# data[].attributes.headline
Principal and other admin stopping by and relieving teachers for 10 unencumbered minutes.

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Principal and other admin stopping by and relieving teachers for 10 unencumbered minutes.

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Chocolate, chocolate, and more chocolate

Blue jean days

Celebrate teachers

Hand written notes mailed home

Visit classroom and leave feedback

Team building things

Sunshine club

Duty free lunch

Get PTO involved

Doing the Good, Bad, and Ugly gives a voice Ro teachers

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Planning and/or programs to decrease class size.

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Planning and/or programs to decrease class size.

# data[].attributes.body
Exit interviews - get information on what wen t well, what didn't, and take that information to make improvements the next year

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Giving teachers 10-15 minutes one on one to share concerns, ask questions, discuss what is going right.

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Self-care weeks with a focus on teachers - no after school clubs/activities, no meetings, asking teachers not to take home work 

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Self-care weeks with a focus on teachers - no after school clubs/activities, no meetings, asking teachers not to take home work 

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Relationships are important; creating level of trust; empathy (and grace) with/for teachers

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Relationships are important; creating level of trust; empathy (and grace) with/for teachers

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Discipline does not get overlooked.  It is handle ASAP if possible.

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Discipline does not get overlooked.  It is handle ASAP if possible.

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Be as consistent as possible and give teachers an opportunity to voice their thoughts/ideas.

# data[].attributes.subject
Be as consistent as possible and give teachers an opportunity to voice their thoughts/ideas.

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Having an open mind and allow teachers to have a say so even if you have to "fake it til you make it"

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Having an open mind and allow teachers to have a say so even if you have to "fake it til you make it"

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One question is how do we get all this documented?

We also see a tremendous need for more PD with tier 1 instruction for teachers

?? Legislation has changed and changed and change the truth.

Should every school not have a MTSS interventionist?

How do we get parents in our building that are working two and three jobs or those parents that have no transportation to meet with a teacher?

So often students need one on one intervention, whether it be social emotional or learning. How do we meet those needs?

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30 minute time in the morning; mostly working on designated path through iReady; groupings took place through team; now, everyone is Tier 1, 2, or 3; each has a different approach; assessments through iReady allow for movement every four weeks; rotation of days for Math/ELA; PBIS lessons incorporated into this as well; Catchup Cafe is opportunity to catch up; 

# data[].attributes.subject
30 minute time in the morning; mostly working on designated path through iReady; groupings took place through team; now, everyone is Tier 1, 2, or 3; each has a different approach; assessments through iReady allow for movement every four weeks; rotation of days for Math/ELA; PBIS lessons incorporated into this as well; Catchup Cafe is opportunity to catch up; 

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Schools have to have constant communication and PD centered around MTSS to ensure that teachers understand the difference between Tier 1, Tier 2, and Tier 3.

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How do you meet the needs of all staff?

we must think outside of the box?

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Focus on students and interventions that are used for specific students

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Focus on students and interventions that are used for specific students

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Grades are together after school; twice a month; lots of vertical teaming that takes place; focus on learning gaps resulting from 2020 (i.e. - what did they not accomplish?); trade off is they do not have to do lesson plans, but do have to meet with principal 2x per nine weeks to talk about the data; creates conversations to know what is happening in class

# data[].attributes.subject
Grades are together after school; twice a month; lots of vertical teaming that takes place; focus on learning gaps resulting from 2020 (i.e. - what did they not accomplish?); trade off is they do not have to do lesson plans, but do have to meet with principal 2x per nine weeks to talk about the data; creates conversations to know what is happening in class

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Grade level 4 person teams with common planning

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Grade level 4 person teams with common planning

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So as this growth model is introduced how do we educate the community?

Are schools expected to teach differently

There how long will we stick with this?

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Will this model cause excellent teachers that are focused on high ratings to quit or resign?

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Will this model cause excellent teachers that are focused on high ratings to quit or resign?

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Obviously Special Education students are a targeted group at my Middle School for our resource kids.  Now, our Alt kids who are non-verbal, cannot read, etc are being counted.

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Obviously Special Education students are a targeted group at my Middle School for our resource kids.  Now, our Alt kids who are non-verbal, cannot read, etc are being counted.

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All kids, regardless of classification, are expected to grow the same amount.

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How do we bring it back to our staff without making it overwhelming for our staff?  It is complicated for us - it will be tough for us to bridge that gap with our staff

# data[].attributes.subject
How do we bring it back to our staff without making it overwhelming for our staff?  It is complicated for us - it will be tough for us to bridge that gap with our staff

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New model will take all things in account for student achievement (low and high performing)

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Lots of questions / unsure about how it will work; almost feel that we have to actually do it before we get a feel for it

# data[].attributes.subject
Lots of questions / unsure about how it will work; almost feel that we have to actually do it before we get a feel for it