# data[].attributes.headline
can we collaborate with the lower grades? what additional support do the kids need to understand what they are trying to achieve?

# data[].attributes.subject
can we collaborate with the lower grades? what additional support do the kids need to understand what they are trying to achieve?

# data[].attributes.headline
Follow up question, Tell me more about what you mean by classroom logistics?

# data[].attributes.subject
Follow up question, Tell me more about what you mean by classroom logistics?

# data[].attributes.headline
Class logistics that are suitable for individual connection with students (class sizes, technology, etc.)

# data[].attributes.subject
Class logistics that are suitable for individual connection with students (class sizes, technology, etc.)

# data[].attributes.body
Understanding and ability of how to uniquely scaffold learning  to meet the needs of individual students.

# data[].attributes.headline
We improve in English and Science but not as much in Math.  How can we better support the students coming from the jr high to the HS?

# data[].attributes.subject
We improve in English and Science but not as much in Math.  How can we better support the students coming from the jr high to the HS?

# data[].attributes.headline
Look at what is being asked on the 9th grade ASPIRE versus and the 10th grade ASPIRE tests. Because our ELA Core for 9-10 are the exact same core, we are wondering if we are teaching the same standards at both levels and the tests are geared towards different standards. 

# data[].attributes.subject
Look at what is being asked on the 9th grade ASPIRE versus and the 10th grade ASPIRE tests. Because our ELA Core for 9-10 are the exact same core, we are wondering if we are teaching the same standards at both levels and the tests are geared towards different standards. 

# data[].attributes.body
We would like to look at our number of ELLs in our Regular vs Honors courses. How can we increase these opportunities for all student groups?

We would also like to facilitate more vertical alignment between the 9th grade and 10th grade in both ELA and Math.

# data[].attributes.headline
Is it possible that students are "tested out" or "just guess" as they progress throughout their school experience?

# data[].attributes.subject
Is it possible that students are "tested out" or "just guess" as they progress throughout their school experience?

# data[].attributes.headline
Translated assignments and resources. But how do you engage them in the classroom discussion?

# data[].attributes.subject
Translated assignments and resources. But how do you engage them in the classroom discussion?

# data[].attributes.headline
We were surprised that the students with disabilities had such a dramatic decrease in proficiency from grades 3-8 to grades 9-10.

# data[].attributes.subject
We were surprised that the students with disabilities had such a dramatic decrease in proficiency from grades 3-8 to grades 9-10.

# data[].attributes.headline
What's the deal with the transition between Junior High and High School...there are significant gaps in the data between two across all group of students.

# data[].attributes.subject
What's the deal with the transition between Junior High and High School...there are significant gaps in the data between two across all group of students.

# data[].attributes.headline
Students with disabilities is very low as well as our hispanic population.

# data[].attributes.subject
Students with disabilities is very low as well as our hispanic population.

# data[].attributes.headline
Do the kids have relationships with those teachers in that department?  Are they involved with activities outside of the class with the departments?  Are they moving in from another school or are they EL? 

# data[].attributes.subject
Do the kids have relationships with those teachers in that department?  Are they involved with activities outside of the class with the departments?  Are they moving in from another school or are they EL? 

# data[].attributes.headline
There are so few ELL students at our school that most educators/counselors have no idea or training on how to serve them.

# data[].attributes.subject
There are so few ELL students at our school that most educators/counselors have no idea or training on how to serve them.

# data[].attributes.headline
There are groups with no collected data. How do we serve those groups?

# data[].attributes.subject
There are groups with no collected data. How do we serve those groups?

# data[].attributes.headline
EL-English Learner, ML- Multilingual Learner, ELL- English Language Leaner

# data[].attributes.subject
EL-English Learner, ML- Multilingual Learner, ELL- English Language Leaner

# data[].attributes.headline
State Assessments, EL accommodations??? Where does that go? How does that systemically happen? How do we know what those are?

# data[].attributes.subject
State Assessments, EL accommodations??? Where does that go? How does that systemically happen? How do we know what those are?

# data[].attributes.headline
We need to support all students in Math at the high school level. We need to provide more access to high level classes--are students prepared for these? 

# data[].attributes.subject
We need to support all students in Math at the high school level. We need to provide more access to high level classes--are students prepared for these? 

# data[].attributes.body
Our ELLs need more support at the High School level, specifically in ELA.

# data[].attributes.headline
Polaris has very little data because they have very few sophomores. The numbers at Lakeridge and MV are similar to what we have come to expect.

# data[].attributes.subject
Polaris has very little data because they have very few sophomores. The numbers at Lakeridge and MV are similar to what we have come to expect.

# data[].attributes.body
All of our student groups are performing below the school average except Asians and Whites.

# data[].attributes.headline
Math: The number proficient drops drastically in 10th Grade (From 43% to 48% on the RISE to 30% on the ASPIRE) Even in the subgroups, we're seeing a drastic drop from the RISE to ASPIRE. 

# data[].attributes.subject
Math: The number proficient drops drastically in 10th Grade (From 43% to 48% on the RISE to 30% on the ASPIRE) Even in the subgroups, we're seeing a drastic drop from the RISE to ASPIRE. 

# data[].attributes.body
English: In our ELL subgroup, the Rise from 3-8 grade increases from 6% to 16% in 9th grade. But then drops from 16% to 0% in 10th grade.