# data[].attributes.headline
The flow of the lessons and how they interconnect

# data[].attributes.subject
The flow of the lessons and how they interconnect

# data[].attributes.headline
Target dates, assessments used, objectives, standards

# data[].attributes.subject
Target dates, assessments used, objectives, standards

# data[].attributes.headline
students doing math, talking about math, explaining their thinking, providing rationales for their work.  

# data[].attributes.subject
students doing math, talking about math, explaining their thinking, providing rationales for their work.  

# data[].attributes.headline
Teachers looking at trends and modifying their lessons

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Teachers looking at trends and modifying their lessons

# data[].attributes.headline
Students' understanding and connecting the concepts within the module

# data[].attributes.subject
Students' understanding and connecting the concepts within the module

# data[].attributes.body
What do student need support with?
What are we going to do to address what concepts were not learned?

# data[].attributes.headline
Students listening to other students and engaging in discourse

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Students listening to other students and engaging in discourse

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Planning for ways to include as much student input as possible

# data[].attributes.subject
Planning for ways to include as much student input as possible

# data[].attributes.headline
Students active in math--manipulatives, explaining their learning, demonstrating, drawing, writing, questioning, 

# data[].attributes.subject
Students active in math--manipulatives, explaining their learning, demonstrating, drawing, writing, questioning, 

# data[].attributes.headline
Strategies and materials to be used. Ensuring different avenues for discourse.

# data[].attributes.subject
Strategies and materials to be used. Ensuring different avenues for discourse.

# data[].attributes.headline
It is very important to take teachers through the whole cycle, not necessarily in one sitting. Often we only get through planning and data analysis without revisions or resolutions to issues

# data[].attributes.subject
It is very important to take teachers through the whole cycle, not necessarily in one sitting. Often we only get through planning and data analysis without revisions or resolutions to issues

# data[].attributes.body
Consider and reflect on the amount of student participation and engagement compared to quality of student discourse

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Module-level data should be cons formative assessment was provided daily.   

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Module-level data should be cons formative assessment was provided daily.   

# data[].attributes.body
Student's understanding of concepts and math practices.

# data[].attributes.headline
Promote teaching with fidelity and rigor in a variety of scenarios.

# data[].attributes.subject
Promote teaching with fidelity and rigor in a variety of scenarios.

# data[].attributes.body
Teachers need time to plan as a grade level weekly.

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work learning into the next lesson or lessons that supports students to recognize and address misconceptions in previous lessons

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work learning into the next lesson or lessons that supports students to recognize and address misconceptions in previous lessons

# data[].attributes.body
Parent communication