# data[].attributes.headline
When I hear about increases in suspensions, I can ask questions about emotional learning and mental health.

# data[].attributes.subject
When I hear about increases in suspensions, I can ask questions about emotional learning and mental health.

# data[].attributes.headline
When I hear about excessive absences, I can ask questions about physical well-being.

# data[].attributes.subject
When I hear about excessive absences, I can ask questions about physical well-being.

# data[].attributes.headline
When I hear about a decline in reading scores, I can ask questions about engagement and positive behavior supports.

# data[].attributes.subject
When I hear about a decline in reading scores, I can ask questions about engagement and positive behavior supports.

# data[].attributes.body
When I hear a student constantly talks out of turn, I can reframe into a need for self-management skills and impulse control.

# data[].attributes.headline
When I analyze data, I stay strengths-based by focusing on perspective-taking in order to avoid judging.

# data[].attributes.subject
When I analyze data, I stay strengths-based by focusing on perspective-taking in order to avoid judging.

# data[].attributes.headline
When I analyze data, I stay strengths-based by asking my peers to help me see the big picture.

# data[].attributes.subject
When I analyze data, I stay strengths-based by asking my peers to help me see the big picture.

# data[].attributes.headline
When I hear about a lack of motivation, I can reframe into need for more engagement strategies.

# data[].attributes.subject
When I hear about a lack of motivation, I can reframe into need for more engagement strategies.

# data[].attributes.headline
When I hear a student can't even find their homework, I can reframe into need for organizational support.

# data[].attributes.subject
When I hear a student can't even find their homework, I can reframe into need for organizational support.

# data[].attributes.headline
When I analyze data, I stay strengths-based by recognizing when I feel defensive and maintaining an accurate self-perception.

# data[].attributes.subject
When I analyze data, I stay strengths-based by recognizing when I feel defensive and maintaining an accurate self-perception.

# data[].attributes.body
When i analyze data, i stay strengths based by looking for students' positive contributions in any context

# data[].attributes.body
When I hear about first-period tardies, I can ask questions about morning routines and/or familial responsibilities.

# data[].attributes.headline
When I hear about increases in discipline referrals, I can ask about multiple intelligences and sources of positive energy for the student.

# data[].attributes.subject
When I hear about increases in discipline referrals, I can ask about multiple intelligences and sources of positive energy for the student.

# data[].attributes.body
When I hear that the parents don’t care, I can reframe into a need to better understand the school system and their part

# data[].attributes.body
When i hear driving instruction, I can ask questions about what they really want students to get out of their time with you.

# data[].attributes.body
W

# data[].attributes.headline
When I hear we're struggling in math, I can ask if there's meaning & motivation to learn it.

# data[].attributes.subject
When I hear we're struggling in math, I can ask if there's meaning & motivation to learn it.

# data[].attributes.body
When I hear that a student is refusing to participate, I can reframe into strategies/methods for re-engaging that student

# data[].attributes.body
When I hear don’t care about school, I can ask what is family life like beyond school

# data[].attributes.body
viewing the data from the perspective lens of what is best for the kids.

# data[].attributes.body
When I analyze data, I stay strengths based by starting with the celebrations and ask how we can mirror the actions that produced those results.

# data[].attributes.body
When I analyze data , I stay s-b by using the growth mindset. Students are all on the learning curve somewhere. The goal is simply to grow.

# data[].attributes.headline
When I hear about low reading scores, I can ask about previous language and literacy experiences .

# data[].attributes.subject
When I hear about low reading scores, I can ask about previous language and literacy experiences .

# data[].attributes.body
When I hear that homework doesn't get done, I can ask about supports at home and other obligations after school.

# data[].attributes.body
....beginning conversations with a focus on points of data that are successes.

# data[].attributes.headline
When I hear about problems we cannot control, I can reframe into what we can control to engage the student.

# data[].attributes.subject
When I hear about problems we cannot control, I can reframe into what we can control to engage the student.

# data[].attributes.body
When I hear that a student hates reading, I can reframe into a need to find interesting books.

# data[].attributes.body
When I hear a teacher doesn't have time to build community in their classroom, I can reframe into the teacher's desire to effectively and thoroughly cover curriculum

# data[].attributes.body
When I hear a student is misbehaving, I can reframe into all behavior is communication and ask

# data[].attributes.body
Recognizing that learning happens differently for all students and is a source of creativity

# data[].attributes.headline
When I hear a student struggles learning sight words, I can reframe into strategies that might help retain more words.

# data[].attributes.subject
When I hear a student struggles learning sight words, I can reframe into strategies that might help retain more words.

# data[].attributes.headline
When I hear a student can't do it, I can reframe into what can the student do.

# data[].attributes.subject
When I hear a student can't do it, I can reframe into what can the student do.

# data[].attributes.headline
Intentionally looking for positives FIRST.

# data[].attributes.subject
Intentionally looking for positives FIRST.

# data[].attributes.headline
...seeing areas of growth as opportunities.

# data[].attributes.subject
...seeing areas of growth as opportunities.

# data[].attributes.headline
When I analyze data, I stay strengths-based by finding a students strengths and using those to help in areas of growth.

# data[].attributes.subject
When I analyze data, I stay strengths-based by finding a students strengths and using those to help in areas of growth.