# data[].attributes.headline
Higher in active and lower in interactive which correlates to our initial observations during face-to-face (no interaction due to distancing). 

# data[].attributes.subject
Higher in active and lower in interactive which correlates to our initial observations during face-to-face (no interaction due to distancing). 

# data[].attributes.body
The increase in active may be related to the identified phenomenon during distance learning as teachers ask students to "do more things" so they can "see them" "learning".

# data[].attributes.headline
We notice that the active category has decreased and we conjecture that the interactive has been impacted

# data[].attributes.subject
We notice that the active category has decreased and we conjecture that the interactive has been impacted

# data[].attributes.body
the active category has increased (not decreased)

# data[].attributes.headline
The data could be used as a conversation starter to discuss the need to find a more balanced approach to instruction/engagement. 

# data[].attributes.subject
The data could be used as a conversation starter to discuss the need to find a more balanced approach to instruction/engagement. 

# data[].attributes.headline
ICAP shouldn't be used as an evaluation tool per se. It can be used as a tool to identify trends and start conversations by grade level, department, or as a section. 

# data[].attributes.subject
ICAP shouldn't be used as an evaluation tool per se. It can be used as a tool to identify trends and start conversations by grade level, department, or as a section. 

# data[].attributes.headline
We see the same  general tendency in which interactive decreases and active increases.  Their may be an assumption that social distancing implies less interaction, yet we think that academic dialogue is one way to encourage peer interaction. And teachers are not taking advantage of other spaces other than student desks to promote other types of active interaction. 

# data[].attributes.subject
We see the same  general tendency in which interactive decreases and active increases.  Their may be an assumption that social distancing implies less interaction, yet we think that academic dialogue is one way to encourage peer interaction. And teachers are not taking advantage of other spaces other than student desks to promote other types of active interaction. 

# data[].attributes.headline
Example of all 4 levels--heavy on the active and constructive (1 interactive engagement)

# data[].attributes.subject
Example of all 4 levels--heavy on the active and constructive (1 interactive engagement)

# data[].attributes.body
Small sample size
We saw the potential for higher levels of engagement but did not see the result of that due to time constraints

# data[].attributes.headline
These conversations should lead us to discussions around effective practices to generate the right type of engagement. 

# data[].attributes.subject
These conversations should lead us to discussions around effective practices to generate the right type of engagement. 

# data[].attributes.headline
The holiday times are an issue that also affected cognitive engagement.

# data[].attributes.subject
The holiday times are an issue that also affected cognitive engagement.

# data[].attributes.headline
teacher-driven direct instruction that allowed students to be active

# data[].attributes.subject
teacher-driven direct instruction that allowed students to be active

# data[].attributes.body
didn't see more opportunities for interactive construction
good examples of constructive engagement--mini lesson and then individual student work

# data[].attributes.body
ICAP should not be used to evaluate but to reflect on practices and tendencies.

# data[].attributes.headline
With the coaches we came up with a short do-now for teachers to do interactive exit tickets. More strategies needed

# data[].attributes.subject
With the coaches we came up with a short do-now for teachers to do interactive exit tickets. More strategies needed

# data[].attributes.headline
good big picture data--indirect impact on parts of pd

# data[].attributes.subject
good big picture data--indirect impact on parts of pd

# data[].attributes.body
use it through all of our walkthroughs and observations to give topics of interest to admin team and indicate where to go with pd

# data[].attributes.headline
For now I will used it to inform feedback to individuals and to section

# data[].attributes.subject
For now I will used it to inform feedback to individuals and to section

# data[].attributes.headline
need a larger conversation about overall teacher evaluation system--this would have a place in it

# data[].attributes.subject
need a larger conversation about overall teacher evaluation system--this would have a place in it

# data[].attributes.body
Feedback based on ICAP should serve as PD for the teachers; we can also use time to explain expectations with regard to cognitive engagement. General trends help self-reflect.