# data[].attributes.body
Dr. Brisk talked about the value of being bilingual and the importance of offering bilingual resources to students. If students are able to have access to their home language, either through support in a bilingual discussion group, or from translated resources then they are able to more accurately show what they know.  When students are supported in these ways, they also feel more confident and are more likely to be engaged in classroom activities.

She also spoke to the importance of teaching writing and vocabulary with intention.

My biggest take away was how difficult it can be to support students in maintaining bilingual skills.  We often just stress leaning English, but I appreciate that she stresses the importance of being bilingual and what a valuable gift it is to generations to come.

# data[].attributes.body
To constantly be empathetic towards an EL's frustration and constantly be looking for ways to have an EL student demonstrate what they know. Also, to be aware if they have a disability in their native language it obviously going to impact their learning of the English language.

# data[].attributes.headline
The one thing I feel I could use from this class is the knowledge of equitable assessments to create or take information from assessments that will allow me to understand and help my students. I would also like to use the "can do" screeners for all students in their data folders, so that they can see where they could grow when listening, speaking, reading, and writing.

# data[].attributes.subject
The one thing I feel I could use from this class is the knowledge of equitable assessments to create or take information from assessments that will allow me to understand and help my students. I would also like to use the "can do" screeners for all students in their data folders, so that they can see where they could grow when listening, speaking, reading, and writing.

# data[].attributes.body
In establishing a relationship the student, be sure to spend enough one-on-one time to build background knowledge as a teacher concerning the specific nuances of their relationship to language, i.e. a historical perspective of the students particular experiences. This will allow me to gain a greater understand of the student's challenges, strengths, and pathways English.

# data[].attributes.body
Really looking at my assessments and assignments to make sure that all of my students can show what they know. Also, looking at where my EL students are and working closer with our ELD teacher.

# data[].attributes.body
Using the WIDA score to help scaffold for the student.

# data[].attributes.body
After this course, I will continue to check in with my students, and see what supports I can give them to best ensure their success. I believe it is important to communicate with not only the students, but with their families in how we can best support them as a team at school, making sure to scaffold and differentiate as needed.

# data[].attributes.body
I will take time to consider if there are biases in current assessments. I can also use the can do descriptors to provided differentiation to students on assessments.

# data[].attributes.body
Really gettting to know the student and their background and culture. Find similarities from our culture and their culture.

# data[].attributes.body
It is a great reminder to get to know the students and what their strengths, interests, and background knowledge is. Looking at WIDA scores is something I’ve never done but will now take into consideration with new students.

# data[].attributes.body
consider my particular students' information including WIDA score (and ELD teacher updated understanding) to better meet their needs within content areas correlating with the i can's

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Use the can do's as a starting place to reach each student.

# data[].attributes.subject
Use the can do's as a starting place to reach each student.

# data[].attributes.body
The Can-Do Descriptors would be a great tool to have handy for PLC's with my teachers. I should have them more readily accessible when we're talking about instructional plans.

# data[].attributes.body
One take away I have, is really looking at assessments through a different lens.  After taking this course, I am currently looking at some math word problems and I am already seeing some cultural biases that may impact an EL's ability to feel successful.

# data[].attributes.body
I really like the Can-Do Name Charts to be able to quickly identify student's skills. Using this alongside a student's WIDAs scores would be very helpful to know what next skills the student can work on. As a gen ed teacher this is helpful for me to know how to support that student and our ELD teacher.

# data[].attributes.body
I think one thing I will take from this class is really diving deeper into vocabulary during my lessons. I also really like the WIDA can-do statements to use as a reference!

# data[].attributes.body
I feel like I can use the WIDA levels to scaffold learning for students in the 4 language areas know that I know what the levels are.

# data[].attributes.headline
Providing time for our EL teacher to work with grade level teachers to share where kids are and how to differentiate for each student

# data[].attributes.subject
Providing time for our EL teacher to work with grade level teachers to share where kids are and how to differentiate for each student

# data[].attributes.headline
Linking the "Can Do" descriptors to each assignment. 

# data[].attributes.subject
Linking the "Can Do" descriptors to each assignment. 

# data[].attributes.headline
Watching that video was very powerful.  I think it will be a great reminder for me to keep the struggle that boy went through explaining his thinking in the back of my mind next year.  I want to remember to think about how the way I run my classroom can both help and harm students if I'm not careful. 

