# data[].attributes.headline
High risk percentage in aReading has gone down every year.

# data[].attributes.subject
High risk percentage in aReading has gone down every year.

# data[].attributes.headline
Our high risk percentage in aReading is below 10% over the years.

# data[].attributes.subject
Our high risk percentage in aReading is below 10% over the years.

# data[].attributes.headline
Early reading scores in FB also have less than 10% at high risk. 

# data[].attributes.subject
Early reading scores in FB also have less than 10% at high risk. 

# data[].attributes.headline
FastBridge: Our data does not reflect 80% proficiency as it relates to MTSS and the strength of our Universal Tier 

# data[].attributes.subject
FastBridge: Our data does not reflect 80% proficiency as it relates to MTSS and the strength of our Universal Tier 

# data[].attributes.headline
The percentage of students who receive free lunch being high risk is much higher than other populations.

# data[].attributes.subject
The percentage of students who receive free lunch being high risk is much higher than other populations.

# data[].attributes.headline
ISASP: Our district data (across content areas) shows that we are teetering on the edge of our Universal Tier being insufficient

# data[].attributes.subject
ISASP: Our district data (across content areas) shows that we are teetering on the edge of our Universal Tier being insufficient

# data[].attributes.headline
We believe that use of the SAMI, specifically the Universal Tier component, would help us measure success and support our arrival at the desired state.

# data[].attributes.subject
We believe that use of the SAMI, specifically the Universal Tier component, would help us measure success and support our arrival at the desired state.

# data[].attributes.headline
We would like to see student gains on both the ISASP and FAST Bridge assessments.

# data[].attributes.subject
We would like to see student gains on both the ISASP and FAST Bridge assessments.

# data[].attributes.headline
Utilization of the SAMI's Universal Tier Toolkit as an action step as well as a metric

# data[].attributes.subject
Utilization of the SAMI's Universal Tier Toolkit as an action step as well as a metric

# data[].attributes.headline
Continue curriculum/unit design focus (15-day challenge) to strengthen Universal Tier

# data[].attributes.subject
Continue curriculum/unit design focus (15-day challenge) to strengthen Universal Tier

# data[].attributes.headline
Thinking about our recent work with the 15 day challenge, we would suggest that we learn about and implement similar methods of data examination and options for responding.

# data[].attributes.subject
Thinking about our recent work with the 15 day challenge, we would suggest that we learn about and implement similar methods of data examination and options for responding.

# data[].attributes.headline
Ensure that student achievement is not narrowly defined by FAST and ISASP scores.  How are we focusing and measuring the "Learning Goals" of students being complex thinkers, effective communicators, skilled utilizers of technology, contributing citizens, lifelong learners, and collaborative workers that are a part of our Learning Goals.  Is it more important to move 5% of our students from a non-proficient or risk category over 5 years or develop these other soft skills that students need to be successful in life.

# data[].attributes.subject
Ensure that student achievement is not narrowly defined by FAST and ISASP scores.  How are we focusing and measuring the "Learning Goals" of students being complex thinkers, effective communicators, skilled utilizers of technology, contributing citizens, lifelong learners, and collaborative workers that are a part of our Learning Goals.  Is it more important to move 5% of our students from a non-proficient or risk category over 5 years or develop these other soft skills that students need to be successful in life.

# data[].attributes.headline
Regularly review how tight our alignment is to the Iowa Core standards

# data[].attributes.subject
Regularly review how tight our alignment is to the Iowa Core standards

# data[].attributes.headline
Meet the needs of ALL learners, including FRL students, to have comparable outcomes on student testing.

# data[].attributes.subject
Meet the needs of ALL learners, including FRL students, to have comparable outcomes on student testing.

# data[].attributes.headline
Time to focus on student achievement. With all of the other demands placed on administrators, what can be taken off of our plates to ensure this is our priority?

# data[].attributes.subject
Time to focus on student achievement. With all of the other demands placed on administrators, what can be taken off of our plates to ensure this is our priority?

# data[].attributes.headline
Intentional use of time during PD, BLT, CTT to dive into the Universal Tier toolkit

# data[].attributes.subject
Intentional use of time during PD, BLT, CTT to dive into the Universal Tier toolkit

# data[].attributes.headline
Develop some internal measures, proficiency scales and rubrics, for the learning goals outside of FAST and ISASP.

# data[].attributes.subject
Develop some internal measures, proficiency scales and rubrics, for the learning goals outside of FAST and ISASP.

# data[].attributes.headline
What do authentic learning opportunities look like at the lower elementary level.  How do we find the balance between the accountability of FAST and ISASP that we know isn't going away and district curriculum expectations with the types of learning activities that develop the 21st century skills that students need. 

# data[].attributes.subject
What do authentic learning opportunities look like at the lower elementary level.  How do we find the balance between the accountability of FAST and ISASP that we know isn't going away and district curriculum expectations with the types of learning activities that develop the 21st century skills that students need. 

# data[].attributes.headline
Build smaller opportunities for Authentic Learning experiences into the school day across the system as a launching point for expanding these opportunities during the 2 - 5 year time frame.  

# data[].attributes.subject
Build smaller opportunities for Authentic Learning experiences into the school day across the system as a launching point for expanding these opportunities during the 2 - 5 year time frame.  

# data[].attributes.headline
Strong universal tier and solid in the science of teaching to allow for the art of teaching --> personalized learning experiences and potential exploration of CBE within those experiences

# data[].attributes.subject
Strong universal tier and solid in the science of teaching to allow for the art of teaching --> personalized learning experiences and potential exploration of CBE within those experiences