# data[].attributes.body
Self motivation
number sense/computation skills
Oragnization
Active listening/participation

# data[].attributes.body
1.minimal student engagement
2.low reading level
3.classroom space /environment
4.proofreading skills

# data[].attributes.body
Barriers:
1)Getting students to be self motivated to learn challenging material.
2)Following multi-level instructions
3)Self regulating during individual work time/proper usage of chromebooks
4)Accepting failure as a part of the learning process

# data[].attributes.body
* Class time - 44 minutes
*Varying degrees of work ethic in/out of class time
*Utilizing resources outside of class time
* Listening Skills

# data[].attributes.body
Barriers
-classroom environment
-behavior management
-organization of stuff
-whisper voices

# data[].attributes.headline
Class length...... need longer periods to finish project work

# data[].attributes.subject
Class length...... need longer periods to finish project work

# data[].attributes.body
- not having materials
- Behavioral issues
- Making the right choice
- Legible penmanship
- Not understanding Read and Write, Canvas..

# data[].attributes.body
1. Comprehension levels
2. Access to technology outside of school
3. Self-regulation
4. Technology skills

# data[].attributes.body
* Different skill levels
* Different levels of prior knowledge
* Lack of motivation
* Preparation outside of the classroom.

# data[].attributes.body
Lack of prior knowledge
Lack of motivation
Inability to communicate
Reliance on technology-lack of creativity

# data[].attributes.body
1) Student Interest
2) Varying Student Ability/Skills
3) Lack of Background Knowledge
4) Emotional/Home Issues interfere with attendance and participation.

# data[].attributes.body
Lack of effort - complacency

Not using work time effectively

Poor attitude - refusing to participate

# data[].attributes.body
~Lack of vocabulary skills (for understanding in text or speech or for their use while speaking or writing)
~Lack of grammar skills (for understanding in text or speech or for their use while speaking or writing)
~Students have not heard Spanish spoken with the expectation of understanding

# data[].attributes.body
1. More physical activity outside of P.E.class
2. Teach proper fitness techniques
3. Dealing with proper P.E. clothing
4. Having activities that all students in a class want to participate in

# data[].attributes.body
*Student self-direction in following a set of instructions, varying levels of ability
*Student self-regulation with time management, varying levels of maturity
*Student management of materials, various levels of understanding the importance of this
*Continued practice on appropriate use of Chromebook

# data[].attributes.body
1. Students "needing" the teacher to choose for them, even when given a smaller list of choices

2. Students not using school technology in favor of using their own - they like technology for the personal/social aspect, but not for learning

Bernadette S.

# data[].attributes.body
1. Reading comprehension
2. Prior Knowledge
3. Organizational Skills
4. Efficient Use of Time & Resources

# data[].attributes.body
1. Attendance
2. WIFI and host network bandwith keeps students from accessing material
3. Reading level
4. Time management and pacing
5. Websites blocked that teachers could use

# data[].attributes.headline
1. Attendance issues. Many of the UDL lessons are continuous of the previous day's lesson, so when they miss multiple days, they become frustrated and want to give up.

# data[].attributes.subject
1. Attendance issues. Many of the UDL lessons are continuous of the previous day's lesson, so when they miss multiple days, they become frustrated and want to give up.

# data[].attributes.body
2. Lack of Lexile scores to assess reading level to plan UDL lessons.

Katie & Alexis

# data[].attributes.body
Student experience with success
Student has never heard what good reading sounds like
Student inexperience with dialect
Lack of access to and inexperience with quality reading materials

# data[].attributes.body
-Math ability (science)
-interest levels (Spanish)
-Reading ability (Social Sciences)
-Spatial setup of classroom
-Active listening

# data[].attributes.body
* Self Regulation
* Organization of materials
* Executive Functioning
* Parental Support

# data[].attributes.body
1.  Establishing new routines for a variety of technology use.
2.  Eliminating barriers for a few students may mean enabling students who can actually do it!!
3. Different skill levels
4. Too many distractions

