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Initial testing is hard and students don't take it as seriously as they should so some are not placed correctly. 

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Initial testing is hard and students don't take it as seriously as they should so some are not placed correctly. 

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Texts are not engaging for high school freshman especially level 1 students. They do not care about bats or archaeology. 

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Texts are not engaging for high school freshman especially level 1 students. They do not care about bats or archaeology. 

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Buy-in is HARD especially at high school. 

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Buy-in is HARD especially at high school. 

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Program feels very monotonous and students are not engaged, especially when they have previously read the text provided as "high interest"

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The students will work solidly if they also have time to work on the games so they can alternate back and forth.

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The students will work solidly if they also have time to work on the games so they can alternate back and forth.

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Flexibility for the teachers to adjust scheduling and literature as needed.

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Student engagement based on reading selections.
Motivation is still a challenge for most of the kids.
Need additional reading materials to correlate with English I to provide them support in English I class versus workbooks.
Workbooks use same story over and over which is an issue of variety and interest for students.

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Students struggle to buy in because they battle with a definition of reading - they do not see it as comprehending the text, but simply as being able to call/decode the words

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The students get frustrated and want to stop at times.  

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The students get frustrated and want to stop at times.  

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Have seen great growth especially in level 2!

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Grammar practice is helping EL students

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Teacher struggles with how to put the grades in the gradebook since the students work at their own pace.

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Leaderboards - kids like competition
1:1 is a big help. Promotes out of school work

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when students are in the same level but on various units?

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Using multiple data points to identify students. We had some who began with a much higher Lexile that the majority of the class - perhaps they didn't give true effort on SC Ready.

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How to identify the number of students, when multiple feeder schools are selecting the students.  If a limited # of slots are available, how do you determine who gets in and who is not included.

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How to identify the number of students, when multiple feeder schools are selecting the students.  If a limited # of slots are available, how do you determine who gets in and who is not included.

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1 separate class
Some may have the teacher for English I but it is not mandated
Important to have at the beginning of the day versus end of the day

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We pair LL (Use Literacy Skill Building course title) with English 1 CP