# data[].attributes.body
We must prioritize... being present at schools, in classrooms, and in school leadership team meetings =]

# data[].attributes.body
...we must prioritize coaching and supporting teachers.

# data[].attributes.headline
instructional support, being present at schools, being a familiar face and a source of information

# data[].attributes.subject
instructional support, being present at schools, being a familiar face and a source of information

# data[].attributes.body
Our presence in the schools with a positive attitude and a willingness to collaborate and support.

# data[].attributes.body
Coaching support for ACLE and FLS

# data[].attributes.body
The supports for all ML's.

# data[].attributes.body
Facilitating 2-way communication with leadership teams and instructional leaders

# data[].attributes.headline
EL Student Placement for Tier II & Inform/Educate (Coach) ACLE/FLS teachers and Admin.

# data[].attributes.subject
EL Student Placement for Tier II & Inform/Educate (Coach) ACLE/FLS teachers and Admin.

# data[].attributes.headline
We must prioritize...all stakeholders' understanding and being able to implement the available supports for ELS.

# data[].attributes.subject
We must prioritize...all stakeholders' understanding and being able to implement the available supports for ELS.

# data[].attributes.body
To ensure we empower our educators to have a well-informed GPS system, we must prioritize open communication, coaching, co-planning, collaboration, and building relationships with understanding.

# data[].attributes.body
Professional learning for all and coaching.

# data[].attributes.body
we must prioritize coaching and supporting teachers, so that they can appropriately support their students.

# data[].attributes.headline
Knowing enough about all tier II supports (our entry point into schools) to guide and answer questions without asking schools to wait while we contact the person in charge of each support

# data[].attributes.subject
Knowing enough about all tier II supports (our entry point into schools) to guide and answer questions without asking schools to wait while we contact the person in charge of each support

# data[].attributes.headline
To ensure we empower our educators to have a well-informed GPS system, we must prioritize

# data[].attributes.subject
To ensure we empower our educators to have a well-informed GPS system, we must prioritize

# data[].attributes.body
ANONYMOUS ELEPHANT......observing, reflecting, and building capacity in strong Tier I and II instructional practices to align with a site's AB 335- EL-focused SPP. Site leadership should understand ULD and leverage ELLD for support in building stronger instruction for ELs.

# data[].attributes.headline
We must prioritize focused, critical, non-judmental feedback for all levels of school leadership that fosters trust and growth. 

# data[].attributes.subject
We must prioritize focused, critical, non-judmental feedback for all levels of school leadership that fosters trust and growth. 

# data[].attributes.headline
We must prioritize coaching, co-planning, modeling, and partnering with teachers, strategists, and administrators at our schools. 

# data[].attributes.subject
We must prioritize coaching, co-planning, modeling, and partnering with teachers, strategists, and administrators at our schools. 

# data[].attributes.body
Taking the next steps after giving PL to make sure the message is delivered and used effectively.

# data[].attributes.body
One-on-one and team coaching for teachers.

# data[].attributes.body
All stakeholders understand ELLD systems of support, i.e., instructional pathways. Work together with SAS, coordinators. school leadership, etc.

# data[].attributes.headline
We must leverage the relationships that we have established with our school leaders and community to ensure that our MLLs needs are being met. Given that access to schools will now be easy, coaching, planning, and being consistently present in all schools will help this cause. 

# data[].attributes.subject
We must leverage the relationships that we have established with our school leaders and community to ensure that our MLLs needs are being met. Given that access to schools will now be easy, coaching, planning, and being consistently present in all schools will help this cause. 

# data[].attributes.body
schools have been told to leverage our support for Tier II...we have to be prepared to guide and answer questions without waiting to contact "person in charge"

# data[].attributes.headline
To help our educators navigate instruction effectively, we must support teachers and administrators with student WIDA data analysis and provide Tier 1 and Tier 2 supports for all English Learner (EL) students.

# data[].attributes.subject
To help our educators navigate instruction effectively, we must support teachers and administrators with student WIDA data analysis and provide Tier 1 and Tier 2 supports for all English Learner (EL) students.

# data[].attributes.headline
We must prioritize focused, critical, non-judmental feedback for all levels of school leadership that fosters trust and growth.

# data[].attributes.subject
We must prioritize focused, critical, non-judmental feedback for all levels of school leadership that fosters trust and growth.

# data[].attributes.headline
We must prioritize knowing all facets of ELLD in order to be the best help to schools.

# data[].attributes.subject
We must prioritize knowing all facets of ELLD in order to be the best help to schools.

# data[].attributes.body
Everyone working towards the same goal. Communication between all stakeholders is clear and all are in agreement. Better understanding of ELLD's work.

# data[].attributes.body
ANONYMOUS ELEPHANT......observing, reflecting, and building capacity in strong Tier I and II instructional practices to align with a site's AB 335- EL-focused SPP. Site leadership should understand ULD and leverage ELLD for support in building stronger instruction for ELs.

# data[].attributes.headline
We must prioritize coaching, co-planning, modeling, co-teaching, mentoring, and creating partnerships with teachers, strategists, and administrators. 

# data[].attributes.subject
We must prioritize coaching, co-planning, modeling, co-teaching, mentoring, and creating partnerships with teachers, strategists, and administrators. 