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featuring another practice and partner network.","who_for":"Leaders, partners","isnew":false,"video":false,"link":"","video_url":"","image":"","image_caption":"","body":"","why":[],"quote":"","overview":false},{"id":"ei-beyond-trust-falls","section":"Evidence & Impact","module":"White Papers","title":"Beyond Trust Falls: Launching the NIC","format":"Document","focal":false,"focal_order":2,"published":true,"status":"ready","gated":false,"practice":"","summary":"How the IGNITE NIC built its improvement foundations during its \"Getting Ready to Launch\" phase — key takeaways on launching a network of charter districts during the COVID-19 crisis.","who_for":"","isnew":false,"video":false,"link":"https://drive.google.com/file/d/15Eth5cwgVqM-9wcF0xbgdf28ZISRPUw-/view","video_url":"","image":"","image_caption":"","body":"","why":[],"quote":"","overview":false},{"id":"ei-educational-equity-instability","section":"Evidence & Impact","module":"White Papers","title":"Educational Equity in Times of Instability","format":"Document","focal":false,"focal_order":3,"published":true,"status":"ready","gated":false,"practice":"","summary":"The NIC's second phase: key lessons on how to run a continuous-improvement initiative for equity under challenging, unstable conditions.","who_for":"","isnew":false,"video":false,"link":"https://drive.google.com/file/d/16fqDv3J93C7XvnndrB1WbffLz0URtGCH/view","video_url":"","image":"","image_caption":"","body":"","why":[],"quote":"","overview":false},{"id":"ei-mapping-the-journey","section":"Evidence & Impact","module":"White Papers","title":"Mapping the Journey from Improvement to Impact","format":"Document","focal":false,"focal_order":4,"published":true,"status":"ready","gated":false,"practice":"","summary":"Third in the NIC series: the advancements made by the network in its final year of research-in-practice, and what they mean for moving from improvement to impact.","who_for":"","isnew":false,"video":false,"link":"https://drive.google.com/file/d/1Ms6mulPppGizFBGbueTqr2b5XeOAqIzj/view","video_url":"","image":"","image_caption":"","body":"","why":[],"quote":"","overview":false},{"id":"ei-spread-and-scale-brief","section":"Evidence & Impact","module":"White Papers","title":"Spread & Scale Brief","format":"Document","focal":false,"focal_order":5,"published":true,"status":"ready","gated":false,"practice":"","summary":"Distills key insights and field data to help education leaders build the knowledge, skill, and systems to scale effective practices with equity in mind.","who_for":"","isnew":false,"video":false,"link":"https://drive.google.com/file/d/1Q91fy5bcynTx-3AuxywXdRGGPC4NRwPc/view","video_url":"","image":"","image_caption":"","body":"","why":[],"quote":"","overview":false},{"id":"ei-continuous-improvement-english-learners","section":"Evidence & Impact","module":"White Papers","title":"Continuous Improvement for English Learners","format":"Document","focal":false,"focal_order":6,"published":true,"status":"ready","gated":false,"practice":"","summary":"Contextualizes a multi-year effort to make dramatic gains for English Learners using targeted universalism and improvement science.","who_for":"","isnew":false,"video":false,"link":"https://drive.google.com/file/d/1gWok4yuJgG-1Vg9IY58dRm2rRZdiYcBy/view","video_url":"","image":"","image_caption":"","body":"","why":[],"quote":"","overview":false},{"id":"li-1-evaluation-report","section":"Evidence & Impact","module":"External Evaluation","title":"External Evaluation Report","format":"Document","focal":false,"focal_order":"","published":false,"status":"planned","gated":false,"practice":"","summary":"","who_for":"","isnew":false,"video":false,"link":"","video_url":"","image":"","image_caption":"","body":"","why":[],"quote":"","overview":false},{"id":"li-1-year-1-white-paper-from-innovation-to-infrastruc","section":"Evidence & Impact","module":"White Papers","title":"Year 1 White Paper — From Innovation to Infrastructure","format":"Document","focal":true,"focal_order":1,"published":true,"status":"ready","gated":false,"practice":"","summary":"The Year 1 white paper tracing how the work moved from early innovation to durable infrastructure — the decisions and shifts that turn promising practices into systems leaders can sustain.","who_for":"","isnew":true,"video":false,"link":"https://drive.google.com/file/d/1GVU1nw1ag8ofL3eEiDgxL9MJCusV_Qvp/view","video_url":"","image":"","image_caption":"","body":"","why":[],"quote":"","overview":false},{"id":"li-1-year-2-white-paper","section":"Evidence & Impact","module":"White