# data[].attributes.subject
Watching that video was very powerful.  I think it will be a great reminder for me to keep the struggle that boy went through explaining his thinking in the back of my mind next year.  I want to remember to think about how the way I run my classroom can both help and harm students if I'm not careful. 

# data[].attributes.body
Understanding and using the WIDA Can Dos to really understand where my kids are, so I can make sure I am assessing what I intend to assess.

# data[].attributes.body
I will use the Can Do Descriptors in my classroom to help make sure the assessments used are fair and assess the EL in a more meaningful way.

# data[].attributes.body
Playing closer attention to the barriers that may exist and making sure students are being assessed where they can actually show what they know. The video really hit home with me.

# data[].attributes.body
Be aware of the needs of my students who are ELL learners. Work with those students to see what their interests are and how I can best reach them and how they can best share what they know and what they are learning.

# data[].attributes.body
The one thing I really want to focus on is discovering the strengths of the student and provide ways for them to use their strengths to demonstrate their learning.

# data[].attributes.headline
Keep rigor the same - scaffold the language up.

# data[].attributes.subject
Keep rigor the same - scaffold the language up.

# data[].attributes.headline
I need to view my assessments closer when it comes to EL students. 

# data[].attributes.subject
I need to view my assessments closer when it comes to EL students. 

# data[].attributes.body
Really taking another look at what barriers multilingual learners have to accessing my content, and finding better ways to differentiate so the language barrier does not hinder them being able to show their true knowledge.

# data[].attributes.body
I pay closer attention to my assessments to make sure they support EL students. I will try to pair them with another support student and other supports. Making sure I build from  what they bring to the table to give them the best possible success.

# data[].attributes.body
Recognizing and acting upon the understanding that multicultural learners need multiple methods to show their learning and a variety of supports to allow them to demonstrate their thinking. Checking in and tweaking teaching strategies and supports for these students is especially critical.

# data[].attributes.body
I will do more frequent check-ins... make sure they understand and answer questions more frequently. I will also pair them with a trusted friend to aid in the comfort and then they have access to a trusted resource.

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I think my biggest take away is the importance of testing EL students through a multicultural lens.  I definitely think that testing isn't just for the scores, and should be unique for each individual learner.

# data[].attributes.subject
I think my biggest take away is the importance of testing EL students through a multicultural lens.  I definitely think that testing isn't just for the scores, and should be unique for each individual learner.

# data[].attributes.body
I listened to Margo Gottlieb and appreciated her description of how data should be multi-faceted. I strongly agree that testing isn't just for scores and should be individual. I think it's important to offer choices for how students can demonstrate knowledge. I think considering how different students learn and actively planning ways to assess that can help students from all backgrounds.

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The three knows were something I really resonated with. It's utmost important that we build relationships and get to know our students, their cultural being, families, and community. With that, I believe we can connect what we know about our students with the content that we teach.

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The Southwest states have the highest percentages of students who are "EL" according to the PEW data.  About 90% of students who are multilingual are born in the U.S.

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The Southwest states have the highest percentages of students who are "EL" according to the PEW data.  About 90% of students who are multilingual are born in the U.S.

# data[].attributes.body
The Southwest states have the highest percentages of students who are "EL" according to the PEW data.  About 90% of students who are multilingual are born in the U.S.

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Dr Diep Nguyen-- The big take away for me was first understand where students are at. What are their strengths and work with them to capitalize on those areas. This can help them in finding success and building efficacy.

# data[].attributes.subject
Dr Diep Nguyen-- The big take away for me was first understand where students are at. What are their strengths and work with them to capitalize on those areas. This can help them in finding success and building efficacy.

# data[].attributes.body
In math, achievement gaps between ELs and
non-ELs decreased between 3rd grade (22
points) and 8th grade (10 points), before in-
creasing again to between 16 and 24 points in high school.

# data[].attributes.body
In Maine, Somali was the most common language spoken at home. In Vermont, Nepali was.

# data[].attributes.body
Take time to review my thinking, speech, and teaching materials for cultural assumptions.

# data[].attributes.headline
Data shows that in Colorado the percent of ELs that are meeting or exceeding standards in math and english is on average about 1/2 of the percentage of non-ELs.  Also, the gap is far wider when looking at the science data where the content material may be harder to access.  

# data[].attributes.subject
Data shows that in Colorado the percent of ELs that are meeting or exceeding standards in math and english is on average about 1/2 of the percentage of non-ELs.  Also, the gap is far wider when looking at the science data where the content material may be harder to access.  

