# data[].attributes.body
Everyone is doing more than we had before. Finding students holes and meeting them.

# data[].attributes.body
focusing specific phonics skills for individual/small group needs

# data[].attributes.body
Better tracking of PA skills during interventions and not just relying on PA Packets

# data[].attributes.headline
Heggerty resource- using it consistently

# data[].attributes.subject
Heggerty resource- using it consistently

# data[].attributes.body
How to keep utilizing sound walls throughout the year

# data[].attributes.body
small group focus for students with big gaps; lots of growth shown on phonics screener and PA packet scores

# data[].attributes.body
Higher awareness of phonics strategies. targeting kids who have holes.

# data[].attributes.body
focus math games for specific student needs

# data[].attributes.body
Utilizing sound wall more

# data[].attributes.body
Utilizing small group and whole group phonics across the board, helps to fill in gaps for students in the higher grades

# data[].attributes.body
Being able to move to the next steps for upper grade levels.

# data[].attributes.body
using the sound wall more consistently

# data[].attributes.body
overall the students are growing in phonics and we are being more intentional with heggrety lessons

# data[].attributes.body
utilizing small groups or paras to help support PA. Heggerty is being utilized, 1 minute drills and BLAST intervention.

# data[].attributes.body
how to implement the sound walls more consistently

# data[].attributes.headline
PA in small group with paras. Phonics 5-8 minutes each day. Seeing a lot of growth on screeners 

# data[].attributes.subject
PA in small group with paras. Phonics 5-8 minutes each day. Seeing a lot of growth on screeners 

# data[].attributes.headline
Overall seeing growth in PA. Using both small groups and whole group is working well. Addressing more needs 2nd semester.

# data[].attributes.subject
Overall seeing growth in PA. Using both small groups and whole group is working well. Addressing more needs 2nd semester.

# data[].attributes.body
Examples of incorporating sound wall.

# data[].attributes.headline
Letters screeners to align instruction more strategically 

# data[].attributes.subject
Letters screeners to align instruction more strategically 

# data[].attributes.body
being more intentional using the sound wall.

# data[].attributes.body
Most grade levels have been utilizing their sound walls and doing 5-10 minutes per day. Lots of small groups for PA happening in the upper grades.

# data[].attributes.headline
Being intentional to form groups now for drills

# data[].attributes.subject
Being intentional to form groups now for drills

# data[].attributes.headline
seeing the outcomes of using sound wall - unsure of what that is looking like yet 

# data[].attributes.subject
seeing the outcomes of using sound wall - unsure of what that is looking like yet 

# data[].attributes.body
It is time to strengthen use of sound walls to generalize skills from phonics lessons.

# data[].attributes.headline
How to differentiate with students to make the most impact

# data[].attributes.subject
How to differentiate with students to make the most impact

# data[].attributes.headline
Using Google Slides for phonics so everything is ready to go and is done whole group 

# data[].attributes.subject
Using Google Slides for phonics so everything is ready to go and is done whole group 

# data[].attributes.body
All grades seem to have a good understanding of where their students are at and how to address the different skills needed in different types of instruction or size of groups

# data[].attributes.body
Small group intervention time for PA from paras and LC teachers.

# data[].attributes.headline
being intentional - using both small group and whole group; splitting it up throughout the day; seeing progress 

# data[].attributes.subject
being intentional - using both small group and whole group; splitting it up throughout the day; seeing progress 

# data[].attributes.body
Growth has been observed in multiple classrooms.

# data[].attributes.headline
Every teacher seems to be implemented in an intervention and seeing growth in students

# data[].attributes.subject
Every teacher seems to be implemented in an intervention and seeing growth in students

# data[].attributes.body
Sound wall is good, but needs more of a routine to be used

# data[].attributes.body
Heggerty is going really well

# data[].attributes.headline
PA skills groups with paras,  whole group drills, practice in GR groups

# data[].attributes.subject
PA skills groups with paras,  whole group drills, practice in GR groups

# data[].attributes.headline
Using one day of whole group reading to do more strategic grouping for PA grouping 

# data[].attributes.subject
Using one day of whole group reading to do more strategic grouping for PA grouping 

# data[].attributes.headline
Sound wall started off very strong but has been difficult to continue to use as a routine 

# data[].attributes.subject
Sound wall started off very strong but has been difficult to continue to use as a routine 

# data[].attributes.headline
Students have been very motivated by Hearbuilder and "competing" against each other

# data[].attributes.subject
Students have been very motivated by Hearbuilder and "competing" against each other

# data[].attributes.headline
Phonics lessons, Heggerty, BLAST intervention 

# data[].attributes.subject
Phonics lessons, Heggerty, BLAST intervention 

# data[].attributes.headline
Number Talks using image, tool, 3 act task, estimation, and number talks from building fact fluency

# data[].attributes.subject
Number Talks using image, tool, 3 act task, estimation, and number talks from building fact fluency

# data[].attributes.body
All grades are using BFF games. Many are incorporating technology games which are very engaging and motivating for students

# data[].attributes.body
Being more intentional with small groups to keep differentiating on the kids who need more of a challenge, at grade level, and below grade level.