Papers","title":"Year 2 White Paper","format":"Document","focal":false,"focal_order":"","published":false,"status":"planned","gated":false,"practice":"","summary":"","who_for":"","isnew":false,"video":false,"link":"","video_url":"","image":"","image_caption":"","body":"","why":[],"quote":"","overview":false},{"id":"collab-full-collection","section":"Research-to-Impact Library","module":"Collaboration","title":"Opening Doors to Collaboration (Full Collection)","format":"Document","focal":true,"focal_order":1,"published":true,"status":"ready","gated":false,"practice":"","summary":"The complete Opening Doors to Collaboration collection: interdisciplinary practices for building collaboration between general and special education teams.","who_for":"","isnew":false,"video":false,"link":"https://drive.google.com/file/d/1PMIOT3VN6tyZxOPU_-vMwzhIk2ri_6ox/view","video_url":"","image":"","image_caption":"","body":"","why":[],"quote":"","overview":true},{"id":"collab-co-planning-differentiated-instruction","section":"Research-to-Impact Library","module":"Collaboration","title":"Co-Planning for Differentiated Instruction","format":"Document","focal":true,"focal_order":2,"published":true,"status":"ready","gated":false,"practice":"","summary":"Ensures collaborating teachers develop data-driven adaptations using expertise from both general and special education teachers.","who_for":"","isnew":false,"video":false,"link":"https://drive.google.com/file/d/1o3Xh4w0FjQXYKkYLexcGz9VSVNFRIRhT/view","video_url":"","image":"assets/collections/collab-01.png","image_caption":"English co-planning in action at Collegiate Academies","body":"The goal of co-planning is to ensure that collaborating teachers develop high-impact, data-driven adaptations to lessons that meet the needs of all students by drawing on the expertise of both the general and special education teachers. Effective co-planning leverages four key components — alignment, reflection, removal, and selection — to meet this goal. This practice highlights how teams across the NIC honed this work over time in a variety of collaboration models and includes a co-planning meeting template for schools to apply to their own settings.","why":["Co-planning drives alignment in instruction across all settings, accelerating learning and minimizing confusion to positively impact student experience.","Strong co-planning builds knowledge, skill, and capacity among educators, especially benefiting those new to the field.","The structures of co-planning allow for the development of a strong, trusting, and collaborative relationship between educators."],"quote":"Collegiate Academies used data-driven co-planning cycles to double the number of students with disabilities meeting graduation requirements through alternative means of demonstrating mastery.","overview":false},{"id":"collab-student-work-analysis","section":"Research-to-Impact Library","module":"Collaboration","title":"A Collaborative Approach to Student Work Analysis","format":"Document","focal":true,"focal_order":3,"published":true,"status":"ready","gated":false,"practice":"","summary":"Pairs educators to collect and review student performance data to align on instructional next steps.","who_for":"","isnew":false,"video":false,"link":"https://drive.google.com/file/d/1u-7YSmes_j57z6vREfJ5qpVnLA9m_LOm/view","video_url":"","image":"assets/collections/collab-02.png","image_caption":"Ednovate, Los Angeles, CA","body":"Collaborative student work analysis pairs a general and a special educator together to collect and review data on student performance and progress in course content. It deepens both educators’ understanding of student strengths and needs in order to align on instructional next steps. This practice includes Green Dot’s Student Work Analysis Protocol, which can be adapted by schools to meet their needs.","why":["building educators’ capacity to understand root causes of misunderstandings,","ensuring critical alignment between teachers,","explicitly acknowledging the impact of students’ learning needs on their work, and","leveraging multiple forms of data."],"quote":"After collaborating teachers at Ednovate implemented a collaborative student work analysis model, the course pass rate in their class increased from 79% to 97%.","overview":false},{"id":"collab-high-impact-co-teaching","section":"Research-to-Impact Library","module":"Collaboration","title":"Achieving High-Impact Co-Teaching: A Gradual Release Model","format":"Document","focal":true,"focal_order":4,"published":true,"status":"ready","gated":false,"practice":"","summary":"Provides