# data[].attributes.headline
Strengths -- What do we have in place that we do well, that works? What would others note / have others noted that works?

# data[].attributes.subject
Strengths -- What do we have in place that we do well, that works? What would others note / have others noted that works?

# data[].attributes.body
- a large team with dedicated time to collaborate on scope and sequence
- a base curriculum to work from
- teachers with experience teaching Algebra 1
- Ed tech tools like EdPuzzle, PearDeck, etc.
- my students are showing up every day and most are trying to engage in the work
- async and sync opportunities for smaller group instruction

# data[].attributes.headline
Strengths -- What do we have in place that we do well, that works? What would others note / have others noted that works?

# data[].attributes.subject
Strengths -- What do we have in place that we do well, that works? What would others note / have others noted that works?

# data[].attributes.body
- strong and rigorous curriculum
- frequent collaboration

# data[].attributes.headline
Strengths -- What do we have in place that we do well, that works? What would others note / have others noted that works?

# data[].attributes.subject
Strengths -- What do we have in place that we do well, that works? What would others note / have others noted that works?

# data[].attributes.headline
Strengths -- What do we have in place that we do well, that works? What would others note / have others noted that works?

# data[].attributes.subject
Strengths -- What do we have in place that we do well, that works? What would others note / have others noted that works?

# data[].attributes.headline
Strengths -- What do we have in place that we do well, that works? What would others note / have others noted that works?

# data[].attributes.subject
Strengths -- What do we have in place that we do well, that works? What would others note / have others noted that works?

# data[].attributes.body
Network wide collaboration is done well, we work well together, and create the materials that are needed for individual planning. There is a good mixture of tech-skills (desmos, etc.) and classroom experience with student efficacy work (NavMath/GameLab/Growth mindset) that creates a healthy relationship between rigorous accessible content and keeping a focus on the student experience

# data[].attributes.headline
Strengths -- What do we have in place that we do well, that works? What would others note / have others noted that works?

# data[].attributes.subject
Strengths -- What do we have in place that we do well, that works? What would others note / have others noted that works?

# data[].attributes.body
We have a rigorous curriculum, consistent structure for live and independent work time for students. Strong classroom culture that is transparent and built on growth , effort and collaboration. Adults that care and are passionate about they work they do

# data[].attributes.body
- rigorous curriculum and content
- network wide collaboration**
- strong classroom culture
- uses of different tech platform
- a lot of experienced and talented teachers in this group

# data[].attributes.headline
Weaknesses -- What needs to be improved? Where do we have fewer resources than before?

# data[].attributes.subject
Weaknesses -- What needs to be improved? Where do we have fewer resources than before?

# data[].attributes.body
- there is no intervention course for students far below grade level (Math Game Lab equivalent)
- there is no navigate math course
- there are reduced opportunities to support students in class due to time constraints
- scope and sequence needs to be cut and condensed to fit the pacing needs specific to this year
- it is hard to respond to student thinking and intervene online
- some students are struggling to complete asynchronous work and do work outside of the Zoom time

# data[].attributes.headline
Weaknesses -- What needs to be improved? Where do we have fewer resources than before?

# data[].attributes.subject
Weaknesses -- What needs to be improved? Where do we have fewer resources than before?

# data[].attributes.body
<---- What Caroline said

# data[].attributes.headline
Weaknesses -- What needs to be improved? Where do we have fewer resources than before?

# data[].attributes.subject
Weaknesses -- What needs to be improved? Where do we have fewer resources than before?

# data[].attributes.headline
Weaknesses -- What needs to be improved? Where do we have fewer resources than before?

# data[].attributes.subject
Weaknesses -- What needs to be improved? Where do we have fewer resources than before?

# data[].attributes.headline
Weaknesses -- What needs to be improved? Where do we have fewer resources than before?

# data[].attributes.subject
Weaknesses -- What needs to be improved? Where do we have fewer resources than before?

# data[].attributes.body
Outside-of-class distance learning supports. 42% of my students have D/F's (33/78), of those 33 students, 73% (24/33) of them have been in class less than 5 times in S1, or have about 1/ class every 2 week-ish attendance.

