
 * Were the challenge areas for children in the special education subgroup the same as for the general education population?


 * Questions to help understand or propose hypotheses:**
 * **What accommodations are used for each of the special education students?** - Team Chairs **(Note: only accommodations used in regular testing are used for MCAS)**
 * **What are the alternative testing settings that were used?**- Team Chairs
 * **Initial thought: groups were too large and space was limited for the size of the group (and some had attentional issues)**
 * **What percentage of non-special education students who are low performers have a 504 plan?** - Mary
 * **report to be added**
 * **What types of intervention do different special education students receive? (e.g., "extra dose" - for total math or ELA time; supplemental or supplanting?)** Map onto spreadsheet
 * **What type of math and ELA support is available to students?**
 * **What students received added intervention as a result of LST, was it successful? (increased performance) -** Ilene [last few years], Martha, Jen **[reading]**
 * **How do other school districts offer intervention services? (structure such as before, during, after school)** - Mary - See the chart of data gathered from the TEC districts: [[file:Compiled Elementary ELA and Math Intervention Data.doc]]
 * **Does FDK impact student achievement? - look at FDK research done two years ago -** Jen and Mary
 * Not a long term impact. Highest impact in urban districts.
 * **//Is there research that addresses the transition between schools every two years?//** //-// Mary //On second thought, this is something that this committee can not change right now. (It will be// //changed in the strategic plan.) Because we can't change it, we shouldn't bother investigating it. I added it to the list of things we can not change.//
 * Are there some teachers whose students consistently perform better and therefore could help other teachers?
 * Can we assemble a list of best practices that teachers use successfully, and which impact MCAS? PLEASE ADD TO A LIST! (Robert Marzano's instructional strategies is one reference.)
 * Were there any changes of instructional strategies agreed upon by the staff, and which may have impacted performance?
 * Math Zone?
 * PLC?
 * Was the instructional program followed? **
 * Was the instructional program followed? **