a roadmap for schools to implement co-teaching through gradual release with coaching support.","who_for":"","isnew":false,"video":false,"link":"https://drive.google.com/file/d/1HpZVK2tSsaxOSE7RNa9-qhAK-7hKFGCv/view","video_url":"","image":"assets/collections/collab-03.png","image_caption":"Green Dot Ánimo Watts co-teachers team teach a math lesson before moving to differentiated groupings.","body":"Strong co-teaching that drives results for students requires teaching in ways that are often unfamiliar to educators. To implement co-teaching successfully, schools can take a gradual release model that helps build teachers’ knowledge and skill in implementing high-impact co-teaching models in their classrooms. Collegiate and Green Dot’s work provides a roadmap for how other schools and districts can provide timely and effective coaching to improve the quality of co-teaching.","why":["High-impact co-teaching promotes inclusive learning environments with tailored instructional opportunities for all students.","Dedicated coaching acknowledges that sharing instructional responsibility in nontraditional ways is new and requires direct support.","Optimizing the roles of both co-teachers can lead to higher job satisfaction."],"quote":"When co-teachers optimize their roles during lessons, all students experience double the support they would have with one teacher.","overview":false},{"id":"collab-green-dot-case-study","section":"Research-to-Impact Library","module":"Collaboration","title":"How Quarterly Professional Development Cycles Helped a Network Maximize Data-Driven Co-Planning for Co-Teachers: Green Dot Public Schools","format":"Case Study","focal":true,"focal_order":5,"published":true,"status":"ready","gated":false,"practice":"","summary":"Case study on quarterly PD days blending professional learning with intentional co-planning time.","who_for":"","isnew":false,"video":false,"link":"https://drive.google.com/file/d/1Lzr_cLX6p2MQzlM6YQKwOgHKwzZdKDyX/view","video_url":"","image":"assets/collections/collab-04.png","image_caption":"Co-teachers complete a biweekly student work analysis at Green Dot Ánimo Watts in Los Angeles, CA .","body":"This case study explores the coordination and implementation of quarterly professional development days for co-teaching teams that blend professional learning with intentional co-planning time. These facilitated days create purposeful time for teams to connect, reflect on student data with a student work analysis template, expand knowledge of high-leverage co-teaching models, and design instruction using those models for the upcoming quarter.\n\nAt Ánimo Watts College Preparatory Academy, quarterly co-planning PD days contributed to an increase of nearly three times the percentage of students with disabilities passing classes with a C+ or higher.","why":[],"quote":"At Ánimo Watts College Preparatory Academy, quarterly co-planning PD days contributed to an increase of nearly three times the percentage of students with disabilities passing classes with a C+ or higher.","overview":false},{"id":"collab-launch-collaborative-teams","section":"Research-to-Impact Library","module":"Collaboration","title":"How-To: Launch Effective Collaborative Teams","format":"Document","focal":true,"focal_order":6,"published":true,"status":"ready","gated":false,"practice":"","summary":"Guidance for school leaders on forming effective teams, using recommendations from partner schools.","who_for":"","isnew":false,"video":false,"link":"https://drive.google.com/file/d/1Yv7AO5UoIEKKVhalQmXkgnQ5TNIpRNx8/view","video_url":"","image":"assets/collections/collab-05.png","image_caption":"NIC Co-Teaching Learning Tour participants visit partner schools.","body":"Effective instructional coaching for collaborative teachers requires a different approach than coaching individual teachers. This guidance document provides school leaders with recommendations and resources that have been used to form effective school teams at Collegiate Academies, Green Dot Public Schools, KIPP Northern California, and Summit Public Schools.","why":[],"quote":"","overview":false},{"id":"collab-coaching-collaborative-teams","section":"Research-to-Impact Library","module":"Collaboration","title":"How-To: Establishing Coaching for Collaborative Teams","format":"Document","focal":true,"focal_order":7,"published":true,"status":"ready","gated":false,"practice":"","summary":"Addresses common leadership questions about setting up effective coaching for collaborative