Planning energy keeps focusing on "new strategies for engagement" "more accessible lessons," but that isn't why students are not passing. They're not passing because they're not showing up. I wish more time-energy was spent focusing on this issue

# data[].attributes.headline
Weaknesses -- What needs to be improved? Where do we have fewer resources than before?

# data[].attributes.subject
Weaknesses -- What needs to be improved? Where do we have fewer resources than before?

# data[].attributes.body
Time : there is a lot to be taught , The support structures that Nav Math provided is missing, greater skill gaps.

Structure and accountability is missing. In the distance education there is so much outside of our control.

Collaboration is not as powerful

# data[].attributes.body
- Time (planning & w/ students)
- Accountability*
- A lot outside of our control
- no intervention courses (NavMath/MGL)
- time - not enough time and a lot to do.
- classes that are large and impacted (48 / 88 in Sophia's class are either ELs or RSP, as an example)
-Attendance
- Work completion async or independently is low
- Collaboration is not the same as before

# data[].attributes.headline
Threats -- What threats do we face? What are possible barriers?

# data[].attributes.subject
Threats -- What threats do we face? What are possible barriers?

# data[].attributes.headline
Opportunities -- What opportunities are open to us?What trends could we take advantage of? How could we turn strengths into opportunities?

# data[].attributes.subject
Opportunities -- What opportunities are open to us?What trends could we take advantage of? How could we turn strengths into opportunities?

# data[].attributes.body
- new ed tech tools to leverage
- new ways to assess student learning
- small group work time
- individualized learning through videos and other resources
- opportunities for 1:1 support after school

# data[].attributes.headline
Opportunities -- What opportunities are open to us?What trends could we take advantage of? How could we turn strengths into opportunities?

# data[].attributes.subject
Opportunities -- What opportunities are open to us?What trends could we take advantage of? How could we turn strengths into opportunities?

# data[].attributes.body
- The option of individualized learning would be great during this time

# data[].attributes.headline
Opportunities -- What opportunities are open to us?What trends could we take advantage of? How could we turn strengths into opportunities?

# data[].attributes.subject
Opportunities -- What opportunities are open to us?What trends could we take advantage of? How could we turn strengths into opportunities?

# data[].attributes.headline
Opportunities -- What opportunities are open to us?What trends could we take advantage of? How could we turn strengths into opportunities?

# data[].attributes.subject
Opportunities -- What opportunities are open to us?What trends could we take advantage of? How could we turn strengths into opportunities?

# data[].attributes.headline
Opportunities -- What opportunities are open to us?What trends could we take advantage of? How could we turn strengths into opportunities?

# data[].attributes.subject
Opportunities -- What opportunities are open to us?What trends could we take advantage of? How could we turn strengths into opportunities?

# data[].attributes.body
Distance learning has provided/forced us to allow students to learn more independently, both on their own and at home, but also at their own pace. Students have more time to work on assignments, and other students are able to finish quickly and be done because they are not waiting on the whole class.

We have also see some students benefit largely from distance learning, they are able to self-pace and complete work significantly earlier than they would have in a normal setting (because material is available to them, and they don't have to wait for their classmates)

If we had a structure in place (a big IF), I could see this as a way to accelerate high-flyers into future math courses (an A1 student completes masteries and moves onto A2 before the year is over). While at the same time allowing teachers to focus more energy on students who need additional help

Also so many opportunities if we have various "hybrid learning" type classrooms

# data[].attributes.headline
Opportunities -- What opportunities are open to us?What trends could we take advantage of? How could we turn strengths into opportunities?

# data[].attributes.subject
Opportunities -- What opportunities are open to us?What trends could we take advantage of? How could we turn strengths into opportunities?

