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excessive verbage at times,  way beyond the topic /question at-hand

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excessive verbage at times,  way beyond the topic /question at-hand

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unequal participation from the group members.

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unequal participation from the group members.

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Is parent involvement, volunteerism part of Tier 1

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Is parent involvement, volunteerism part of Tier 1

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Parent involvement in learning pathways-ask the classroom teachers what they do-website, newsletters, short conferences, planner, etc..

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Parent involvement in learning pathways-ask the classroom teachers what they do-website, newsletters, short conferences, planner, etc..

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Group members responded to questions primarily from their area.  Few times, members were able to speak broadly for school wide programs and practices.

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Group members responded to questions primarily from their area.  Few times, members were able to speak broadly for school wide programs and practices.

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Communication with parents via email, communication logs, phone calls, planners, open house

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Interviewer had to change topic and take control of interview to move on from previous topic

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Does Tier 1 apply to academic as well? There was a lot of talk about the behavioral side

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Does Tier 1 apply to academic as well? There was a lot of talk about the behavioral side

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Tie in how PD's and how BEISY's are utilized and support our students/school.

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Not many people building off others ideas and information that they shared

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Tie in the academic to the Tier 1 conversation. Let the General Education teacher take the lead on this topic perhaps?

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Tie in the academic to the Tier 1 conversation. Let the General Education teacher take the lead on this topic perhaps?

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Tie in to the vision statement - nurturing environment

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Tie in to the vision statement - nurturing environment

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Group members trying to bring the topic back on track

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Group members trying to bring the topic back on track

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Follow the cues of the facilitators and group members.  They wanted to hear the academic side.

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Follow the cues of the facilitators and group members.  They wanted to hear the academic side.

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momentary shift to 3 conversations all at one time; confusing for audience, (positive point) panelist came to life all of a sudden

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Refer to what you wrote when answering your ans

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Refer to what you wrote when answering your ans

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How can you bring someone back on track? Something for all groups to think about

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How can you bring someone back on track? Something for all groups to think about

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Tier 1 - PCMs, PBS Matrix, Choose Love

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not enough questions were asked

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Lengthy answers distract from the question, and sometimes results in question not being answered

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Lengthy answers distract from the question, and sometimes results in question not being answered

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Answers were sometimes a bit off-topic

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to see how question is "interpreted" and responded to thru the panels varied roles

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We are talking more about behavior. I think they want to hear about Tier 1 academic actions

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We are talking more about behavior. I think they want to hear about Tier 1 academic actions

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Question 1 - How does the school and the teachers respond when students are not meeting the goals?  Perhaps share how teachers differentiate in the classroom first.

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Question 1 - How does the school and the teachers respond when students are not meeting the goals?  Perhaps share how teachers differentiate in the classroom first.

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Is there a time limit on how long it should take to answer a question?  Will the facilitator move on to the next question if it is taking too long?

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If the group does not answer the question asked, should we expect the interviewer to ask clarifying questions or prod...or will they just let the group talk?

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If the group does not answer the question asked, should we expect the interviewer to ask clarifying questions or prod...or will they just let the group talk?

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Perhaps write down the questions on a scrap paper to help responders ensure they are poignant, focused, and direct in their responses.

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Perhaps write down the questions on a scrap paper to help responders ensure they are poignant, focused, and direct in their responses.

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Does the tone of an interview matter? Example: If speakers sound like they are not passionate about the topics they are addressing does it affect the interview?
(of course when applicable)
OR is it more important that all information is presented out even if speakers tone is not an engaging one.

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Question 1: How the school and the teachers are not meeting the goals...-Perhaps add in what the classroom teachers do in class as interventions.

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Question 1: How the school and the teachers are not meeting the goals...-Perhaps add in what the classroom teachers do in class as interventions.

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If the interviewer pauses after we "answered the question", does that mean we/I need to say more or that we/I did not answer the question?

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If the interviewer pauses after we "answered the question", does that mean we/I need to say more or that we/I did not answer the question?

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I understand it's a fishbowl, certain panelist speak too softly.

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We noticed that there is only one gen ed classroom teacher in  E group.

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We noticed that there is only one gen ed classroom teacher in  E group.

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what is done when a student is struggling and not meeting goals. Responses x

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what is done when a student is struggling and not meeting goals. Responses expanded to other areas beyond what report referenced.

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what is done when a student is struggling and not meeting goals. Responses expanded to

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what is done when a student is struggling and not meeting goals. Responses expanded

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what is done when a student is struggling and not meeting goals

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what is done when a student is struggling and not meeting goals.

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what is done when a student is struggl