teams.","who_for":"","isnew":false,"video":false,"link":"https://drive.google.com/file/d/1hIMrFT-nQtRkXH51THQqF-I3pUUXspVt/view","video_url":"","image":"assets/collections/collab-06.png","image_caption":"A small group meets with one co-teacher in math class at STEM Prep MSCP.","body":"Collaboration between general and special educators has the ability to transform the experience and learning of both students and teachers. But collaborative work between these two historically siloed departments is neither intuitive nor easy to achieve. This guide addresses some of the most common questions leaders face when setting up effective coaching of collaborative teams.","why":[],"quote":"","overview":false},{"id":"lit-full-collection","section":"Research-to-Impact Library","module":"Secondary Literacy","title":"Turning the Page to Secondary Literacy (Full Collection)","format":"Document","focal":true,"focal_order":1,"published":true,"status":"ready","gated":false,"practice":"","summary":"The complete Turning the Page to Secondary Literacy collection: tested practices to identify gaps and implement interventions for secondary readers.","who_for":"","isnew":false,"video":false,"link":"https://drive.google.com/file/d/1v-4Ax-KN191maJ3QFkCMWqJPDzpsMpLz/view","video_url":"","image":"","image_caption":"","body":"","why":[],"quote":"","overview":true},{"id":"lit-tiered-assessment","section":"Research-to-Impact Library","module":"Secondary Literacy","title":"Guiding Literacy Interventions Through Tiered Assessment","format":"Document","focal":true,"focal_order":2,"published":true,"status":"ready","gated":false,"practice":"","summary":"Identify secondary students at risk of not meeting grade-level ELA benchmarks, pinpointing specific reading skill gaps.","who_for":"","isnew":false,"video":false,"link":"https://drive.google.com/file/d/1xKpCy0VH1tetHq_3H51OPaT1yxrNO68U/view","video_url":"","image":"assets/collections/lit-01.png","image_caption":"Glynis Shulters, Improvement Lead, Green Dot Public Schools California","body":"Tiered assessment to guide literacy intervention planning refers to the practice of identifying secondary students who are at risk of not meeting grade-level ELA benchmarks or standards, pinpointing specific reading skill gaps for these students, and planning aligned evidence-based interventions to address the identified skill gaps. This practice outlines the individual steps involved in this process — (1) universal screening of reading, (2) diagnostic assessment of reading, and (3) alignment of evidence-based interventions to student needs — and provides guidance on the selection of assessments, development of decision-making criteria, and protocols for collaborative data-driven decision-making.","why":["Quality universal screening assessments allow schools to efficiently identify students who are not reading at grade-level expectations.","Diagnostic assessments administered to the students identified as reading below grade level provide information on the specific reading skills students need.","Aligning evidence-based reading interventions with these identified skills ensures that students are getting the right support."],"quote":"In 2022–23, three out of four students receiving additional reading interventions made progress in their oral reading fluency.","overview":false},{"id":"lit-repeated-reading","section":"Research-to-Impact Library","module":"Secondary Literacy","title":"Repeated Reading: Building Oral Reading Fluency in Secondary Readers","format":"Document","focal":true,"focal_order":3,"published":true,"status":"ready","gated":false,"practice":"","summary":"Implements repeated reading practices across settings to build fluency skills.","who_for":"","isnew":false,"video":false,"link":"https://drive.google.com/file/d/1u3eiTKmfTdAeLKW80jtjTv9GWMPIXUzP/view","video_url":"","image":"assets/collections/lit-02.png","image_caption":"Students at Noble Schools","body":"Repeated reading directly builds oral reading fluency skills, which has the potential to unlock access to grade level content for students. Fluent, accurate, and automatic word reading is strongly correlated with reading comprehension, or the ability to make meaning from text, which is the ultimate goal of reading. This practice describes the implementation of repeated reading — an evidence-based practice for building oral reading fluency — connected to authentic grade-level instruction, across several settings within the NIC. This practice includes a three-day repeated reading protocol.","why":["Reading fluency is correlated with reading comprehension.","Reading fluency can be positively influenced by instruction.","Repeated oral reading