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Pinpointed limited 1 or 2 goals to track-Start with highest level of concern

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I worry that our ones that need so much more attention will soak up all of the resources.

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Behaviors might become overwhelming for Compass staff. 

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Behaviors might become overwhelming for Compass staff. 

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Being able to support students in crisis while maintaining proactive and restorative lessons. 

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Being able to support students in crisis while maintaining proactive and restorative lessons. 

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How will CD be sustained without the lessons taught? How will Compass work?

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bridging the gap between lower elementary compass structure and upper elem. 

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bridging the gap between lower elementary compass structure and upper elem. 

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I think that we will need patience with compass. However our compass staff currently has the foundational skills to continue with a successful program.

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We will have a new person in this role. Will they be able to support as well as the previous Compass Para? What supports will they need? What training will they get?

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Staff understanding of the roles and how it can adapt to student behavior/needs- they have had a hard time separating the compass role vs the Dean role. Combining them seems like it would help but I also could see it being hard to navigate.

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Individualized just like an IEP

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Tier 3 students taking up time for those tier 2 students who truly benefit and grow from Compass and Conscious Discipline.

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How will Compass work with one teacher?

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Compass groups have been very helpful this year and I worry that there will be very little time to continue this next year.

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Having a system of managing behaviors, that combine all roles in the building so that the students needs are addressed in the best supporting area.

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Making sure that we are working as a team to see how compass is working for students through adjusting goals and targets. It is not just the compass persons job to sustain the process in the building. Making sure that we are using fidelity with implementation.