# data[].attributes.headline
What cohorts of students do we need to address for learning loss?

# data[].attributes.subject
What cohorts of students do we need to address for learning loss?

# data[].attributes.body
How can we group students to provide remediation tailored to their needs to maximize instructional time?

# data[].attributes.headline
We start MAP Growth & Reading Fluency the first full week of school. 

# data[].attributes.subject
We start MAP Growth & Reading Fluency the first full week of school. 

# data[].attributes.headline
Scheduling Map around our NJ assessments and then will use in tandem with other data points.

# data[].attributes.subject
Scheduling Map around our NJ assessments and then will use in tandem with other data points.

# data[].attributes.body
Students really need to know that any activity has some meaning. When we talk about "tests" it is even more important that we help the shift from evaluation into next steps

# data[].attributes.body
We will be facilitating MAP Growth the second week of school and Start Strong in early October. We did not use Start Strong last year. Many of our students did take MAP Growth from home last year.

# data[].attributes.headline
Use the standards continuum statements from Map with students' Start Strong results. 

# data[].attributes.subject
Use the standards continuum statements from Map with students' Start Strong results. 

# data[].attributes.body
I don't know enough about Start Strong data.

# data[].attributes.body
We consistently have used class reports, individual student reports, Student Growth Profile.

# data[].attributes.headline
The Class Report for ranking by % and the Class Breakdown for finding how many RIT bands from the norm, are used in our T1 Multiple Measures spreadsheet for T1 eligibility. 

# data[].attributes.subject
The Class Report for ranking by % and the Class Breakdown for finding how many RIT bands from the norm, are used in our T1 Multiple Measures spreadsheet for T1 eligibility. 

# data[].attributes.body
It will be really important for us to communicate the purpose and value of each for us to get authentic/representative results from our students.

# data[].attributes.headline
Grade reports, the quadrant report (can't remember name of report. Has achievement and growth percentiles), teachers will use the continuum reports

# data[].attributes.subject
Grade reports, the quadrant report (can't remember name of report. Has achievement and growth percentiles), teachers will use the continuum reports

# data[].attributes.headline
Student Progress & Profile Reports are used by teachers at conferences.

# data[].attributes.subject
Student Progress & Profile Reports are used by teachers at conferences.

# data[].attributes.body
We will look at MAP Growth baseline data immediately to identify students in need of instructional support. We will then reassess in January and adjust instructional accordingly.

# data[].attributes.headline
Through data analysis meetings with grade levels, through leadership meeting sharing and analysis, to inform instruction at the classroom level

# data[].attributes.subject
Through data analysis meetings with grade levels, through leadership meeting sharing and analysis, to inform instruction at the classroom level