# data[].attributes.body
Mastering what we have been taught, adjusting to all the new changes, and building stronger communication and unity within the building. When teachers feel comfortable (not stagnant, but like they truly understand and have mastered what is expected of them) it shows in their work. When there is less confusion, everything runs smoothly. I think everyone can agree that they love having a lower stress work environment. It is great for moral, and the atmosphere of the school. I think we need a time to truly digest all that we have learned to let it become a natural part of our methods, before moving on to add more innovation. The time will come when we will need inspiration, but right now I think the consensus is many need a chance to become experts in what we already have learned.

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There is too much confusion about special education students and their grades. When the students are not meeting the standards, but the special education teachers are recording them as passing, how is that valid? When the IEP clearly demonstrates that the student is operating at a level far below the standards of the curriculum, is it the best fit to push them into a general education setting? It may just be my opinion, but push in is not always the best choice for all students in all situations. Sometimes they may need a year to close their deficit gaps in a pull out environment. That way their grades are based on the standards they are truly working to master, instead of the student passing based on their IEP goals, but failing based on the curriculum standards.

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Q2 We have great aspirations for finding the best fit environments for students, and everyone involved has greatest of intentions, but general education and special education do not communicate often enough. There is a lot of misinformation, misunderstanding, and general confusion being relayed as to what should and should be done for each student. Yes the IEP is a legal document that must be followed, but when the special education teacher is telling the parents that the student is doing great, but the general education teacher says they are failing, and there is no consensus, there is no IEP "team", no unity, and no clarity. How are grades expected to be valid when there are drastic disagreements between those teaching the student? We need far more communication between special education and general education to bridge the gaps. The team needs to communicate better in real time throughout the school year not just the week before IEP meetings. 

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Q2 We have great aspirations for finding the best fit environments for students, and everyone involved has greatest of intentions, but general education and special education do not communicate often enough. There is a lot of misinformation, misunderstanding, and general confusion being relayed as to what should and should be done for each student. Yes the IEP is a legal document that must be followed, but when the special education teacher is telling the parents that the student is doing great, but the general education teacher says they are failing, and there is no consensus, there is no IEP "team", no unity, and no clarity. How are grades expected to be valid when there are drastic disagreements between those teaching the student? We need far more communication between special education and general education to bridge the gaps. The team needs to communicate better in real time throughout the school year not just the week before IEP meetings. 

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Q1 We have really done well as working in unity and building a true community of professionalism as well as friendship. The atmosphere of the school truly is a great place for students to learn. 

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Q1 We have really done well as working in unity and building a true community of professionalism as well as friendship. The atmosphere of the school truly is a great place for students to learn. 

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Implementing RtI and differentiated instruction to fidelity. These are the immediate plan of actions to support students having difficulty in the general education setting.

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Q5 Making
students accountable for their work.  If it isn't happening at home, it
does not mean it shouldn't happen in the classroom.Getting back to basics - our
students need to be able to "walk"  before they can run. 
Without mastery or near-mastery there can be no higher order application. 

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Q5 Making
students accountable for their work.  If it isn't happening at home, it
does not mean it shouldn't happen in the classroom.Getting back to basics - our
students need to be able to "walk"  before they can run. 
Without mastery or near-mastery there can be no higher order application. 

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Q4  Newer
facilities and infrastructure for technology, enhanced grounds/play areas for
students, restrooms for both students and staff.

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Q4  Newer
facilities and infrastructure for technology, enhanced grounds/play areas for
students, restrooms for both students and staff.

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Q2  

Parental
influence (to the extent it has become).  The lines between the
professional educators and outside community has become severely blurred. 
We feel that respect and deference has been lost for the profession, both
in MBES and for all public education.Keeping up with the ever-changing
demands of the county.  Again, this is county-wide. The work
inequality in the building is becoming more pronounced.  This does not
bode well for moral with the classroom teachers nor does it promote unity and
community within the building.In search of higher order thinking and PBL, we
have lost mastery of the basics required to support the higher order thinking
and PBL.Discipline.  Despite the changes in family/home life over the
years, our students should be held to a higher standard at school.

# data[].attributes.subject
Q2  

Parental
influence (to the extent it has become).  The lines between the
professional educators and outside community has become severely blurred. 
We feel that respect and deference has been lost for the profession, both
in MBES and for all public education.Keeping up with the ever-changing
demands of the county.  Again, this is county-wide. The work
inequality in the building is becoming more pronounced.  This does not
bode well for moral with the classroom teachers nor does it promote unity and
community within the building.In search of higher order thinking and PBL, we
have lost mastery of the basics required to support the higher order thinking
and PBL.Discipline.  Despite the changes in family/home life over the
years, our students should be held to a higher standard at school.

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Q1  Having more
technology for students is a big plus;  More purposeful meetings as a
school, which gives us more time for planning and meeting as teams;  MBES
staff has dealt well with significant changes in initiatives and has done their
utmost to meet every challenge.

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Q1  Having more
technology for students is a big plus;  More purposeful meetings as a
school, which gives us more time for planning and meeting as teams;  MBES
staff has dealt well with significant changes in initiatives and has done their
utmost to meet every challenge.

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The ideal school would have smaller class sizes.  Giving students more attention and more time to work with individual student's needs.

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Special Ed.  we can not get consistent support.  Its constantly changing and so is the Special Ed staff.  We could use more staff development in special ed because with more of these students being pushed into the gen ed classes, we need the tools and strategies to know how to best work with these students.