# data[].attributes.body
Increase use of platforms and technology that proves more efficient and engaging

Opportunities to be creative with instructional strategies  and resources

# data[].attributes.body
- Individualized learning opportunities & new tech tools
- Opportunities for students to get engaged using other resources
- New ways to assess student learning that are less rooted in procedure

# data[].attributes.headline
Threats -- What threats do we face? What are possible barriers?

# data[].attributes.subject
Threats -- What threats do we face? What are possible barriers?

# data[].attributes.body
- students need substantially more support than our course is able to provide
- some students need below grade level intervention and Renaissance is not sufficient
- students have fixed math mindsets and that can be hard to intervene with
- class sizes remain large (29 - 30 in two of my 3 classes) so it can be hard to give all students the individualized support they need

# data[].attributes.headline
Threats -- What threats do we face? What are possible barriers?

# data[].attributes.subject
Threats -- What threats do we face? What are possible barriers?

# data[].attributes.body
- I agree with Caroline that it is difficult to support students significantly below grade level at this time
- Over Zoom, it is difficult to build meaningful relationships and work with students on mindsets and motivation

# data[].attributes.headline
Threats -- What threats do we face? What are possible barriers?

# data[].attributes.subject
Threats -- What threats do we face? What are possible barriers?

# data[].attributes.headline
Threats-- What threats do we face? What are possible barriers?

# data[].attributes.subject
Threats-- What threats do we face? What are possible barriers?

# data[].attributes.body
Inequity in digital fluency.
Grade-level equivalency (esp. after a year of DL)
Teacher retention
Top-down decision making

# data[].attributes.headline
Threats -- What threats do we face? What are possible barriers?

# data[].attributes.subject
Threats -- What threats do we face? What are possible barriers?

# data[].attributes.body
Greater skill gaps
Increase in fixed mindsets around math
Time & proximity

# data[].attributes.body
- GLE, Renaissance isn't enough
- Fixed Mindsets
- Network-wide emphasis on fail rate without a lot of offerings of support / inquiry about why students are facing challenge

# data[].attributes.headline
Strengths -- What do we have in place that we do well, that works? What would others note / have others noted that works?

# data[].attributes.subject
Strengths -- What do we have in place that we do well, that works? What would others note / have others noted that works?

# data[].attributes.body
Something we do well is that we frequently collaborate to ensure that we're all on the same page and that we're not trying to take on everything. We divide up work which allows for everyone to contribute and share the weight.
I think for my personally what was worked in my class is having those high expectations for students, while still being flexible given the circumstances of the situation. I also use a lot of tech and collaboration protocols to help students engage in team work and learn.

At Hayward, we have reduced class sizes because of the number of sections we could offer with Algebra 1 which helps us really get to know our students better.

# data[].attributes.headline
Weaknesses -- What needs to be improved? Where do we have fewer resources than before?

# data[].attributes.subject
Weaknesses -- What needs to be improved? Where do we have fewer resources than before?

# data[].attributes.body
needing a way to intervene for students who are not at grade level. After this year, I've come to really appreciate my work with NavMath because how much it helps students be more successful.

finding more times for students to review learning and extend their learning. It feels like we're "go go go" all the time and students aren't given the opportunity to revise and relearn.

# data[].attributes.headline
Opportunities -- What opportunities are open to us?What trends could we take advantage of? How could we turn strengths into opportunities?

# data[].attributes.subject
Opportunities -- What opportunities are open to us?What trends could we take advantage of? How could we turn strengths into opportunities?

# data[].attributes.body
-new tech tools that allows us to do quick informal assessments.
-find ways for students to relearn or extend on their own and build them to become more independent learners.

# data[].attributes.headline
Threats -- What threats do we face? What are possible barriers?

# data[].attributes.subject
Threats -- What threats do we face? What are possible barriers?

# data[].attributes.body
-time, it feels like we pack too much into a day/week that there's not enough time for small group intervention.
-Finding ways for students to close the grade level gap beyond Renaissance