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      <title>Four Levels of Action Research by Chad Hill</title>
      <link>https://padlet.com/chill63/s5o027ffy74</link>
      <description></description>
      <language>en-us</language>
      <pubDate>2019-01-29 23:27:39 UTC</pubDate>
      <lastBuildDate>2019-01-29 23:37:12 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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      <item>
         <title>Single Student Issue</title>
         <author>chill63</author>
         <link>https://padlet.com/chill63/s5o027ffy74/wish/325654727</link>
         <description><![CDATA[<div>Behavior<br>I have a student that repeatedly struggles with yelling out during instruction and independent work time. I have tried using positive DoJo points to encourage positive choices. I have also tried using a check in / check out folder to help make him more aware of his actions. I have also tried using parent contact to give him opportunities to reflect on his behavior choices.</div><div><br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2019-01-29 23:33:04 UTC</pubDate>
         <guid>https://padlet.com/chill63/s5o027ffy74/wish/325654727</guid>
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      <item>
         <title>Small Group Issue</title>
         <author>chill63</author>
         <link>https://padlet.com/chill63/s5o027ffy74/wish/325654947</link>
         <description><![CDATA[<div>Homework<br>I have a group of students that struggle to return homework. Our school eliminated math homework because we had so many families complaining because they do not have time to read with their children. We only require reading homework and many students still fail to complete homework. I have tried positive motivators such as DoJo points and stars on our super improver board. I have also tried conferencing with families to discuss strategies they could use to help them return homework on time.</div><div><br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2019-01-29 23:34:35 UTC</pubDate>
         <guid>https://padlet.com/chill63/s5o027ffy74/wish/325654947</guid>
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      <item>
         <title>Whole Class Issue</title>
         <author>chill63</author>
         <link>https://padlet.com/chill63/s5o027ffy74/wish/325655068</link>
         <description><![CDATA[<div>Math Facts Fluency<br>The majority of my students struggle with mastering their addition and subtraction facts. We have used ST Math to help build addition and subtraction skills. Our math program also uses spiral review to help build math skills. Our math program also has math games built in that help build fact fluency. I would be curious to research the impact of peer coaching on fact fluency.</div><div><br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2019-01-29 23:35:33 UTC</pubDate>
         <guid>https://padlet.com/chill63/s5o027ffy74/wish/325655068</guid>
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      <item>
         <title>School Issue</title>
         <author>chill63</author>
         <link>https://padlet.com/chill63/s5o027ffy74/wish/325655226</link>
         <description><![CDATA[<div>Attendance<br>Our district and our school in particular has targeted attendance as an area of growth. As a Title I school we have many students that struggle with tardiness and absences. This has a direct impact on their academic success. I have students this arrive late and then eat breakfast when they arrive to school. By the time that they are ready to start their day, they have missed their morning meeting, reading, and writing. Repeatedly missing class has created many gaps in their education. Our school has tried to give awards and recognize students who have improved their attendance.</div>]]></description>
         <enclosure url="" />
         <pubDate>2019-01-29 23:36:32 UTC</pubDate>
         <guid>https://padlet.com/chill63/s5o027ffy74/wish/325655226</guid>
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