# data[].attributes.body
-Areas of blue generally 40% of scholars met growth goals
-4th grade has lower percentage of red (bottom percent) moving into growth area
-3rd seems to achieve stronger than other grades
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-Instruction in 3rd grade
-Impressionable
-More foundational skills in 4,5,6
-Use tools to build skills in K-3 so it continues to move scholars

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3rd Grade has additional staff with SST's and Reading Corps

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Adding highly qualified teachers to teach reading intervention

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Have consistent systems in place across the district

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Following programs and curriculum with fidelity across the district

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Focus in on skills intentionally to give them tools for problem solve, express thinking

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Scholars have opportunity to access books virtually
Pre Covid SFA
Reading intervention
-Most minutes in EPIC
-Scholars have access to Exact Path to do daily in reading as an intervention

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-We have Community Partnerships that promote reading
-Building leveled libraries have many books for scholars to read

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-Bring Back AR across the district
-Book Clubs
-Allowing a platform for student voice

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About 40% of students are making growth, but we are not addressing the gaps. Systems are not in place to utilize tools for consistency

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Extend nurturing to upper grades to scholars to be successful

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We many outlets and resources in technology.

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We have loyal and committed staff

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-Scholars to become self motivated and excited to learn/read.
-All scholars feel confident learning moving from grade to another.
-Helps scholars to become life long readers
-Scholars enter child centered learning environment.
-Become independent learners.
-For all students to have a love of reading/learning and for them to have whatever it takes to help them become successful in reading which would aid in their success as a life-long learners!
-Build relationships with students so they acquire their own intrinsic motivation
-For all learners to read at grade level and for this to build throughout their lives.
-Would love engaged students who can dissect text at their level and be lifelong learners
-Students facilitating the discussion and asking those thought provoking questions.
-For all students to have a support system at home and especially at school that promotes and values literacy and education.
-For all students to develop and demonstrate effective reading, writing, speaking and listening through instruction that hones in on cooperation and collaboration
-From the atmosphere and decor of the room to interactions with peers and teachers, every element of the classroom should be designed to allow students with disabilities explore the elements of literacy. The literacy rich environment emphasizes the importance of speaking, reading, and writing in the learning of all students. This way we are on a great start for a rich literacy environment.
-Literacy across the curriculum, text rich, student centered, growing scholars to their highest potential
-With a lens on teachers, teachers knowing the ZPD of all students and are not overwhelmed by the range because the resources and additional staff are in place to support them.
-Have a comfortable space to grow effectively
-A reading and writing environment should be encouraging. Students can explore their own interests and topics. They can present and share their learning with others, including families. They'd have no fear of making mistakes, but rather see it as stepping-stones. Finally, they will have their own voice and feel heard, valued, and empowered; as people and as learners!!!
-Given time to explore different genres on their own
-Scholars to read across the board in all subjects
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Students will want to read and feel confident reading independently.

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Students will want to read and feel confident reading independently.

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Students are asked and use their voice to share what they've read and learned.

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Students are asked and use their voice to share what they've read and learned.

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Students can share what they love about reading and books or reading material that they enjoy. 

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Students can share what they love about reading and books or reading material that they enjoy. 

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Interventions are available for students to build their skills from where they are.

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Interventions are available for students to build their skills from where they are.

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Instruction in literacy is cross curricular.

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Instruction in literacy is cross curricular.

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Learning environment are nurturing, positive, comfortable, and safe. 

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Learning environment are nurturing, positive, comfortable, and safe. 

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Students are competent in all areas of literacy:  reading/writing/speaking/listening.  Lift student voices and purpose. 

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Students are competent in all areas of literacy:  reading/writing/speaking/listening.  Lift student voices and purpose. 

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Students feel empowered and are not limited by their literacy skills. 

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Students feel empowered and are not limited by their literacy skills. 

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-Scholars will have support and will have high quality resources at their level.
-Environment in the school will be a comfortable and student centered in all forms of literacy.
-To instill self-motivation in scholars to be life long learners and value education and literacy.
-Positive teamwork atmosphere with school buildings and district.

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More interventionists so that live intervention could be more impactful and reach 3-5.

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Evidence of growth in data by closing the gaps in literacy achievement