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Too much to juggle... no time to contemplate what we implement.   So many new ideas/focuses/initiatives and less focus on the basics

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Increase technology access/resources into the classrooms.

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Q2: Too much testing, especially for the younger grades. There are so many other effective ways to assess students besides unit tests.

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Q2: Too much testing, especially for the younger grades. There are so many other effective ways to assess students besides unit tests.

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Q5:  I would like to see public education slow down and focus on the basic foundational skills.  Technology and other things are great, but not at the expense of basic skills. In math, the critical thinking type problems are great, but if the students don't have basic math facts mastered they cannot move on to more advanced problem solving.

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Q5:  I would like to see public education slow down and focus on the basic foundational skills.  Technology and other things are great, but not at the expense of basic skills. In math, the critical thinking type problems are great, but if the students don't have basic math facts mastered they cannot move on to more advanced problem solving.

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Q4: I think a competitor for MBES would need to be specifically designed for special education.  I think that MBES does a great job with general ed and gifted, but I think that there is a big need in all of public education for full day remedial programs to allow special ed  students to catch up in basic skills so that they can then reenter general ed and be successful.

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Q4: I think a competitor for MBES would need to be specifically designed for special education.  I think that MBES does a great job with general ed and gifted, but I think that there is a big need in all of public education for full day remedial programs to allow special ed  students to catch up in basic skills so that they can then reenter general ed and be successful.

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Get back to the basics with true understanding of the material with each grade level vs. advanced placement with understanding not met. More hands on approach to teaching.

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Less restrictions of on classroom decorations and lower class sizes.

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Q3:  Special Education:  Students are pushed in to general ed when they are unable to keep up with the curriculum.  The special ed students are missing out on instruction and general ed students are held back from achieving their full potential.

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Q3:  Special Education:  Students are pushed in to general ed when they are unable to keep up with the curriculum.  The special ed students are missing out on instruction and general ed students are held back from achieving their full potential.

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Q3:I would revamp the special education support and overall environment of the elementary school setting.

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Q3:I would revamp the special education support and overall environment of the elementary school setting.

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Q2:  Curriculum moves so quickly that students are not mastering basic skills. For example:  addition & multiplication facts, capitalization, punctuation.

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Q2:  Curriculum moves so quickly that students are not mastering basic skills. For example:  addition & multiplication facts, capitalization, punctuation.

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Support and guidance for special education in the general education classroom.

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providing technology resources and implementing it into the classrooms.

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Q1: I haven't been here 3 years, but I am impressed with the flexibility of our teachers teaching things in several ways in order to meet the different learning styles of students.

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Q1: I haven't been here 3 years, but I am impressed with the flexibility of our teachers teaching things in several ways in order to meet the different learning styles of students.

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-Get back to basics in reading/math/writing

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-Students have a greater ownership over their learning and behavior.
-Extended recess time
-No standardized testing
-Flexibility with pacing, so students can really master concepts

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Lack of communication across the board about students. (Between teachers, co-teaching, etc).

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-We need an immediate plan of action for students who show difficulty in a general education setting.

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-In-house professional development options
-Differentiation
-Increasing technology as a learning tool

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Making staff feel appreciated.  Increase in technology and instruction for students learning.

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Clear understanding of support for special needs students. Have correct amount of support for students who push in to GE classes for co-taught and supportive Instruction. Not allowing students to be placed into a GE setting unless their is data to prove the students can be successful within that environment with accommodations given. Not allowing parents to dictate placement in GE setting if the student clearly is not ready for that setting.

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I believe special education support needs to be a high priority.
I also think that technology integration has been met and shouldn't feel as though it needs to be utilized 24-7.
Allowing teachers training in more hands on methods to meet the upcoming standard changes in science and social studies.

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Perhaps due to increased flexibility in learning environments (more flexible seating options and less restrictions on furniture/decorative choices?), weekly STEM labs (as a special), increased recess time, a shift from graded assignments to individualized standards at students own pace (we can dream right?)

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Special Education support for all teachers involved. Students are being pushed in when it is not the best environment for them and other students' needs are not able to be met. Clear expectations need to be set on support rolls in these environments.

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Not enough guidance, training, and support for co-taught and special ed environments

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Leading discussions on student voice and choice. Allowing students to take an involved roll in their own learning.
Providing flexibility for learning in different ways

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Q2- Implementing too much and skipping some basic, foundational skills

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Q2- Implementing too much and skipping some basic, foundational skills

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Q1-MBES has done well at  increasing our use of technology  

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Q1-MBES has done well at  increasing our use of technology  

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Question 5:  In your opinion, what academic focus/direction should we set for the next 3 years?   

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Question 5:  In your opinion, what academic focus/direction should we set for the next 3 years?   

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S

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Question 4: If a perfect competitor opened across the street from MBES  tomorrow, what would this school be like and why would students choose to attend instead of MBES?

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Question 4: If a perfect competitor opened across the street from MBES  tomorrow, what would this school be like and why would students choose to attend instead of MBES?

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Question 3: If you could revamp one area of operation in our school, what would it be and why?

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Question 3: If you could revamp one area of operation in our school, what would it be and why?

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Question 2: What do you think has been our greatest struggle as a school over the past 3 years?

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Question 2: What do you think has been our greatest struggle as a school over the past 3 years?

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Question 1: What is one thing MBES has done well over the past 3 years?

# data[].attributes.subject
Question 1: What is one thing MBES has done well over the past 3 years?