# data[].attributes.body
-Particularly helpful for math, w/ preteaching
- build on background

# data[].attributes.body
-Another period to plan for ?
- Dedicated time to meet with peers/kids
- would accelerated teaching significantly help the SRBI process?
- what you say first/last they remember most!

# data[].attributes.body
-readying students for new learning
-frontloading vocabulary
-laser selecting skills important to the unit
-providing a preview
-targeting students with gaps in learning
-Giving a "headstart" to empower

# data[].attributes.body
We have some questions regarding the logistics of how the acceleration piece would be implemented, when would these classes be taking place? We are excited about implementing some of the strategies we have attempted individually in a more structured manner i.e. using visuals to help with vocabulary, more concrete introductions to struggling students and pre teaching.

# data[].attributes.body
-Worth it - but stuck on logistics (ie when this occurs) and work associated
-Potentially outside of the classroom environment at a separate time in the day where we devote to frontloading (what are other students doing at this time?)
-Total systems shift of going backwards vs future thinking/previewing
-How can we slowly take a step toward this? Even just sending interventionists key vocab terms

# data[].attributes.body
It's a big initiative that will definitely look very different in each subject. It would be great to have models to help understand the logistics. The strategies look interesting, but to put it to work a lot of time needs to be spent to plan to do acceleration well.

# data[].attributes.headline
Is this a new form of intervention or new Tier 1 strategy

# data[].attributes.subject
Is this a new form of intervention or new Tier 1 strategy

# data[].attributes.body
-google slides for new vocab with
picture and definition
- Standards Wall digitally so not "giving it away" to other classes

# data[].attributes.body
-Real world relevance/applying to their lives to understand the purpose and "why"

# data[].attributes.body
- surveys
- NOT taking attendance EVERY period too time consuming
- find relevance and engage right away
- mood meter "best selves" get off to the right start
- word walls for new/old vocabulary

# data[].attributes.body
-Padlet
-Jamboard (lends to a mind map - central essential question with the different activities)
-Google slides with text boxes
-Starting with a big idea (even for SEL)

# data[].attributes.headline
The Standards Wall can certainly be something useful for the students and even teachers, but how do we use them in the best way possible that will benefit the kids? Should be consistent and use them the same way across all classes or switch it up on the way it's used based on subject area? We also need to unpack all the standards into kid-friendly terms.

# data[].attributes.subject
The Standards Wall can certainly be something useful for the students and even teachers, but how do we use them in the best way possible that will benefit the kids? Should be consistent and use them the same way across all classes or switch it up on the way it's used based on subject area? We also need to unpack all the standards into kid-friendly terms.

# data[].attributes.headline
TIP Charts is something that is accessible to implement next year. Frontloading vocabulary is so important. It's a great way to get the kids engaged.

# data[].attributes.subject
TIP Charts is something that is accessible to implement next year. Frontloading vocabulary is so important. It's a great way to get the kids engaged.

# data[].attributes.body
-Role playing (once trust is built)
-Surveys

# data[].attributes.body
A lot of this relies upon having good relationships with your students and connecting with them. Examples would be playing a song at the beginning and giving them real world tie-ins to the lessons that they are learning.

# data[].attributes.body
A lot of these ideas sound super fun and engaging as far as getting students involved in the lesson from the get go. We do think that it is common practice for teachers to activate prior knowledge and activate schemas at the start of the lesson. We would love to see some concrete examples and how this would fit into a lesson schedule as far as timing is concerned.

# data[].attributes.body
A standards board might be cumbersome for some units (particularly for younger students). For science in particular having a board with a driving question and 4 subcategories does sound manageable. The success of this does seem like it would be tied to interactivity, having the wall referenced and used in instruction.

Additionally this does sound like a large time investment. We would be interested in having this be something done in PLC and then having that product implemented by all the teachers as a collaborative piece.

# data[].attributes.body
-using a tweet / media blurb to kick off a class that is relevant to class discussion
-allowing students to bring in current events materials to engage in discussions
-Teen Vogue (social issues that are short, brief and for teens)
-Alphabet brainstorming

# data[].attributes.headline
Image observation, TIP Chart (term a day)

# data[].attributes.subject
Image observation, TIP Chart (term a day)

# data[].attributes.body
Our group discussed the possibility of making a small shift in intervention. Maybe content area teachers could share a list of vocabulary with Alicyn and Lauren to preview with students in Reading Intervention? This, perhaps, could become part of the work that is done with kids in preparation for upcoming units (LA, SS , and Sci.)