# data[].attributes.body
I need someone to tell me how to coordinate when I have 8 days to teach a unit, how to fit in the readiness check, my discovery lessons, my aleks software, my review, my test, my synergy assessment, etc.

# data[].attributes.body
Most of my MLLs need someone who has their login information and can help them login or vice versa can login for them and read through the work with them.

On the contrary, most of my IEP students with study skill goals need someone who will sit and help them focus and motivate them to complete the additional work.

# data[].attributes.body
My struggling students struggle using Teams and OneNote, so can barely navigate the internet and in finding aleks. They're very dependent on others leading them through the work.

# data[].attributes.body
You can give more targeted supports for kids, such as how to focus, how to take notes, how to understand a diffilcult concept. The have more of the ability to ask questions without the fear or embarrasement of being stupid or wrong.

# data[].attributes.headline
"urgency" to learn seems fairly irrelevant in a pandemic... I would rather be focusing my efforts on making sure their wellbeing is taken care of. 

# data[].attributes.subject
"urgency" to learn seems fairly irrelevant in a pandemic... I would rather be focusing my efforts on making sure their wellbeing is taken care of. 

# data[].attributes.body
The number of platform buries the software that familiarity takes a while (most of my Algebra 1 MLL students are struggling with so many platform and their tech skills are factors they have to focus on)

# data[].attributes.body
Students really appreciate how it is very specifically aligned with what they to work on (ALEKS). It takes them within their own space what they need to focus on how it is specifically targeting their need.

# data[].attributes.headline
kids who need the most support and who are having trouble keeping up with the regular Alg2 content, now I'm asking them to do more work. 

# data[].attributes.subject
kids who need the most support and who are having trouble keeping up with the regular Alg2 content, now I'm asking them to do more work. 

# data[].attributes.body
In order to add more requirements, you're going to have to remove some requirements.

# data[].attributes.body
I don't have anything against Aleks; I try to do what is expected and no more with the platform, because there are so many other platforms already.

# data[].attributes.body
Students need additional support, and teachers need additional support, so everyone could benefit from additional support staff, especially in math. Even centralized options like school-specific or subject-specific drop-in tutorials would be huge.

# data[].attributes.body
For each unit, students are assigned three different assessments in Aleks. Especially for students who struggle and for whom taking assessments is time-consuming, this takes away significant time from the student practice.

# data[].attributes.headline
Does this provide personalized support ? 

# data[].attributes.subject
Does this provide personalized support ? 

# data[].attributes.headline
Students can work at their own pace and ALEKS gives them topics at their level that they are ready to learn. Students feel accomplished as they work through topics and see the number of goal topics go down. ALEKS does a great job of explaining topics before giving the students the opportunities to try it on their own and gives support if they still struggle.

# data[].attributes.subject
Students can work at their own pace and ALEKS gives them topics at their level that they are ready to learn. Students feel accomplished as they work through topics and see the number of goal topics go down. ALEKS does a great job of explaining topics before giving the students the opportunities to try it on their own and gives support if they still struggle.

# data[].attributes.headline
The students who need the most support are not doing much asynch. work.  I ask students to do ALEKS, but those who need it most don't use it.  No points for HW with SBG, so hard to motivate them.

# data[].attributes.subject
The students who need the most support are not doing much asynch. work.  I ask students to do ALEKS, but those who need it most don't use it.  No points for HW with SBG, so hard to motivate them.

# data[].attributes.headline
Having the ability to self pace and catch up 

# data[].attributes.subject
Having the ability to self pace and catch up 

# data[].attributes.body
In Geometry, Aleks sometimes asks students to do or write things differently than Discovery does, which is confusing.

# data[].attributes.headline
Suggestions for what to do with students that get entirely done with ALEKS early.

# data[].attributes.subject
Suggestions for what to do with students that get entirely done with ALEKS early.

# data[].attributes.body
Students have more room to communicate what they need help/elaborate topics covered (ALEKS or materials we cover in Discovery)

# data[].attributes.body
students can be confused about what activities to do when, if some are pushed out by district and some by teachers. It's not always clear where students and teachers should spend their PRECIOUS TIME.

# data[].attributes.body
The isolation.  My experience with adaptive software shows me that students do better if they experience their first couple tests with a field expert.

# data[].attributes.body
Students who are already behind and take longer to do cognitively heavy tasks are now being asked to do additional work, without being given the time to do the additional work.  Asking us to lift the demands in the current year course merely exacerbates this problem.  How do we give students more time without reducing the adequacy of their preparation in the current course?

# data[].attributes.body
Lack of stable internet access, lack of time because they are working, lack of a quiet place to work at home, lack of motivation to do extra schoolwork on top of the heavy demands of a "regular" workload in a global pandemic year...

# data[].attributes.body
Students who feel behind and unable to catch up due to remote learning can make progress and feel more self-efficacy.