# data[].attributes.body
I listened to Margo Gottlieb. My biggest take-away from what she shared is that assessment is not just testing, but a gathering of information of from multiple sources and multiple stakeholders. That there needs to be more voice and choice-that assessment is not the sole indicator of what a student knows. She emphasizes that students should take responsibility for their learning and the teacher is their guide.

# data[].attributes.headline
In Dr. Viesca's podcast, it was stated how underprepared teachers feel. They have created a collaborative workshop for teachers to work together to take risks, be a learner, and improve their skills.

# data[].attributes.subject
In Dr. Viesca's podcast, it was stated how underprepared teachers feel. They have created a collaborative workshop for teachers to work together to take risks, be a learner, and improve their skills.

# data[].attributes.body
"Most U.S. public school students with limited English proficiency are U.S. citizens...Only 23% of limited English proficiency students ages 5 to 17 are not U.S. citizens." This statistic dispels the myth that we are just educating illegal aliens.

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I learned that most multilingual learners with limited proficiency are U.S. citizens. I was  surprised that a higher percentage of these students were identified with intellectual disabilities, and that fewer were identified as being gifted and talented.  The GT percentages went up significantly once students were proficient and exited.

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The high percentage of our English learners qualify for FRM 80.5% in comparison to 41.8% of all Colorado students.

# data[].attributes.subject
The high percentage of our English learners qualify for FRM 80.5% in comparison to 41.8% of all Colorado students.

# data[].attributes.body
Approximately 10.4% of K-12 learners are identified as a student with a disability. In comparison 13.2% of EL learners are identified as a student with a disability.
Of the K-12 learners with disabilities 43.1% qualified as SLD and EL learners with disabilities 54.7% qualified as SLD.

# data[].attributes.body
I was surprised that most U.S. public school students with limited English proficiency are U.S. citizens and that more than 400 languages are spoken by ELL students. That is way more than I would have guessed.

# data[].attributes.headline
I listened to Maria Estela Brisk.  She talked of how other countries elevate multilingualism, and how it is seem as an asset and that knowing more than 1 language made her feel smart as a young girl.  We are not there yet as a country.  It is important as a teacher that we look for ways to include all students in the work, whether it is by finding the text in their home language, partnering students to foster support, or to ask for help when we need.  It is important also to build an inclusive, support community so that students feel they can go to others. She said it is a literacy world that doesn't know about language.  I thought that is thought provoking.  

# data[].attributes.subject
I listened to Maria Estela Brisk.  She talked of how other countries elevate multilingualism, and how it is seem as an asset and that knowing more than 1 language made her feel smart as a young girl.  We are not there yet as a country.  It is important as a teacher that we look for ways to include all students in the work, whether it is by finding the text in their home language, partnering students to foster support, or to ask for help when we need.  It is important also to build an inclusive, support community so that students feel they can go to others. She said it is a literacy world that doesn't know about language.  I thought that is thought provoking.  

# data[].attributes.body
ELs can be exempt from taking the ELA assessment their first year but must be assess in Math.
If ELs do participate in the CMAS their first year, their scores will be excluded for the accountability measures

# data[].attributes.body
I  heard Nguyen state that language learning is personal with each person bringing a different history and portrait to their language learning.  We need to know our students, so that we know what they are bringing to the task of learning a language.  I heard the term "translanguaging’ in the podcast and looked into that term. This is the use of different languages together, where the focus is on communication. This made a lot of sense to me in relation to my own attempts to learn other languages.

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I found an interest in exploring the various regions in the U.S. that are outliers, when it comes to the typical norms we see. For instance, Somali in Maine and Nepali in Vermont. This must be a reflection of economic opportunities, small homogeneous communities that were built over time, and possible social and education opportunities. It would be interesting to look at research as to how and why these regions drew these particular populations.

# data[].attributes.body
There are more than 400 different languages spoken by ELL students in the US - that's amazing. Learning that Arabic was near the top of the languages spoken was surprising, but the data shared earlier in class about Thompson supported that. Also, interesting that the percentage of EL students who experience homelessness (2%) was still higher than all K-12 students.

# data[].attributes.body
Most U.S. public school students with limited English proficiency are U.S. citizens

# data[].attributes.body
Two thirds of ELL students are in grades k-5.

# data[].attributes.headline
Dr. Gottlieb Take aways- I value using 'how do you say that' or 'can you say that in another way' as a reminder that words and concepts have broad application.  As educators are utilizing and adopting curriculum, how can students be co-creators and be assessed through assets?  We are facilitators of the process.

