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I work with students for 30 minutes every day 

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I work with students for 30 minutes every day 

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other factors- impact of students' exceptionality 

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other factors- impact of students' exceptionality 

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Students pulled during whole group and independent reading for IEP times instead of during WIN. Difficult to find times to meet with them.

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Students pulled during whole group and independent reading for IEP times instead of during WIN. Difficult to find times to meet with them.

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utilizing the program while still meeting IEP goals 

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utilizing the program while still meeting IEP goals 

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Students at or close to proficiency are growing the most. (for dual language English)

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Students at or close to proficiency are growing the most. (for dual language English)

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Some of these students are ELL but others are native English speakers.

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Some of these students are ELL but others are native English speakers.

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Students at the emergency level and at risk for dual language.

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Students at the emergency level and at risk for dual language.

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Many of these students are ELL and/or have IEPs in dual.

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Many of these students are ELL and/or have IEPs in dual.

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Our students biggest challenge seems to be fidelity to either the program or group time (many interventionists are unavailable for a variety of reasons and they see our emergency and at risk students according to the WIN groupings).

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Our students biggest challenge seems to be fidelity to either the program or group time (many interventionists are unavailable for a variety of reasons and they see our emergency and at risk students according to the WIN groupings).

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Speech services could be scheduled outside of the WIN time allowing students math and reading services to be scheduled during grade level WIN times. This would help since speech is usually one to two days a week and would mean students miss core and independent reading time less (since their daily math and reading times would be met during WIN).

# data[].attributes.subject
Speech services could be scheduled outside of the WIN time allowing students math and reading services to be scheduled during grade level WIN times. This would help since speech is usually one to two days a week and would mean students miss core and independent reading time less (since their daily math and reading times would be met during WIN).

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I will try to schedule small groups with similar needs and conference more often one to one with these students. I have one student who will be coming to be during morning time to read before our day officially begins.

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I will try to schedule small groups with similar needs and conference more often one to one with these students. I have one student who will be coming to be during morning time to read before our day officially begins.

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I would like help with integrating SBAC style questions/formats into units. I see this as something my partner teacher and I could plan for without having to worry about what unit we are teaching since they are always different after the Lit Lab (unit would not matter but rather the reading standard or strategy we would focus on together in both of our units- find connections that allow us to do that). This would help since we will not have a dedicated SBAC time built into our schedule like unilingual.

# data[].attributes.subject
I would like help with integrating SBAC style questions/formats into units. I see this as something my partner teacher and I could plan for without having to worry about what unit we are teaching since they are always different after the Lit Lab (unit would not matter but rather the reading standard or strategy we would focus on together in both of our units- find connections that allow us to do that). This would help since we will not have a dedicated SBAC time built into our schedule like unilingual.