# data[].attributes.body
Incorporating fact fluency online games from our online math curriculum during workshops.

# data[].attributes.body
Student tracking, how to see if the home materials are being used.

# data[].attributes.body
See if we can find out how students are utilizing the resources at home.

# data[].attributes.body
Everyone knows and understands what their focus is and has ways to get there. A lot of grade levels send home activities but not sure if they are being utilized.

# data[].attributes.body
Being more purposeful on adding pieces for students.

# data[].attributes.body
Being more aware of what is being completed at home. Some kind of communication about what parents are doing. Better skills tracking.

# data[].attributes.body
Not every grade has a consistent way of tracking their data to show growth throughout the year or from year-to-year.

# data[].attributes.headline
We discussed having a consistent way to track student growth for grade level requirements 

# data[].attributes.subject
We discussed having a consistent way to track student growth for grade level requirements 

# data[].attributes.body
tracking and individual reflection

# data[].attributes.body
How are we tracking student growth? And how to implement into intervention groups.

# data[].attributes.body
Using multiple games and strategies to learn the skills.

# data[].attributes.body
Each grade is utilizing Building Fact Fluency, starting in kindergarten. When students get to upper grades, technology is more incorporated into fact fluency practices.

# data[].attributes.body
All grade levels being accountable for their facts/standards, increased awareness to facts that students know and need additional practice with.

# data[].attributes.body
using games and technology to practice facts

# data[].attributes.body
Do we need to have a way to track it consistently to show growth?

# data[].attributes.body
monitoring student progress and using the data to continue teaching and planning for fact fluency.

# data[].attributes.headline
More guidance on some interventions and ways to build in games. 

# data[].attributes.subject
More guidance on some interventions and ways to build in games. 

# data[].attributes.body
Each grade level is incorporating pieces of fact fluency into their day/week. A lot of technology pieces and games are being implemented to keep it engaging for the students.

# data[].attributes.body
Finding ways to track growth and individualize practice opportunities for students struggling with their facts.

# data[].attributes.headline
it seems that there are a variety of pieces that teachers are choosing that teacher finds helpful for their own students

# data[].attributes.subject
it seems that there are a variety of pieces that teachers are choosing that teacher finds helpful for their own students

# data[].attributes.body
Tracking student progress

# data[].attributes.headline
reflection and looking at student progress

# data[].attributes.subject
reflection and looking at student progress

# data[].attributes.headline
As a building we are finding what pieces our students need for students to be closer to reaching the fluency needed. Things are starting to be more individualized as needed. 

# data[].attributes.subject
As a building we are finding what pieces our students need for students to be closer to reaching the fluency needed. Things are starting to be more individualized as needed. 

# data[].attributes.headline
QR code survey about what is being done at home with math around parent teacher conference time so we have a better measure of how much they are actually doing within the home. 

# data[].attributes.subject
QR code survey about what is being done at home with math around parent teacher conference time so we have a better measure of how much they are actually doing within the home. 

# data[].attributes.body
being intentional with planning time to practice and assess fact fluency for whole group and for kids who need different levels of fact fluency

# data[].attributes.body
Tracking student progress.

# data[].attributes.headline
Using technology and games to build fact fluency.  Being intentional about some that are already built in to our curriculum.

# data[].attributes.subject
Using technology and games to build fact fluency.  Being intentional about some that are already built in to our curriculum.

# data[].attributes.body
Everyone is finding time to build in fact fluency practices. Grade levels are finding different practice opportunities through games, interventions, and technology.

# data[].attributes.headline
is growth being tracked for student success? Do we need to track growth?

# data[].attributes.subject
is growth being tracked for student success? Do we need to track growth?

# data[].attributes.body
Using games and a routine to teach math fluency.

# data[].attributes.body
choosing pieces to implement as whole group in addition to the intervention.

# data[].attributes.headline
more about the fact fluency website so that we don't feel like we are just winging it

# data[].attributes.subject
more about the fact fluency website so that we don't feel like we are just winging it

# data[].attributes.headline
using technology and games to increase opportunities to practice fact fluency 

# data[].attributes.subject
using technology and games to increase opportunities to practice fact fluency 