# data[].attributes.body
Emergency

# data[].attributes.body
The students who showed the most growth were the students labeled "emergency".

# data[].attributes.body
At Risk

# data[].attributes.body
These students are not SPED. Many of them are ELLs. I work with many of them in small groups every week. Some of them also see other reading interventionists.

# data[].attributes.body
Emergency

# data[].attributes.body
Proficient

# data[].attributes.body
One of these students is SPED. Most of them are ELLs. The rest of them have not been seen often by their reading interventionists.

# data[].attributes.body
Having students who struggle in both English and Spanish reading and deciding which additional intervention to provide them (outside of Tier 1 instruction).

# data[].attributes.body
Students not getting picked up for services, servicing 9 different levels from 1G to Or in my classroom, 1-2 reluctant students who didn't put effort in independently

# data[].attributes.body
Proficient

# data[].attributes.body
As a first year teacher, I felt my biggest challenge was compiling and planning resources to use with my students. I would use the toolkits, but I was struggling to extend some of those skills into new resources.

# data[].attributes.body
Students I can only work with 1 time a week

# data[].attributes.body
Conferencing with all 40 of my students every 21 days. Also planning for small group instruction across a wide range of reading levels every week.

# data[].attributes.body
Needing/wanting to meet with all of my students more frequently, but not having enough time in the day to do so. Also covid absences.

# data[].attributes.body
More purposeful WIN groups and conversations with reading interventionists. Trying to figure out how to support our ELs who are pulled for TESOL during WIN, but who also need reading support.

# data[].attributes.body
Splitting up the time/skills somehow with my Spanish teaching partner. Splitting the students up differently based on their reading levels and Power Goals.

# data[].attributes.body
Maybe a shared Google Folder filled with different resources for teachers to use for each of the levels. Teachers and interventionists can add to it to provide a useful resource school wide.

# data[].attributes.body
Conference with them more often. Do more quick checks and cold reads with them. Have them practice vocabulary words at the next level to make sure they are ready.

# data[].attributes.body
Planning for purposeful small group conferencing. Making sure that my instruction aligns with my students' Power Goals.

# data[].attributes.body
Less time spent talking about conferencing and more check-ins on the units, especially writing. ARC is not a writing program and there are no mini lessons to help students with their projects. Differentiating PD sessions to meet needs of the staff.

# data[].attributes.body
Implementing power goal notebooks to help support independent practice in between conferences.