# data[].attributes.body
1. Maturity level of learners....some are just not ready to learn/work independently
3. Large class size, difficult  to be able to help all those who need it ..and 4. Tight quarters.....often socializing too much
4. Providing opportunities for those who finish their work that won't cause others who are still working to rush and not do their best and isn't just 'more to do' for those who already did their work

# data[].attributes.body
1. student self-regulation
2.  inability to use work time well
3. student confidence (I can't draw, I can't do this)
4. home life that doesn't reinforce values we teach at school

# data[].attributes.body
Barriers :
1. Following directions, even when given visual, verbal, paper
2. Organization and unprepared for class
3.  Following and knowing how to use a Rubric.
4. Chromebooks

# data[].attributes.body
1. a student does does not want to do what everyone else is doing
2. avoiding the "What are we doing?" syndrome even when it is listed on the board and it has been repeated several times
3. incorporating more video presentation
4. developing good proofreading habits and skills

# data[].attributes.body
-students bringing materials to class
-encouraging students use the tools that will make them successful
-engagement in lab activities not letting others do all the work
- how does student learning progress when students are not in the classroom

# data[].attributes.body
1. lack of math help outside of school
2. number sense
3. pace of class
4. students unwilling to step outside their comfort zone (won't ask for help, won't step outside comfort zone, etc.)

# data[].attributes.body
- student motivation
-behavior
- students having difficulty in collaborating or "getting along"
- lack of student independence

# data[].attributes.body
Barriers:
1. Time management/self regulation
2. Struggles with writing prompts (solution: more sentence starters)
3. Student reluctance to use text alternatives
4. Off task technology usage

# data[].attributes.body
Stamina during workshop meetings
stamina during whole group math instruction
unexpected behaviors

# data[].attributes.body
Barriers:
Time it takes for students to get onto Chromebooks and get started with the activity.
Students don't have necessary tools-  for example- headphones to watch a video.
Students working independently- able to self regulate and be at correct volume level.
Unexpected behaviors in the classroom- distracting other students.

# data[].attributes.body
* bringing appropriate supplies
*self-regulation
*low writing skills affecting other classes ie. science
*off task on computers
*following directions

# data[].attributes.body
1.  Self-regulating of behaviors
2. Reading and Written language skills
3. skills and ability to use technology efficiently
4.too many students in limited space

# data[].attributes.body
-low confidence when singing
-inability to reproduce the correct sound
-balancing music literacy with "doing" music
-the large group effect of "hiding in the crowd"

# data[].attributes.body
-Being able to determine what is the most effective way to show their learning.
-Meeting targets by providing evidence.
-Stamina with independent work.
-Skill level in application situations.

# data[].attributes.body
Barriers
- organization for papers
- leveled spelling words
- classroom environment
- behavior management

# data[].attributes.body
*Student interest
*Various abilities
Student background knowledge
*Time

# data[].attributes.body
*  Students who need frequent breaks
*  Students with a wide variety of literacy levels
*  Students with a variety of emotional levels
*  Ability to choose "Smart Seats"

# data[].attributes.body
1. Ways to access Mission Task choices multiple ways
2. Using student behavior intervention rubric for UDL options to change behavior
3.Create a flipped classroom to access my lectured information
4. More/different ways to implement personal learning goal reflections

# data[].attributes.body
- providing the background knowledge of the skills involved in different modalities
- Encouraging learner self-reflection that is then followed through with and implemented on the next assessment
- Providing materials for creative choice outlets
- creating a balance in the choice to reduce bewilderment of options

# data[].attributes.body
* independance during centers.
* tasks for students who finish early
* frequent bathroom use
* endurance during whole group instruction.

# data[].attributes.body
* independance during centers.
* tasks for students who finish early
* frequent bathroom use
* endurance during whole group instruction.