is highly effective."],"quote":"Through a daily oral reading fluency practice, students with IEPs at Noble Schools demonstrated beginning- to end-of-year Lexile growth commensurate with students without IEPs.","overview":false},{"id":"lit-multisyllabic-word-reading","section":"Research-to-Impact Library","module":"Secondary Literacy","title":"Developing Multisyllabic Word Reading Skills in Adolescent Readers","format":"Document","focal":true,"focal_order":4,"published":true,"status":"ready","gated":false,"practice":"","summary":"Explores word study intervention using authentic texts from content-area courses.","who_for":"","isnew":false,"video":false,"link":"https://drive.google.com/file/d/1gGbQ6kf-aNEBB4qNyWf4KDsYpADKJfqJ/view","video_url":"","image":"assets/collections/lit-03.png","image_caption":"Uncommon Charter High School, Brooklyn, NY","body":"Multisyllabic words make up the majority of words that secondary readers encounter in text. As a result, weak or dysfluent multisyllabic word reading can significantly impact a student’s ability to access and make meaning from complex grade-level texts. This practice explores how to approach word study intervention to build secondary students’ multisyllabic word-reading skills using authentic texts from content area courses.","why":["Research suggests that word study instruction can positively impact student reading, even in short increments of 5–10 minutes daily.","Explicit instruction designed to build morphological awareness has been shown to be especially helpful for English Language Learners and secondary students with disabilities."],"quote":"By the end of the 2022–23 school year, all students at Uncommon Charter High School in Brooklyn, New York, enrolled in Academic Prep, a reading intervention class for 9th grade students with reading disabilities, read text with 98–100% accuracy.","overview":false},{"id":"lit-goal-setting-progress-monitoring","section":"Research-to-Impact Library","module":"Secondary Literacy","title":"Strengthening Timely Interventions Through Goal Setting and Progress Monitoring","format":"Document","focal":true,"focal_order":5,"published":true,"status":"ready","gated":false,"practice":"","summary":"Guidance on progress-monitoring tool selection and data analysis for intervention decisions.","who_for":"","isnew":false,"video":false,"link":"https://drive.google.com/file/d/1yNriR3Qh9WF1GiXR9R39D4DW9jQQyOWy/view","video_url":"","image":"assets/collections/lit-04.png","image_caption":"A teacher at Green Dot’s Ánimo Watts College Preparatory Academy meets with a student to set goals for reading growth.","body":"Effective implementation of secondary reading intervention requires establishing clear student goals, implementing valid and reliable assessments to monitor student progress toward those goals, and engaging in regular analysis of progress monitoring data to guide instruction and intervention planning decisions. This practice provides guidance on the selection of progress monitoring tools and outlines a process for collecting data, conferencing with students, and analyzing data to inform intervention decisions.","why":["Consistent progress monitoring — in combination with data-based decision-making processes — helps educators tailor interventions to students’ needs.","Goal setting and progress monitoring help students visualize their progress and build important skills like self-monitoring and self-evaluation, which have been found to be especially beneficial for students with learning disabilities."],"quote":"Half of the students who participated in the reading fluency intervention at Green Dot Public Schools during the 2022–23 school year increased their oral reading fluency by over 30 words-per-minute from fall to spring. As a result, Green Dot educators decided to exit these students from an oral reading fluency intervention because they had met the benchmark.","overview":false},{"id":"lit-educator-capacity-case-study","section":"Research-to-Impact Library","module":"Secondary Literacy","title":"Enhancing Educator Capacity to Implement Evidence-Based Reading Interventions for Secondary Readers","format":"Case Study","focal":true,"focal_order":6,"published":true,"status":"ready","gated":false,"practice":"","summary":"Best practices for building the capacity of secondary educators to implement evidence-based interventions.","who_for":"","isnew":false,"video":false,"link":"https://drive.google.com/file/d/10kKrjPardjVOh4Za98yafbLbUtu-atX7/view","video_url":"","image":"assets/collections/lit-05.png","image_caption":"Uncommon Charter High