# data[].attributes.headline
Students who have higher MAP scores disagreed they were challenged in math

# data[].attributes.subject
Students who have higher MAP scores disagreed they were challenged in math

# data[].attributes.headline
Noticings: I notice that the more students had choice the more they felt respected.

# data[].attributes.subject
Noticings: I notice that the more students had choice the more they felt respected.

# data[].attributes.headline
Students want more time to create their own math problems/work with each other collaboratively!

# data[].attributes.subject
Students want more time to create their own math problems/work with each other collaboratively!

# data[].attributes.headline
I feel like I have a hard time incorporating more group work with the Desmos activities. So I was suprised to see so many students say they do a lot of group work. How do other teachers do it?

# data[].attributes.subject
I feel like I have a hard time incorporating more group work with the Desmos activities. So I was suprised to see so many students say they do a lot of group work. How do other teachers do it?

# data[].attributes.body
In comparison to last year, students indicated that they are discussing their answers and writing their responses more

# data[].attributes.headline
Why don't the students who feel ready for HS feel ready?

# data[].attributes.subject
Why don't the students who feel ready for HS feel ready?

# data[].attributes.headline
Some students scoring lower on MAP still feel that they are unchallenged :(

# data[].attributes.subject
Some students scoring lower on MAP still feel that they are unchallenged :(

# data[].attributes.headline
Students feel that they are explaining their math in written form a lot more than in the past!

# data[].attributes.subject
Students feel that they are explaining their math in written form a lot more than in the past!

# data[].attributes.headline
Students recognize that we are sharing strategies and explaining how to solve problems  often.

# data[].attributes.subject
Students recognize that we are sharing strategies and explaining how to solve problems  often.

# data[].attributes.headline
Choice is key, so they feel empowered.  

# data[].attributes.subject
Choice is key, so they feel empowered.  

# data[].attributes.headline
I also notice that it seems like students want more student-to-student interaction during class discussions instead of student-to-teacher-to-student (according to Free Response Answers)

# data[].attributes.subject
I also notice that it seems like students want more student-to-student interaction during class discussions instead of student-to-teacher-to-student (according to Free Response Answers)

# data[].attributes.headline
I"m curious as to why students who don't feel challenged are also not choosing 'Dive Deeper' options?

# data[].attributes.subject
I"m curious as to why students who don't feel challenged are also not choosing 'Dive Deeper' options?

# data[].attributes.headline
How can we encourage more student collaboration within the Desmos curriculum?

# data[].attributes.subject
How can we encourage more student collaboration within the Desmos curriculum?

# data[].attributes.headline
The type and number of choices/offerings.

# data[].attributes.subject
The type and number of choices/offerings.

# data[].attributes.headline
Students who feel challenged give themselves opportunities to be challenged.

# data[].attributes.subject
Students who feel challenged give themselves opportunities to be challenged.

# data[].attributes.headline
And they feel that we are discussing multiple strategies on how to solve problems often.

# data[].attributes.subject
And they feel that we are discussing multiple strategies on how to solve problems often.

# data[].attributes.headline
60% of students who aren’t challenged are also not choosing “deeper dive”

# data[].attributes.subject
60% of students who aren’t challenged are also not choosing “deeper dive”

# data[].attributes.body
About half of all algebra students, including those that answered does not agree nor disagree, disagrees, and strongly disagrees, believes WIN times allows for them to learn/practice math.

# data[].attributes.body
How can we encourage more collaboration!

# data[].attributes.headline
How can we help students know what they are proficient in?

# data[].attributes.subject
How can we help students know what they are proficient in?

# data[].attributes.headline
Why don't kids who aren't feeling challenged choose deeper dive?

# data[].attributes.subject
Why don't kids who aren't feeling challenged choose deeper dive?

# data[].attributes.headline
Students are generally feeling that math is fun and effective

# data[].attributes.subject
Students are generally feeling that math is fun and effective

# data[].attributes.headline
I feel like 5 essentials have historically shown strong math instruction districtwide. Are there more in-depth questions of more use?

# data[].attributes.subject
I feel like 5 essentials have historically shown strong math instruction districtwide. Are there more in-depth questions of more use?

# data[].attributes.body
What are we doing to further challenge students that do not already feel challenged by the deeper dives?

# data[].attributes.headline
How do we build even more autonomy in the math classroom for all students? 

# data[].attributes.subject
How do we build even more autonomy in the math classroom for all students? 

# data[].attributes.headline
Students are feeling prepared for high school math.

# data[].attributes.subject
Students are feeling prepared for high school math.

# data[].attributes.headline
How can schools create classroom rosters with reasonable discrepancies in MAP scores?  It is hard for teachers to differentiate in a room where the low is 190 and the high is 255.  That's a huuuuuge gap and naturally, most teachers aren't going to spend time planning for the kid who is above grade level so perhaps thats part of the reason they don't feel challenged.

# data[].attributes.subject
How can schools create classroom rosters with reasonable discrepancies in MAP scores?  It is hard for teachers to differentiate in a room where the low is 190 and the high is 255.  That's a huuuuuge gap and naturally, most teachers aren't going to spend time planning for the kid who is above grade level so perhaps thats part of the reason they don't feel challenged.

# data[].attributes.headline
Most students seem to be digging desmos and WIN time

# data[].attributes.subject
Most students seem to be digging desmos and WIN time

# data[].attributes.body
Possible Takeaways: Celebrate that more students are feeling engaged in math & racial variance has decreased a little with WIN time; however we need to work on ensuring that our students of color are receiving challenges and recognizing their brilliance
Challenge: Only 6 6th graders are not feeling challenged on slide 39.
Student Identity: Student identities in math is generally positive

# data[].attributes.headline
Honoring the way a system is designed to be used VERSUS honoring the way a student prefers to learn

# data[].attributes.subject
Honoring the way a system is designed to be used VERSUS honoring the way a student prefers to learn

# data[].attributes.body
about half of all algebra students do not see the benefit of WIN time as majority had no opinion or disagreed that it was beneficial

# data[].attributes.headline
Different types of choices specific to real world applications of the math they are learning (paper activities, manipulatives, puzzles, frameworks for creating their own mathematical problems for themselves or the class)

# data[].attributes.subject
Different types of choices specific to real world applications of the math they are learning (paper activities, manipulatives, puzzles, frameworks for creating their own mathematical problems for themselves or the class)