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We use the morning meeting to discuss the bluebox skill of the month.  We talk about different ways that the students can use those skills in their daily lives.  It's fun to point out the multiple ways that they already do!

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We started the year by giving students emotional vocabulary (finding words beyond mad/happy) to identify how they are feeling. Students have a growing list of mindfulness resources to help them control and cope with strong emotions. Different mindfulness activities are practices every single day with students.

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Its the same few students that are not attending. Those students and parents are talked with and communication is entered in Synergy. H&W is still being filled out if necessary. Before I (abby) start our next class meeting I message the parents whos child is not in the class meeting asking them to have their child join and that has drastically improved my attendance specifically. Other members of second grade team have started doing this as well

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We have blocked out time in our schedule for SEL daily. That time is for presenting blue box skills, have connections circles, and class meetings.

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Meeting every morning with a question.  Also check in early so students can speak with on another or with me.
Class DOJO with families as needed.
Videos that are shared in the Scoop and we discuss them.

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Using Google meet data and communicating with teachers about those who are frequently absent.
Go Guardian

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Our grade level does daily afternoon SEL meetings. These meetings vary in activities but give students the opportunity to share about themselves, to get to know one another better and have an opportunity to build social interaction skills. Connection circles, morning check ins, blue box skills and mindfulness activities are also incorporated.

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This month for Compassion we took a walk in others shoes. We sent home 'shoes' for the students to decorate and answer questions on. These were not typical questions, they were questions that dug deep and allowed students to share what walking in their shoes daily is really like. Students presented and we created a class book.

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Trying to give time during our morning meeting everyday to talk about feelings and give the students a chance to talk about their feelings. Incorporating pyramid strategies throughout the day.

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Meet data and GoGuardian

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We continue to see varied attendance but it has improved after H&W meetings. Having clear expectations that are communicated to parents has been the most helpful.

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Tardy is more of a problem, especially afternoon.  

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Tardy is more of a problem, especially afternoon.  

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Parents making appointments so sometimes leave early.
Still pretty good for my class with only 2 absent from time to time.

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Breakout Rooms

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Looking at RAES Needs Assessment and Finding new partnerships or exploring new ideas with existing partnerships

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Students that were not consistent really made a turn around with the new attendance guidelines. We are noticing more participation and more engagement from students. We are holding them much more accountable for participating.

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Difficult with 24 students.  Not always sure what is happening unless 1:1 time or contacting families. Most difficult is students who have lost family members and have illness in the home. 

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Difficult with 24 students.  Not always sure what is happening unless 1:1 time or contacting families. Most difficult is students who have lost family members and have illness in the home. 

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Attendance has improved. We are working with the parents, counselors and tech to meet the needs of parents. Specials teachers come into our class and we have seen more students participate.

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We have small group in our daily schedule. This allows us to address specific needs for all students. We also have varied methods of delivering lessons to ensure all students have access to the material.

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Attendance is going well with the exception of the same few students in each class. Having conversations about attendance with those specific families and options for completing activities.

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Using small group time. Re-assuring students in their progress to keep positive growth mindset. Also teachers stay on their Google Meeting during asynchronous learning for students to receive extra support.

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Interventions within benchmark, i-ready, Istation and small group instruction. Meeting with students during office hours.

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We look at CFAs, observations and assessments. We have small groups and seesaw activities at level.

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Attendance has improved all around. The health and wellness team and our counselors have done an amazing job of offering support to families and teachers. There are some problems with certain students but over all attendance has greatly improved with communication with families.

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Meeting with small groups daily to address specific academic needs.

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Communication with families is key. Small group interventions. Student Check ins. Frequent feedback on assignments. Offering student the opportunity to meet with students during asynchronous.

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Breakout rooms

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Using this as a reward, having it a couple of days a week, maybe even a large grade level lunch with admin and support staff supervision so teachers have thier duty free lunch.

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Have a night where parents can come and talk to teachers and check in informally and see how we can help more.