1.2


 * = **Question** ||= **"Regular Education Students" (Not Disabled, Not Minorities, Not ELL, Not Poverty)** ||= **Special Education** ||= **English Language Learners/Minority** ||= **Poverty Group Students - Free/Reduce Meals (FRM)** ||
 * 1. How would you describe your students' reading skills? || * good;
 * our top kids are competitive with other schools' top kids;
 * they are improving || * behind, 'way behind',
 * need to make more gains in a year than the other students || * some struggle with comprehension;
 * for others it doesn't seem to be an issue (ELL) || * lower
 * awareness of students who are FRM is not universal ||
 * 2. How would your team describe the mathematics skills of your students? || * not high enough
 * 'hate math' attitude || * lower || * same as "1" || * same as "1" ||
 * 3. How engaged are your students in learning? || * varies according to teacher strategies
 * "how am I going to use this?" - connection to real life
 * tend to pigeon-hole, not connecting subject to subject || * less engaged
 * more dependent || * sometimes more engaged - education is the key to future success
 * more dependent || * less engaged
 * Maslow's hierarchy of needs - seeing 'significance' of school
 * more dependent ||
 * 4. How would you describe your students' motivation and behavior? || * generally well-motivated and well-behaved
 * homework: question on significance/relevancy, meaningful
 * motivation is directly tied to personal goals (college); self-motivated; others simply putting in their time
 * level of support for academic assistance
 * survey students on homework
 * purpose of homework
 * classroom testing schedule, coordination, working around student schedule
 * teacher models goals for the day
 * post agenda for the class period ||  ||   ||   ||
 * 5. How would you describe the qualifications and training of your staff to teach the subjects and students they teach? || * all properly endorsed and trained
 * some endorsements may be lacking for special needs of students (reading)
 * time spent on professional development (low)
 * tenured, dedicated, and willing to take training that is provided || * reviewing students' IEPs at the beginning of school
 * no endorsement/training in behavioral issues (extreme behaviors)
 * needs for an alternative education setting
 * mobility connection || * no ELL teachers || * differentiation of instruction is needed
 * multiple levels of students in a single classroom
 * starts to level off in high school with curriculum offerings ||
 * 6. How successful are your school's programs that are designed to support struggling learners? || * Reading Mastery program
 * Core instruction solidity
 * Common assessments || * need an articulated intervention plan for students; adaptive; a lot is left up to individual teachers to figure out
 * scheduled time to have structured interventions in place for groups/individual students ||  ||   ||