# data[].attributes.subject
Dr. Gottlieb Take aways- I value using 'how do you say that' or 'can you say that in another way' as a reminder that words and concepts have broad application.  As educators are utilizing and adopting curriculum, how can students be co-creators and be assessed through assets?  We are facilitators of the process.

# data[].attributes.body
My biggest takeaway is the idea that students need to be a part of the learning/assessing process. Teachers need to understand the passions of the students they are teaching which can help engage students in their learning. Students need to be part of the learning process and have voice and choice in assessment. If teachers can break down the standards so the students are aware of the expectations of their learning then students can help design a project in order to show what they know.

# data[].attributes.body
A few takeaways from this podcast:
- Language learning is very complicated; every learner has a different journey
- EL use what they have to understand new language (translanguaging helps bridge languages together)
- Advice for teachers:
1) Know your students as learners and cultural beings
2) Continue to improve content you teach
3) Know your craft

# data[].attributes.headline
13.2% of students identified as EL in Colorado are also identified as having a disability.  

# data[].attributes.subject
13.2% of students identified as EL in Colorado are also identified as having a disability.  

# data[].attributes.body
As teachers we need to embrace the differences in our class. We need to make sure we scaffold and give bilingual learners the tools they need to be successful. When they are successful their confidence will rise and will be more apt to ask questions when they don't understand.

# data[].attributes.body
She explained WIDA, great insight to how this test was created and how it is used.
My largest take away is breaking down the standards with students and then creating goals of learning. This allows students buy-in into the learning and allows students to pursue their passion while completing what I need for the standards.

# data[].attributes.body
A large takeaway from this podcast is the importance of including students in the design and demonstration of their knowledge. Offering multiple modalities of learning, utilizing personalized goals and a personalized pathway of learning is great for all students, but an equitable way to allow multicultural students to build on their passions and strengths, become more motivated and confident and have a successful way to show their learning.

# data[].attributes.headline
I was not aware that cities are more likely than rural areas to have students who are EL Learners.

# data[].attributes.subject
I was not aware that cities are more likely than rural areas to have students who are EL Learners.

# data[].attributes.body
I'm not surprised, but I'm disapointed to see the high percentage of EL students identified with a specific learning disability. I think it was 57% for all EL students, and higher for LEP students (67%).  This was compared to 43% for all students. I would like to dig futher into this data and the identification process for these students.

# data[].attributes.body
Cities have more multilingual learners than rural areas. This makes sense to me, although there are many multilingual learners who are migrant workers and work on farms and in rural areas, so it did surprise me just a bit. Although I do fully understand the reason for the diversity in cities.

# data[].attributes.headline
I learned in the podcast today with Dr. Tim Boals that the WIDA organization also has professional development, a research program, and a website full of resources and materials for teachers.  I always thought of WIDA as just a test, not a full organization with other components.  

# data[].attributes.subject
I learned in the podcast today with Dr. Tim Boals that the WIDA organization also has professional development, a research program, and a website full of resources and materials for teachers.  I always thought of WIDA as just a test, not a full organization with other components.  

# data[].attributes.body
I listened to Dr. Diep Nguyen. My take-away was that, as we all know, teaching is about relationships. The same is true for teaching a multi-lingual learner. One must know a student's history pertaining to language. We can not make assumptions that an EL student needs A, B, C, but instead we must understand the history of the student to understand the entry-point for English, as it is often much more complicated, personal, and nuanced than one may assume. For instance, Dr. Nguyen spoke Vietnamese, but went to a French school. So when she moved to the United States, her access to English was through the Latin roots of French, as it was closer to English than Vietnamese.

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I learned that in Colorado the region with the most multilingual learners is the Metro region (52.7 %).

# data[].attributes.body
Maria emphasised bilingualism shoud be something to be desired. She spoke of when she was a child, she knew 3 languages and she was thought of as being smart. She wants the multiple languages to be thought of as great thing and not looked down upon. She spoke a lot of how children need to be involved and feel included in their classrooms. This in turn will build their confidence.

# data[].attributes.body
My biggest take-away was her focus on everything being a partnership. This speaks to me because relationships are HUGE in our field and the fact the WIDA is co-founded by someone who truly believes in the partnership with students in amazing.

