# data[].attributes.headline
Using the materials - having hard copies available of the lessons and being able to chunk parts for each lesson

# data[].attributes.subject
Using the materials - having hard copies available of the lessons and being able to chunk parts for each lesson

# data[].attributes.headline
Students made progress and showed a better understanding of the concepts.

# data[].attributes.subject
Students made progress and showed a better understanding of the concepts.

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Consistency - I was out with a sick child and then coming back right before break with additional interruptions in the schedule left days where it did not happen

# data[].attributes.subject
Consistency - I was out with a sick child and then coming back right before break with additional interruptions in the schedule left days where it did not happen

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snow days
absences

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Consistently planned thoughtfully to prepare

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Consistently planned thoughtfully to prepare

# data[].attributes.body
Use of manipulatives and strategies that represent best practices and provided opportunities for hands-on learning

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planning, using APS approved resources online.  Also used manipulatives and made my own anchor chart - one in particular is How to say numbers.  Students in the intervention group have been using it and know how to say their numbers. 

# data[].attributes.subject
planning, using APS approved resources online.  Also used manipulatives and made my own anchor chart - one in particular is How to say numbers.  Students in the intervention group have been using it and know how to say their numbers. 

# data[].attributes.headline
Provided support in small groups and the students enjoyed activities. 

# data[].attributes.subject
Provided support in small groups and the students enjoyed activities. 

# data[].attributes.headline
Planning - after each lesson, making notes for each student about what I noticed and, when possible, creating quick worksheets to have more evidence of their work

# data[].attributes.subject
Planning - after each lesson, making notes for each student about what I noticed and, when possible, creating quick worksheets to have more evidence of their work

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what data should i collect moving forward

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what data should i collect moving forward

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getting pulled to sub in the morning.  The 2nd week in January was a challenge to pull my groups.  I did change the time to 10:10 which has helped somewhat. It is still a challenge leaving a class to do intervention groups. There are so many needs.

# data[].attributes.subject
getting pulled to sub in the morning.  The 2nd week in January was a challenge to pull my groups.  I did change the time to 10:10 which has helped somewhat. It is still a challenge leaving a class to do intervention groups. There are so many needs.

# data[].attributes.headline
Materials were accessible and of high quality .

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Materials were accessible and of high quality .

# data[].attributes.body
Multiple students were out for extended periods of time due to contracting COVID, need to isolate, and one student who had neither was kept home by parent for full week out of an abundance of caution as she contracted COVID back in OCT/NOV

# data[].attributes.headline
Timing - for students that need to be seen by more than one teacher but also might need additional time with independent work before intervention - lots of moving pieces

# data[].attributes.subject
Timing - for students that need to be seen by more than one teacher but also might need additional time with independent work before intervention - lots of moving pieces

# data[].attributes.headline
should we still meet with students on days we test?

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should we still meet with students on days we test?

# data[].attributes.body
Will we be able to continue these interventions? When they've been present, growth has occurred!

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Students who were excluded but CLEARLY need intervention

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Students who were excluded but CLEARLY need intervention

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I have one student who was not eligible due to time in country but DESPERATELY needs it - I will continue to intervene 1 on 1?