# data[].attributes.headline
It's about 10 items. Knowing the priority allows you to be able to review using targeted practice.

# data[].attributes.subject
It's about 10 items. Knowing the priority allows you to be able to review using targeted practice.

# data[].attributes.headline
Priority 1 cluster has the majority of item questions. I would use this information to planning strategically to integrate the priority cluster into our lesson planning. 

# data[].attributes.subject
Priority 1 cluster has the majority of item questions. I would use this information to planning strategically to integrate the priority cluster into our lesson planning. 

# data[].attributes.headline
There are more priority questions than supporting.  However, the supporting questions are just as essential.  When planning, it's important to spend some time (not all time) addressing the supporting cluster questions.

# data[].attributes.subject
There are more priority questions than supporting.  However, the supporting questions are just as essential.  When planning, it's important to spend some time (not all time) addressing the supporting cluster questions.

# data[].attributes.body
Priority is more heavily weighted.  This is where you would want to focus the majority of instruction, without of course, ignoring the others.

# data[].attributes.body
about 15 in Priority Cluster, 5 in Supporting for 5th grade

# data[].attributes.headline
in planning, it helps you know where your "priority" focus will be

# data[].attributes.subject
in planning, it helps you know where your "priority" focus will be

# data[].attributes.body
3rd grade priority is about 15 questions vs. 5 questions for supporting.

# data[].attributes.body
Up to 75% of items are from priority cluster.

# data[].attributes.body
Priority 1 has 12-15 items.  Supporting, 4-5.

# data[].attributes.body
There's 3x's the amount of questions in the Priority Cluster and after reading the Supporting Cluster Targets, I feel like some of the questions could be embedded within the Priority Cluster Targets when teaching.
-

# data[].attributes.headline
Priority item count- 12-15, Supporting- 4-5. Emphasize priority items.

# data[].attributes.subject
Priority item count- 12-15, Supporting- 4-5. Emphasize priority items.

# data[].attributes.body
12-15 in the priority targets as opposed to 4- 5 in the supporting. It would make sense in planning more time on priority targets.

# data[].attributes.headline
Review targets with class and then have them practice individually.

# data[].attributes.subject
Review targets with class and then have them practice individually.

# data[].attributes.body
In 6th grade, there are ten items. This can help with planning by looking at the clusters as a whole and seeing which aligns with what 6th is teaching for the week.

# data[].attributes.headline
Claims 2-4 have more DOK levels 2-3 and some DOK 4. 

# data[].attributes.subject
Claims 2-4 have more DOK levels 2-3 and some DOK 4. 

# data[].attributes.headline
Claim one is foundational for the other claims.

# data[].attributes.subject
Claim one is foundational for the other claims.

# data[].attributes.body
DOK raises as you get to claims 2-4, this is where the performance tasks live...

# data[].attributes.headline
Claim 2-4 have a lot higher DOK because they go beyond procedures. They require more analysis and explaining. 

# data[].attributes.subject
Claim 2-4 have a lot higher DOK because they go beyond procedures. They require more analysis and explaining. 

# data[].attributes.headline
there are questions where students need to anayze, solve problems, construct, make logical assumptions in claims 2 and 3

# data[].attributes.subject
there are questions where students need to anayze, solve problems, construct, make logical assumptions in claims 2 and 3

# data[].attributes.body
Claims 2-4 have more DOK. The rigor may slightly go up.

# data[].attributes.headline
Claim 1 is all about procedure and concepts, whereas the claim 2-4 is all about synthesizing and applying the procedures to various situations. 

# data[].attributes.subject
Claim 1 is all about procedure and concepts, whereas the claim 2-4 is all about synthesizing and applying the procedures to various situations. 

# data[].attributes.headline
Claim 1 is all DOK 1 and 2. Claim 2-3 has DOK 1-4.

# data[].attributes.subject
Claim 1 is all DOK 1 and 2. Claim 2-3 has DOK 1-4.

# data[].attributes.body
The DOK levels in Claims 2-4 are higher. Claim 1 is more procedural where Claims 2-4 ask students to solve problems, analyze, and justify and explain answers, which requires more depth of knowledge.

# data[].attributes.headline
procedural  questions in Claim 1 don't require explanation

# data[].attributes.subject
procedural  questions in Claim 1 don't require explanation

# data[].attributes.body
For instructional planning

# data[].attributes.headline
We use this when creating our Math units and backwards mapping for math CFA's

# data[].attributes.subject
We use this when creating our Math units and backwards mapping for math CFA's

# data[].attributes.headline
to create a common formative assessment; using the same test language for test taking format practice

# data[].attributes.subject
to create a common formative assessment; using the same test language for test taking format practice

# data[].attributes.headline
For backwards mapping and creating CFA's.

# data[].attributes.subject
For backwards mapping and creating CFA's.

# data[].attributes.body
We have had several trainings explaining them and we use when when planning our Math instruction

# data[].attributes.body
Get practice tests from website, practice increasing stamina, pull questions from SBAC to get students familiar with SBAC.

# data[].attributes.body
Planning out instructional units to make sure all targets are covered.

# data[].attributes.body
Backward Mapping

# data[].attributes.body
Provide samples of all the different stems utilized to assess the standard.

# data[].attributes.body
I don't think it needs more information because anything else I need to know can be found within the math framework in regards to rigor of the standards.  At least as far as my grade level.

# data[].attributes.headline
if my curriculum is aligned to the SBAC blueprint, then I am teaching at the same rigor level 

# data[].attributes.subject
if my curriculum is aligned to the SBAC blueprint, then I am teaching at the same rigor level 

# data[].attributes.headline
Having stems to teach students to understand assessment vocabulary.

# data[].attributes.subject
Having stems to teach students to understand assessment vocabulary.

# data[].attributes.headline
Linking a question bank to each claim and target

# data[].attributes.subject
Linking a question bank to each claim and target

# data[].attributes.body
Standards that SBAC is using to see if it aligns to grade level curriculum.