# data[].attributes.body
* independance during centers.
* tasks for students who finish early
* frequent bathroom use
* endurance during whole group instruction.

# data[].attributes.body
* independance during centers.
* tasks for students who finish early
* frequent bathroom use
* endurance during whole group instruction.

# data[].attributes.body
-Classroom spaces.
-Student self-regulation
-Access to background knowledge.
- Using sentence starters/prompts.

# data[].attributes.body
-Student anxiety
*Previewing activities with visuals and video modeling
-Students imitating unexpected behaviors after watching other students
*Praise for expected behaviors
-Focusing on task
-Lack of language and words to express needs and wants
-

# data[].attributes.body
1. increasing self recording with ipad of more direct instruction tutorials

2.  closed captioning on viddys

3.  alternate lighting within room

4. multiple choices between materials on individual projects.

# data[].attributes.body
*Scheduling
*Curriculum to meet non-verbal student needs

# data[].attributes.body
*Carry over of S/L skills
*Decreased Attending
*Different abilities in small groups
* Behavior issues

# data[].attributes.body
1. Math Wall for students to view vocabulary & math strategies.
2.Writing conferences, getting to all students on a regular basis.
3.Having access to various resources for students online.
4.Making visual "To Do" lists so students don't need to ask "What next?".

# data[].attributes.body
-Lucy Calkins writing for struggling readers who have a hard time spelling words.  I started using voice text on computers but this has issues

Attentive Listening

Transitions
Oppositional learner

# data[].attributes.body
-Off-task behaviors
-Lack of verbal participation in discussions
-Difficulty writing/getting ideas on paper
-Difficulty in comprehension of new concepts/ vocabulary

# data[].attributes.body
*Oppositional Behavior
*Break options

# data[].attributes.body
Time-mini lessons too long
Environment- effective listening arrangement for all students
Doc Cam: not working well. Does not focus effectively.

# data[].attributes.body
*Writing stamina...add sentence starters and maybe monthly writing calendars to writing center for Daily Five .
* Lack of experience with technology...sign up for training with Mike N.
*Language barrier for some students...utilize/collaborate with learning strategist more .
*More UDL ideas...collaborate with my team and personal pd team.

# data[].attributes.body
*Student Self-regulation (classroom volume during work time)
*meaningful choices
*technology pieces for writing units
*re-looking at classroom learning environment

# data[].attributes.body
-How to connect when students have options in place but shut down in communicating
-Making sure tech selected is consistently accessable by students who need materials read aloud
-Data collection

# data[].attributes.body
Gr

# data[].attributes.body
self-regulation
attentive listening
bossy behavior during group activities
impulsivity

# data[].attributes.body
-Free Choice Time
-Reducing Student anxiety (visual schedule)
-Student Independence
(visuals/modeling)
-Keeping hands to themselves (visuals)

# data[].attributes.body
*Low engagement during whole group (even in small doses)
*Attentive Listening (blurting out and whispering to others)
*Answering same questions over and over again ----I will use better and more clear visuals
*Slow writers

# data[].attributes.body
1-Engagement at meeting area
2- computer access for text difficulty in all subject areas
3- math tools to keep students engaged in process ie.multiplication tables
4 - individual accountability for behavior

# data[].attributes.body
-Time (short mini lessons)
-following directions (verbal and written given and still  have students asking what to do)
-accountability for computer use (monitor student activities)

# data[].attributes.body
1-transitions inbetween MD3 and D5 rounds
2-seeing correlation between multiplication and division
3-attentive listening (with eyes and ears) during whole group lessons
4-stamina in writer's workshop
5-using whisper voices during Math with Someone and Read to Someone

# data[].attributes.body
-Behavioral-transitioning to other classrooms
-Behavioral-attentive listening
-Frequent nurse visits
Students making appropriate choices for learning

# data[].attributes.body
1) Manage the range of children's abilities.
2) Manage their independence.
3) Self regulate their bodies.
4) Building stamina for the whole day of instruction.