# data[].attributes.body
3 Important Things:
*Know your students - type of learner, cultural being (families, communities, and strategies that work best)
*Knowledge of content (deep knowledge)
*Know your craft (sharpen your skills, better your craft)
-what causes LL frustration
-is content not accessible or not using right strategy to teach
-THE BIG ONE: refer to dominant language, native language use what they have to olearn new language , content relative to native language (Learn an apply background knowledge.

# data[].attributes.body
Dr. Boals mentioned that it takes 5-7 years to build English proficiency. I think it would be helpful for elementary teachers to have a deeper understanding of the progression that occurs in that time as I often am in conversatins with teahcers regarding EL students with only 1-2 years of schooling who they feel aren't making progress. What's progress in those early years?

# data[].attributes.body
The reasons kids learn a certain language or languages can be complicated. Learn the back story. Tap what they bring to the table to help them.

# data[].attributes.headline
I listened to the interview with Dr. Timothy Boals.  My biggest take aways are the continued use of native language at home is important and that our EL teachers need to focus on all content areas not just language arts.  

# data[].attributes.subject
I listened to the interview with Dr. Timothy Boals.  My biggest take aways are the continued use of native language at home is important and that our EL teachers need to focus on all content areas not just language arts.  

# data[].attributes.body
I have 2 big take aways from this podcast. I have always heard that it's so important that kids are reading in English at home. Just recently I've heard that they need to read in their primary language also. He really emphasized this. I also appreciated that he emphasized the need for our EL teachers to be working with classroom teachers to assist in all content areas. I feel that we so often get stuck in using an approved literacy curriculum, which is great, but it may not be meeting the needs and addressing the needs of my students in other content areas, ie: materials and their properties in science.

# data[].attributes.headline
Most English Language learners are in the elementary grades.

# data[].attributes.subject
Most English Language learners are in the elementary grades.

# data[].attributes.body
I had never realized that over 67% of English Language learners were in grades K-5.

# data[].attributes.body
Know your students, so you can link what they already know to what they are learning, especially with language.
If I don't know their language, not sure how to do this effectively.

# data[].attributes.body
My biggest take-away from listening to this podcast is that classroom teachers can emphasize the importance of the native language, and the use of it in the home. It's an important foundational tool in helping students be successful. As well as knowing high levels of English are not a prerequisite to being successful in the content, and what can teachers do to differentiate so the content can still be accessed.

# data[].attributes.body
I listened to Dr. Boals. My biggest take-away is that it is important to develop the cultures and languages that students come to school with and encourage families to support students at home with their native language.

# data[].attributes.headline
Median high and low growth % similar for EL and non-EL in ELA --as compared to-- for math, high growth % lower for EL than non EL and low growth % higher.  What is the barrier?   Ch4 EL pptx

# data[].attributes.subject
Median high and low growth % similar for EL and non-EL in ELA --as compared to-- for math, high growth % lower for EL than non EL and low growth % higher.  What is the barrier?   Ch4 EL pptx

# data[].attributes.headline
I learned that teachers have opportunities to learn more about multilingual learners through workshops and collaboration.  

# data[].attributes.subject
I learned that teachers have opportunities to learn more about multilingual learners through workshops and collaboration.  

# data[].attributes.body
I learned that teachers have opportunities to learn, practice, and collaborate with other teachers through free E-Workshops.

# data[].attributes.body
It was really helpful to learn more about WIDA, what it assesses, and what information can be gleaned through the assessment. Great advise to understand the passions of their students in order to best engage them in their learning. Co-creating goals with students helps all students own their learning, no matter what language. Breaking down standards with students helps them understand how to demonstrate mastery of that standard in whatever way meets their needs.

# data[].attributes.headline
I listened to Dr. Kara Viesca. Some things I took away from listening to this podcast was that many teachers feel unprepared to teach students who are learning English from other countries. I also never thought about deaf students being bilingual (but it makes sense). It feels like teachers need more support in designing lessons, using  new ideas, and assessing students. Creating communities to support students is a must to really reach all students. The best learning comes from community learning. 

# data[].attributes.subject
I listened to Dr. Kara Viesca. Some things I took away from listening to this podcast was that many teachers feel unprepared to teach students who are learning English from other countries. I also never thought about deaf students being bilingual (but it makes sense). It feels like teachers need more support in designing lessons, using  new ideas, and assessing students. Creating communities to support students is a must to really reach all students. The best learning comes from community learning. 

