# data[].attributes.headline
Overall we are doing a great job at incorporating routines and procedures, providing students opportunities to practice with their peers and utilizing the resources provided to support student learning. 

# data[].attributes.subject
Overall we are doing a great job at incorporating routines and procedures, providing students opportunities to practice with their peers and utilizing the resources provided to support student learning. 

# data[].attributes.headline
I am wondering what can be done to increase those areas in which we are seeing inconsistencies.

# data[].attributes.subject
I am wondering what can be done to increase those areas in which we are seeing inconsistencies.

# data[].attributes.headline
There are definite trends amongst the team.

# data[].attributes.subject
There are definite trends amongst the team.

# data[].attributes.body
Consistent peer-to peer practice.

# data[].attributes.body
Providing feedback and intentional groupings are areas to focus.

# data[].attributes.body
I wonder if teachers having to move to different classrooms has an impact on this

# data[].attributes.body
Routines, language models and peer-to-peer practice is an area of strength and intentional grouping and feedback is a challenge.

# data[].attributes.body
How can we support teachers with feedback.

# data[].attributes.body
"peer-to-peer practice" and "routines & language modeled" are most consistent

# data[].attributes.body
How can we improve the areas of need?

# data[].attributes.body
I notice that most of them are being implemented consistently, but intentional grouping and teacher listening/feedback are inconsistently

# data[].attributes.headline
I wonder if we would see a difference in teachers ability to listen and provide timely feedback if the class sizes were a little smaller (12-15 students each)?  

# data[].attributes.subject
I wonder if we would see a difference in teachers ability to listen and provide timely feedback if the class sizes were a little smaller (12-15 students each)?  

# data[].attributes.headline
Intentional grouping and listening in/providing feedback are opportunities for growth across K-8

# data[].attributes.subject
Intentional grouping and listening in/providing feedback are opportunities for growth across K-8

# data[].attributes.body
How can we support this work?

# data[].attributes.body
More inconsistency with teacher feedback and intentional grouping

# data[].attributes.headline
Teacher Listening and Providing Feedback

# data[].attributes.subject
Teacher Listening and Providing Feedback

# data[].attributes.body
I think overall teachers do a great job of listening and providing feedback, but at times it can be challenging to get to each group/student pair. This is an important part of language acquisition, so it is something we should be intentional in doing on a regular basis.

# data[].attributes.headline
I wonder if improving intentional grouping will have a positive impact on the teachers' ability to listen in and provide feedback.

# data[].attributes.subject
I wonder if improving intentional grouping will have a positive impact on the teachers' ability to listen in and provide feedback.

# data[].attributes.body
Peer to peer practice and language routines are being implemented more consistently than other categories such as intentional grouping.

# data[].attributes.body
I wonder how to improve intentional grouping and feedback while in the midst of a lesson and how to adjust in real-time.

# data[].attributes.body
I wonder what is needed to support the competencies around teacher feedback and intentional grouping.

# data[].attributes.body
How can we provide more models and supports for teachers in real time?

# data[].attributes.headline
Are we not seeing intentional grouping because currently teachers are spending most of their time unpacking the lessons and familiarizing themselves with the curriculum?  

# data[].attributes.subject
Are we not seeing intentional grouping because currently teachers are spending most of their time unpacking the lessons and familiarizing themselves with the curriculum?  

# data[].attributes.body
Can teachers be provided a time during a PD to focus on what effective feedback looks like and sounds like in a MLL/bilingual classroom?

# data[].attributes.body
I wonder if teachers (myself included) are attempting to listen in and provide feedback, but it doesn't always go as intended. I wonder what this should what it ideally looks like

# data[].attributes.headline
How can teachers use available data to group students in support of the each lesson objective? When might heterogeneous groups be more effective than homogeneous groups, and vice versa?

# data[].attributes.subject
How can teachers use available data to group students in support of the each lesson objective? When might heterogeneous groups be more effective than homogeneous groups, and vice versa?

# data[].attributes.body
What guidelines can we establish to facilitate intentional grouping of students?

# data[].attributes.body
Are some of the challenges due to teachers' lack of experience with the curriculum?

# data[].attributes.body
What barriers could be causing the inconsistencies?

# data[].attributes.body
Can ESL blocks at the elementary level be longer in duration to accommodate all the lesson components? 30 minutes for K-1 is fine, but 2-5 would benefit from an extension of that block of time.

# data[].attributes.body
I had a better question but it left me :)

How can I get the students to "buy in" to the routines better? They are resistant to working with "random" partners (give one get one)

# data[].attributes.headline
I noticed that "Intentional Grouping" is inconsistent.

# data[].attributes.subject
I noticed that "Intentional Grouping" is inconsistent.

# data[].attributes.headline
I wonder if teachers need more support planning lessons that focus on "intentional grouping".

# data[].attributes.subject
I wonder if teachers need more support planning lessons that focus on "intentional grouping".

# data[].attributes.headline
Do we need to consider PD on intentional grouping?

# data[].attributes.subject
Do we need to consider PD on intentional grouping?

# data[].attributes.body
How should absences (especially chronic or week-long absences) be handled?

# data[].attributes.body
At the middle school level - a better way to place students in sheltered ELA or not. Ex: I have a few students that could benefit from being in advanced EL Achieve, but would most likely not be successful in non sheltered ELA. There are also a few students that could benefit being in intermediate instead of beginning, but they were struggling in their content classes too much