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Notes, August meeting (B. Collins)
1.) I wonder what the longitudinal data looks like in an organized fashion to make comparisons? We have just one year in front of us. 2.) An assumption is that if curriculum is aligned, students will do better in learning- where are we in all areas?- how do we know if teaching to the standards has improved instruction? What areas are already aligned? In those areas in which curriculum has been aligned, has the instruction been implemented? I wonder what the data is telling us? 3.) I assume that we will not make AYP in Sped again in both math and ELA in the middle school. 4.) I wonder what the instructional strategies were for students who did well? 5.) I wonder where we are making changes in our curriculum - for example, with Fundations, what is the achievement in reading since Fundations has been put into place? 6.) I'm wondering if having the data improves instruction? 7.) I'm wondering if using the data to share with staff will help with instruction from grades 5 to 6? 8.) I'm wondering how we are using MCAS data to improve instruction? 9.) I'm wondering in which ways we are all responsible for using the data to support all students?
 * Predictions:**

1.) In ELA tests: continuous improvement- grade 10 - over the years '02-'08 wondering about instructional practices that lead to continuous improvement 2.) In math - grade 4,6,8- numbers remain same in the advanced category not a lot of flux in A and P 4.) when taking A and P together in the area of science- grades 5 and 8 consistent 5. Children in SPED in math and ELA in Middle School did not make AYP 6. AYP data in grades 3-5 in SPED in ELA - did not make AYP
 * Observations:**

1.) Fundations data 2.) time line of standards-based implementation of curriculum 3.) current MCAS data 4.) Fountas and Pinnell data 5.) Open Responses
 * What data do we need?**