# data[].attributes.body
After looking at the resources, I learned some interesting information about the achievement gap. One of the resources stated that many EL students are in elementary school. I found it interesting that ELA scores have the largest gap in the 3rd grade but then it narrows by 9th grade. I wonder if this has to do with it being the first year of big standardized testing for 3rd graders as well. The math gap closes throughout elementary school, although it increases again in highschool. I am curious as to why that is. Colorado made a goal for 2022, to reach 71% of EL students making the expected amount of progress needed. I find this interesting especially considering how EL students are not performing as well as non EL students–I think this is not just a focus on actual content knowledge, I think it’s because the standardized tests are not accessible to all EL students.

# data[].attributes.body
I listened to Dr. Kara Mitchell Viesca. What I took aways is that teachers are feeling underprepared to instruct students who are learning the language of instruction. There are workshops currently going on to help teachers become prepared. Teachers can engage in new ideas, try them out, then collaborate with other teachers.

# data[].attributes.body
I ended up listening to two of the podcasts and I have some great takeaways from each. The first podcast I listened to was Dr. Margo Gottlieb. I really appreciated her stating that assessment is an important piece, but it is not the sole indicator of what students are capable of and how we need to shift that mentality so students can demonstrate their learning in multi-modalities. I think the majority of us can agree that testing is useful in some areas, but it should not be the determining factor, especially for our EL students. The second podcast I listened to was Dr. Diep Nguyen. There was one piece she stated about one of her teachers referring to her native language as knowledge. That is something I would like to implement into my classroom, changing the vocabulary of language to knowledge. One area that reflected both podcasts was how they were talking about doing a math problem and how it took one of them a really long time to complete the problem, even though they had done that math years prior, it was just because of the language. This correlates to how assessments need to be on more of a multicultural lens. One more big takeaway I had from Dr. Diep Nguyen’s podcast was her reflection when things became frustrating. I liked how she would stop and figure out if the content was not accessible to them, if she didn’t break the information down enough, etc.

# data[].attributes.headline
I listened to Margo Gottlieb. My biggest take away was how she described testing is not all about the data. She described it is about each individual student and you can't judge your data on an entire group. It needs to be individual.

# data[].attributes.subject
I listened to Margo Gottlieb. My biggest take away was how she described testing is not all about the data. She described it is about each individual student and you can't judge your data on an entire group. It needs to be individual.

# data[].attributes.body
In the EL Fact Sheet, there was a table with a percentage of the number of EL's that met standards compared to their non EL peers. In each standard the EL percentage is lower than the non-EL's. It also shows percents by grade and in some the percentages go down which makes me wonder if that students don't meet standards in younger grades, they seem to fall more and more behind as they progress in grade levels.

# data[].attributes.headline
The percentage of EL students who met or exceeded standards in ELA were significantly lower than non-EL students in grades 3rd-9th.

# data[].attributes.subject
The percentage of EL students who met or exceeded standards in ELA were significantly lower than non-EL students in grades 3rd-9th.

# data[].attributes.headline
Test scores - few EL students met or exceeded science test standards when taking CMAS compared to their non-EL peers.

# data[].attributes.subject
Test scores - few EL students met or exceeded science test standards when taking CMAS compared to their non-EL peers.

# data[].attributes.body
Cities are more likely than rural areas to have students who are English language learners.

# data[].attributes.headline
A way to check understanding and give teachers next steps for instruction

# data[].attributes.subject
A way to check understanding and give teachers next steps for instruction

# data[].attributes.body
Used as a tool to guide instruction and evaluate the understanding of the learners

# data[].attributes.headline
element of teaching/learning cycle for pre/during/after continuum

# data[].attributes.subject
element of teaching/learning cycle for pre/during/after continuum

# data[].attributes.body
Used to guide instruction, should be ongoing and in the moment

# data[].attributes.body
Assessment is a way to check for understanding and guide teacher's next step for instruction.

# data[].attributes.headline
Assessment is one way that students can demonstrate what they know throughout learning. 

# data[].attributes.subject
Assessment is one way that students can demonstrate what they know throughout learning. 

# data[].attributes.body
A tool used to see what students know and have mastered and what they still need to learn and master, can be formal or informal

# data[].attributes.headline
A way to understand if students know how to pull evidence from a text and cite that evidence.

# data[].attributes.subject
A way to understand if students know how to pull evidence from a text and cite that evidence.

# data[].attributes.body
To determine what skills, learning have been mastered and look at areas that students need to continue to practice.