School, Brooklyn, NY","body":"Educators need access to professional development and coaching aligned with the science of reading. This case study includes best practices for building the capacity of secondary educators to implement evidence-based interventions for student literacy. These practices emerged from two years of leading professional learning communities (PLCs) on evidence-based literacy interventions focused on applying the practices in secondary classroom settings. Together with corresponding recommended resources, they provide a blueprint for schools across the country to build educator capacity for teaching reading.","why":["Professional development and coaching bridge theory and practice, supporting the consistent implementation of evidence-based interventions in classrooms and schools.","The practices described in this case study help secondary educators understand and apply the science of reading, while equipping them with the tools and coaching to teach reading skills as part of their core instruction."],"quote":"100% of participants reported that the PLC enhanced their knowledge related to adolescent literacy, provided them with practical tools and resources that were applicable to their work, and was instrumental in addressing challenges faced within their roles and local contexts.","overview":false},{"id":"mtss-full-collection","section":"Research-to-Impact Library","module":"Data for MTSS","title":"Navigating Data for Multi-Tiered Systems of Support (Full Collection)","format":"Document","focal":true,"focal_order":1,"published":true,"status":"ready","gated":false,"practice":"","summary":"The complete Navigating Data for Multi-Tiered Systems of Support collection: equity-based practices for using data across district, school, and classroom levels.","who_for":"","isnew":false,"video":false,"link":"https://drive.google.com/file/d/1oCEAYVVi5crbB9csOWxC45Sv4c6wd_Zu/view","video_url":"","image":"","image_caption":"","body":"","why":[],"quote":"","overview":true},{"id":"mtss-routine-data-cycles","section":"Research-to-Impact Library","module":"Data for MTSS","title":"Implementing Routine Data Cycles to Rapidly Address Student Needs","format":"Document","focal":true,"focal_order":2,"published":true,"status":"ready","gated":false,"practice":"","summary":"Educators review classroom data regularly to identify needs and drive instruction through accessible data systems and disaggregation by subgroups.","who_for":"","isnew":false,"video":false,"link":"https://drive.google.com/file/d/1lBcDjtV3pWtgijFldib7MknlTH9ugl3j/view","video_url":"","image":"assets/collections/mtss-01.png","image_caption":"Crown Prep Academy, Los Angeles, CA","body":"Educators need dedicated opportunities to review classroom-level data regularly, identify student needs, and drive instructional decision-making and interventions. In addition, educators benefit from accessible data systems that allow them to sort student data in meaningful ways and disaggregate data by subgroups. This practice details the steps a school can take to design data routines so educators can respond in a timely manner to students’ needs and includes a routine data cycle protocol tool. It also describes how data systems and professional development can help strengthen these data routines for schools.","why":["Disaggregated data allows focus on priority populations.","Data can identify and mitigate bias in the system.","Customized data visualization enhances existing systems."],"quote":"STEM Preparatory Schools used routine data cycles to increase the percentage of students with disabilities who earned an A or B in math from 25% to 81%.","overview":false},{"id":"mtss-site-based-data-routines","section":"Research-to-Impact Library","module":"Data for MTSS","title":"Establishing Effective Data Routines in Site-Based Teams","format":"Document","focal":true,"focal_order":3,"published":true,"status":"ready","gated":false,"practice":"","summary":"School-based teams gather and use data to coordinate timely, targeted support for students across grade-level or departmental teams.","who_for":"","isnew":false,"video":false,"link":"https://drive.google.com/file/d/1ag8a8KunmrquKcjP5DNvKQzs3vc368bQ/view","video_url":"","image":"assets/collections/mtss-02.png","image_caption":"Teachers at Rosenwald Collegiate Academy, New Orleans, LA","body":"School-based teams need to gather and use data to coordinate timely, targeted support for students across grade-, department-, or other site-level teams. This practice describes different types of school-based teams and their purposes, and explores