# data[].attributes.body
The effectiveness was 50/50. But it is hard to determine because of all of the changes this year

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Originally, strategies were shared for DL. As the year transitioned, we became less effective at engaging students. COVID protocols, focus on other areas, etc seemed to get in our way. Stamina throughout the year seemed to decrease for all

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did we create systems? morning meeting, trying to get all teachers to use all elements. teachers consistently did morning meeting, but inconsistently incorporated all elements.

# data[].attributes.body
We are not sure which strategies we were all using for engagement. We think teachers created their own systems and strategies, often focused on more family communication, and group bonding.

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-More flexible online learning schedule with higher standards for attendance and engagement.
-Clear plan for behavior for students who came in person

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Lexia
- Differentiated instruction that reinforced the literacy standards that were taught. Students loved in and were engaged daily (especially in-person students)

Dreambox
Provided additional differentiated daily math practice

Phonics: Students were able to participate daily in phoincs instruction. Routined based and scaffolded

Parent and family engagement was at an all time high! Due to distance learning at the beginning of the year (and beyond) families were able to see and follow the expectation.

# data[].attributes.body
shore up our understanding of the essential components of morning meeting.   what belongs?  schedule morning meeting and closing meeting in the day.  Create stronger systems that support teachers in doing the work.

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Informal/Formal observations. Discussion through ILT. Student work submission.

# data[].attributes.body
There wasn't a school-wide way to monitor communication. Each teacher had their own systems for tracking communication and engagement/attendance. We were't sure of next steps when we found students that needed more support. We are not sure how well it was implemented school-wide because it varies by individual teacher.

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We looked over our data for PLC's, team meetings, family surveys, and test scores. Also, admin observations throughout the year,

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so difficult with distance learning, and with the choice to not turn on cameras.

# data[].attributes.body
Due to COVID there was more engagement  than maybe normally.
Calling parents, checking up to get everyone online
Parent engagement didn't mean kids were getting online.
Student online didn't mean engagement
Students being "online" but not doing any work.
Families changing information but not sharing.
Dreambox and Lexia shoutouts were helpful.
Started out strong at the beginning of the year, hard to keep it fresh.
Bending over backwards for families and them not following through.

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Continuous checking in with how we are doing in regards to SIP goals.

# data[].attributes.body
Students that attended online and in person were engaged in their learning. Lexiacore and Dreambox had consistent numbers throughout the year. Differentiated instruction was used online and in person. Students were expected to be extremely flexible all year and continue to engage in learning. It was difficult to reach families that had inconsistent attendance.

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Student engagement was intermittent throughout the year based on holidays/breaks/long weekends. It was hard to re-engage them after such events.

# data[].attributes.body
pushed into PLCs more. figure out where autonomy is valued vs more clear direction. be a listener and learner of teachers and teams in data dives.

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We need clear MTSS behavior guidelines that are followed by everyone. We need it to be simple and student friendly. We wish there had been a school-wide way to track and follow up on behavior and academics.

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I wish the strategy was clear across the board. We had flexible schedules to fit the students needs during distance learning. Regroup as a staff as circumstances change. Intentional revisiting and clear communication.

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Attendance sheet for each activity of the day to monitor student engagement. Communication with parents was key this year across multiple platforms (text/email/seesaw/phone calls, etc).

# data[].attributes.body
Increase staff buy-in for the SIP strategies. Encourage staff to use technology and other unique forms of engagement

# data[].attributes.body
We need a clear path and guidelines for behavior and academic interventions so that students and teachers are on the same page, which will lead to improved engagement.

# data[].attributes.body
JL should continue to communicate with parents through multiple platforms based on what is best for each family.

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"Train" the parents on the technology so that they have a better understanding of how to assist their student and feel more empowered.

# data[].attributes.body
There wasn't an expected, consistent communication about what strategies to implement in distance learning or in person or what is considered engagement? (completing seesaw, logging into google meet, etc)

# data[].attributes.body
Emphasizing attendance and being on time

# data[].attributes.body
Clear expectations, systems, strategies, and concrete measurement across the board. Supporting staff to fully understand our system.

# data[].attributes.body
Looks like nobody really knew what the strategy was.

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Teachers and students gave their best efforts and we wouldn't re-do anything this year.

# data[].attributes.subject
Teachers and students gave their best efforts and we wouldn't re-do anything this year.

# data[].attributes.body
Pick one strategy to implement and communicate to all staff

# data[].attributes.body
We needed more information shared about the strategy.

# data[].attributes.body
better internal communication and sharing ideas.

# data[].attributes.headline
Lind needs to stop putting staff into silos, teacher, engineer, therapist, social worker, nurse, secretary ect. Use the talents that you have right here. Expand on how we teach children. Allow that there are no superiors or subordinates. Teach each student as an individual. We say we look at their strengths but unless their "strengths" fit our perception of what is a strength, it is considered otherwise. A child who cant sit still, maybe that is their actual strengths. It is up to us to learn how to use their energy to help them learn. Rather, we try to break them so that they fit better into the mold of what we consider to "appropriate."

# data[].attributes.subject
Lind needs to stop putting staff into silos, teacher, engineer, therapist, social worker, nurse, secretary ect. Use the talents that you have right here. Expand on how we teach children. Allow that there are no superiors or subordinates. Teach each student as an individual. We say we look at their strengths but unless their "strengths" fit our perception of what is a strength, it is considered otherwise. A child who cant sit still, maybe that is their actual strengths. It is up to us to learn how to use their energy to help them learn. Rather, we try to break them so that they fit better into the mold of what we consider to "appropriate."