# data[].attributes.body
1. Some books are not at the student's independent or instructional level.
2. Need more options or modified work to make center work appropriate and meaningful.
3. Student behaviors.. of many students
4. More options for students to work on when they have completed their assignment.

# data[].attributes.body
Physical ability of students.
Students thinking of others first. (selfishness)
Confidence in ability.

# data[].attributes.body
Lucy Calkins - writing challenges for

# data[].attributes.body
*Kids that NEED tech for learning struggle with transitioning off of it
*Unexpected noises create anxious kids who have sensory issues
*Providing options for expression and still holding them accountable: keeping track of their learning

# data[].attributes.headline
Haines                           1. Create visual spaces for transitions (Remove barrier of spacial awareness)

# data[].attributes.subject
Haines                           1. Create visual spaces for transitions (Remove barrier of spacial awareness)

# data[].attributes.body
2.Provide  multiple means of representation during song learning.

3. Provide a visual schedule for lesson to build  music endurance.

4. Provide an alternative space when students need to regulate behavior.

# data[].attributes.body
-Participation/Motivation
- Transitions
-Meaningful choices
- Classroom space

# data[].attributes.body
* students are demonstrating negative behaviors - I will use visual supports more consistently so that they understand the schedule and expectations
* two of my students do not understand directions during center tasks and often refuse to participate - the use of video modeling has helped them understand the expectations and increased their participation
* student does not comprehend concepts necessary to communicate - I will use pictures/visuals to help them complete activities and increase their understanding
*  bottom-line behavior during unstructured time in EC room - breaking into groups, using visual timers, and modeling appropriate play skills

# data[].attributes.body
*Families not accessing /reading important information
*Family understanding of development and/or struggle leading to growth

# data[].attributes.body
1. Time
2. Access to multiple interventions
3. Absences in a group
4.  Lack of fine motor skills

# data[].attributes.body
* independance during centers.
* tasks for students who finish early
* frequent bathroom use
* endurance during whole group instruction.

# data[].attributes.body
1. Understanding Vocabulary. Provide different representation  for vocabulary.
2.  Few number of students participating in class. Getting more kids to come up to the board to participate.
3. Asking the same questions over and over again when giving instructions. Started writing directions on the board.
4. Writing Workshop/Lucy Calkins

# data[].attributes.body
*Visual classroom schedules
*Visually distracting activity shelf
*Redesign learning targets for student to better understand goal

# data[].attributes.body
Carryover of S/L skills

# data[].attributes.body
Addressing unwanted behaviors for the same students

Stamina during read to self and read to someone time

# data[].attributes.body
*Student background knowledge.
*Abilities.
*Participation
*Student Interest level/self-motivation

# data[].attributes.body
-Students with anxiety
-Students imitating unexpected choices after seeing other students do them
-Focusing on task
-

# data[].attributes.body
*Having a math wall for students to view vocabulary and strategies for solving math.

# data[].attributes.body
*Lack of Self-motivation
*Student lack of interest
*Time to plan/organize UDL choices
*

# data[].attributes.body
1) Materials for math and reading stations organized by skill.
2) Modify the table-teaching space so that materials are  readily available (I am wasting time getting what I need for groups)
3.) Finding and sorting meaningful materials for varied levels (being new to the grade level)
4.) Having materials and examples recorded for students to  listen to (game directions, books, etc)

# data[].attributes.headline
-Danielle Weiss        -Access to writing 

# data[].attributes.subject
-Danielle Weiss        -Access to writing 

# data[].attributes.body
-Independent Self-Regulation/Coping Strategies
-Access to developmentally appropriate curriculum/resources
-Independence throughout Daily 5/Daily 3 without needing adult prompting

# data[].attributes.body
*Time
*Different abilities
*Students  that feel lost and  feel not part of class
*People not understanding the importance of a healthy life style.