how teams can create useful structures to ensure efficient meetings and foster accountability for resulting action items. Strong data routines used by teams of educators can help supplement the individual and regular use of data for decision-making in schools.","why":["Site-based teams directly impact student learning experiences by ensuring that instruction is data-driven and based on individual student needs.","Increasing teacher capacity through site-based teams is particularly important for students of color and students with disabilities who are more likely to be placed with the least-skilled teachers.","Site-based teams aid both newer and veteran teachers to grow their knowledge and capacity for making data-driven decisions about student needs and to reflect on their own practices."],"quote":"At Rosenwald Collegiate Academy (RCA), a Collegiate Academies high school in New Orleans, a new data teaming structure helped 92% of RCA’s students with disabilities achieve mastery on their LEAP and/or April Dunn projects in 2022–23, up from 44% at the end of the school year 2020–21.","overview":false},{"id":"mtss-student-conferencing","section":"Research-to-Impact Library","module":"Data for MTSS","title":"Student Conferencing for Life and Academic Skills","format":"Document","focal":true,"focal_order":4,"published":true,"status":"ready","gated":false,"practice":"","summary":"Consistent 1:1 coaching sessions where teachers help students set goals, create action plans, and reflect on progress.","who_for":"","isnew":false,"video":false,"link":"https://drive.google.com/file/d/1P7I8KTzeImBnkYJtQa7uTOX5jiA1Z1MJ/view","video_url":"","image":"assets/collections/mtss-03.png","image_caption":"A student conference at KIPP Navigate College Prep, San Jose, CA","body":"Student conferencing is a consistent time for teachers to coach students 1:1 on how to set goals, make plans to achieve their goals, enact their plans, and reflect on their progress. This practice explains how 1:1 student conferencing can be implemented in a variety of configurations based on individual school capacity and student needs. 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v.classList.remove('open');v.setAttribute('aria-hidden','true');
document.getElementById('vframe').innerHTML=''; // stop playback
if(vReturnFocus&&vReturnFocus.focus){vReturnFocus.focus();vReturnFocus=null;}
}
document.getElementById('vmodal').addEventListener('click',e=>{if(e.target.id==='vmodal')closeVideo();});
document.addEventListener('click',e=>{const b=e.target.closest('[data-video]');if(b){e.preventDefault();openVideo(b.getAttribute('data-video'));}});
function askEmail(title,link){
gatePendingLink=link||'';
document.getElementById('gateRes').textContent=title?('“'+title+'”'):'this resource';
const host=document.getElementById('gateForm');
const pid=DATA.site.hubspot_portal, fid=DATA.site.hubspot_form;
if(pid&&fid&&window.hbspt){
host.innerHTML='';
window.hbspt.forms.create({portalId:pid,formId:fid,region:DATA.site.hubspot_region||'na1',target:'#hsFormTarget',onFormSubmitted:()=>gateProceed()});
} else {
host.innerHTML='
Email capture (HubSpot) appears here once hubspot_portal_id and hubspot_form_id are set on the Site tab. Until then, this is a placeholder — “just download” still works.
';
}
const g=document.getElementById('gate');g.classList.add('open');g.setAttribute('aria-hidden','false');
gateReturnFocus=document.activeElement;const x=g.querySelector('.gate-x');if(x)x.focus();
}
function gateClose(){const g=document.getElementById('gate');if(!g.classList.contains('open'))return;g.classList.remove('open');g.setAttribute('aria-hidden','true');if(gateReturnFocus&&gateReturnFocus.focus){gateReturnFocus.focus();gateReturnFocus=null;}}
function gateProceed(){const u=gatePendingLink;gateClose();if(u)openUrl(u);else toast('File link not set yet — add a link_url in the sheet');}
document.getElementById('gate').addEventListener('click',e=>{if(e.target.id==='gate')gateClose();});
document.addEventListener('click',e=>{const b=e.target.closest('[data-gate]');if(b){e.preventDefault();askEmail(b.getAttribute('data-title'),b.getAttribute('data-link'));}});
/* Load the HubSpot embed script only when IDs are configured (no surprise calls before setup). */
if(DATA.site.hubspot_portal&&DATA.site.hubspot_form){
const hs=document.createElement('script');hs.src='https://js.hsforms.net/forms/embed/v2.js';hs.async=true;document.head.appendChild(hs);
}
document.getElementById('footAttr').textContent=DATA.site.footer;
document.getElementById('footLic').textContent=DATA.site.license;
applyHash();
