# data[].attributes.body
Drawing conclusions based on fatigue and previous instruction experience. Year 2 instruction with students who have 1 year under their belt will be different and having the patience to wait for that is needed.

# data[].attributes.body
Time spent analyzing spelling errors was not a priority.

# data[].attributes.body
Moving from implementation to the next phase of development and progress in our work needs to be front of mind for us.

# data[].attributes.body
How to not create teacher burnout with some intermediate teachers teaching 90 minute lessons three times per day and responsible for all of the writing feedback.

# data[].attributes.body
Embracing the new program and acknowledging that the students are more engaged and like the topics covered in the Knowledge units. Siblings are sharing knowledge across grades, and parents are witnessing a different experience than in past years.

# data[].attributes.body
Due to it being our first year, we are still lacking confidence in teaching the curriculum as intended.

# data[].attributes.body
We are onboarding a new ELA resource next year, and that will compete with our attention to math implementation (both for teachers AND for administrators/coaches).

# data[].attributes.body
Trying to determine best practices for making sure we are also preparing students for testing with question style, verbage, etc.

# data[].attributes.body
At the intermediate grades, we still have some teachers who do not yet see the relationship between the writing their students are doing everyday in class and the ability to succeed on the state summative writing performance task. There are also far too many who are lecturing rather than to creatively implement their instruction so that students are participating in collaborative conversations, creating meaning from the texts they are interacting with, and engaging in their work in authentic, meaningful ways. For all of our Amplify ELA users, we do have some teachers who are opting not to use the Vocabulary App to start each day's lesson. The bell work model they have used for years is a hard habit to break!

# data[].attributes.body
Our K-2 teachers are using the materials, and most have moved away from using outside resources (aka TPT).

All teachers understand that the expectation is to use and plan around our curriculum.

# data[].attributes.body
We are revamping our intervention system. This is a perfect time to address the Tier 1 expectation of responding to student thinking so that we have fewer students in Tier 2 and Tier 3 support.

We also have teachers in a couple of numeracy learning cohorts, and that work is supported with our materials. We are developing advocates who see the "why" behind the materials.

# data[].attributes.body
Teachers are seeing the bigger picture and seeing student growth through rigor.

# data[].attributes.body
This is our 1st year with CKLA and all teachers across the district are using CKLA. Some are taking slower steps, while others have hit the ball running. However, everyone is putting in the effort.

# data[].attributes.body
Moving forward with intention on response to identified needs.

# data[].attributes.body
Teachers not understanding the role of the coach, not a culture of strong PLCs, next year we are adopting a new Math curriculum.

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We are not using differentiated supports in response to student thinking. We are presenting, but not responding.

# data[].attributes.body
Moving forward with better communication.

# data[].attributes.body
Support building instructional leaders with observational tools, CKLA coaching, more opportunities for coaching (light and heavy).

# data[].attributes.body
The junior high teachers are moving beyond the implementation phase typical of first-year Amplify adoption and are getting positive results. The embedded Amplify Coach has been a tremendous help to this work and the partnership between the coach and the teachers has made our first year implementation go very smoothly. Teachers have bought into the Amplify ELA approaches and are working hard to increase engagement and to backwards plan effectively as a collaborative team.

# data[].attributes.body
Competing needs of students - how to build coherence across all supports so that students are not cognitively fatigued, but also still getting all tiered instruction they need.

# data[].attributes.body
Lesson internalization with a focus on the primary objectives to understand what students are learning and how they should be scaffolded (when needed)

# data[].attributes.body
Competing priorities and Admin. fatigue.

# data[].attributes.body
Mid- year pacing was far behind the suggested curriculum map.

There are a handful of outliers who may not be using CKLA and those we don't hear from.

# data[].attributes.body
Teachers who do not have their manuals in hand are missing vital parts of the HQIR. Using external slide presentations is not effective, but we are working towards that change.

# data[].attributes.body
Our teachers are really working hard to understand the curriculum. Students are excited to learn about the topics. Teachers are becoming more comfortable with tools, patterns of learning, and the why behind the curriculum

# data[].attributes.body
We are still grappling with interleaving and understanding how to know what to skinny and what should not be skinnied

# data[].attributes.body
Teachers are holding the manuals and kids are reading in the CKLA readers.

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We have the right people in leadership (curriculum and specialists) to support teachers.

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Students are seeing connections in the content from year to year. This is giving students content background knowledge.

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Teachers are planning day to day...

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All our district data from learning walks show that students are engaged and excited about the learning.

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Our principals don't feel comfortable with giving feedback because they don't know the curriculum.