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change Wednesday after school pd to Thursday.

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all staff attend Wednesday PD

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take attendance by 7:45.

you are late after 7:45am

3rd tardy in a week = after school detention

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More co-planning time and teaching time with second adult in classroom

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More student choice in electives + more offerings

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Shorten Community block and add

Clubs last 30min-45min of the day

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A clearer understanding of what it means to be a Restorative School considering how important accountability seems to many staff members

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more club opportunities for students,

more opportunities for students to showcase their skills

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Consistency year to year in our staffing, schedule, expectations

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Re-think GLT-S' purpose once the year concludes

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holding students accountable for coming late to school and leaving early, missing last period

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More honors/higher level classes or smaller classes so those students who perform at a higher level get the support/push they need to excel even further.

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Rotating school schedule

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Strategies to link the general education ELA teachers with their ESL teaching counterparts to support our students with ELD levels in accessing general ed curriculum beyond general language acquisition lessons (i.e., an ELD 3 student needs additional time to read a 10th grade reading level novel that's assigned for them to complete in their 70 minute ELA general education class).

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virtual PD

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more planning time

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I would add more elective classes that students can choose between including a culinary arts and music class

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The use of lockers and students' dress code

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have student support give feedback about the struggling students and interventions done outside the classes - what happens with sst referrals and what plans are organized to support those students? what is their teachers roles in supporting those plans?

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School-wide practices in the class

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More promotional publicity rallies with parents to promote MAP and MCAS

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Inclusion includes differences in prior educational practices and must be reviewed to phase into school-based practices.

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Just clearer lines of communication amongst staff, it is hard when some people know more than others and we are all still expected to operate at the same level / with the students in an informed way

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More emphasis on the arts and creativity!

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Shorter class periods.

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Clear school wide behavior consequences - for example a detention system. (something other than just documenting in aspen and suspending students)

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Substance Abuse support

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An online reading program for middle school and one for high school

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communicate about the reasons for students absences - suspentions, illnesses

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consistent staff supports present in classrooms with high needs students

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Holding students accountable.

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More community building for staff

More open communication between teachers and admins about support needed

Holding students accountable for negative behaviors

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Documenting, changes and flexibility in curriculum due to IEP and ESl

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Support with co-teaching so we can really become good at it!

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Well balanced inclusion.

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clubs

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Clear consequences for student behavior

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Grade level curriculum planning and consequences (in-house suspension)

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Meet with ESL Team

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vertical alignment conversations in content areas

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Clarify consequences for skipping classes on daily basis

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I want us to be so good at Co-Teaching inclusion the district pushes in to our classes to see how it's done. #WIDAbest

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Taking away phones at beginning of the day

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School wide incentives for stronger class attendance

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having special education co-teachers for pathways so all students can be supported

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Meeting time for the general educator to plan with their special education co-teacher counterpart (decide on which co-teaching model would most effectively meet the needs of all students)

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School-wide PBIS (Positive Behavior Intervention System).

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More art/music/performance groups or opportunities — even after school

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shorter school day

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clear student accountability procedures/dean support

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Allowing for staff to input ideas with cohorting

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a co-teaching model (and co-planning time) to support all students

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student accountability

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Intentional grouping in inclusion classes. (example: B grid service students in one cohort and C-grid in the other inclusion) That way we can be more intentional about the support we give.

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Clarifications for writing across grade levels

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School-wide incentives for reading

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Work to create a co-teaching model for science classes that includes a content teacher and a special educator / ESL teacher

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Common Planning Time with ESL Team