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I really liked the "I Can Statements" and having students do more self-assessing. I also think students should understand their IEP goals in a way that does not make them feel less than their peers, but so that they can also self-assess those goals as well. I really really like the student voice and choice where students could pick their own books to read. I would like to see a time for Special Education Teachers to meet up, even if it was one time a month or every two months during the school day so we can collaborate and share strategies, ask questions to one another etc.

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More PD for EAs in not just behavioral/social emotional areas, but the academic areas as well.  Maybe not the full in-depth training, but if EAs are going to help monitor I-Ready, they should be trained on how to use I-Ready to answer student questions.  This goes for all other digital platforms.  For efficacy, they won't have to stop and keep asking the teacher.  Same with the OG trainings, teachers can't cover the same amount as the trainer, but if we expect EAs to work with the students using this program, the EAs should be trained.

A VP - there are just too many meetings and other little details here and there that need addressing and the support staff can't do it all. They are doing a great job, but ultimately, it does mean that they can't focus on their own roles/responsibilities to the fullest extend.

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Every kid needs a champion | Rita Pierson | TED

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Keep posting everyone! Thank you to those of you who posted some really thought provoking, deep, and honest feedback!

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Keep posting everyone! Thank you to those of you who posted some really thought provoking, deep, and honest feedback!

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Keep in mind our WASC Critical Areas for Follow up:

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Keep in mind our WASC Critical Areas for Follow up:

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At the training we talked about not just having "I can" statements but having "can I" statements such as "Can I multiply two digits by two digits?" We talked about students using the "can I" statements as a way to self-reflect on their progress.

Adopting a schoolwide "I can" and "Can I?" procedure will help students to develop more metacognition in their ability to reflect on their own learning. Perhaps they can also self-regulate their study habits and behavior. "Can I do this skill? If not, what can I do to progress?"

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Teacher Observations/Learning Walks, Sharing of Grading Procedures/Practices, & Vertical Alignment

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Teacher Observations/Learning Walks, Sharing of Grading Procedures/Practices, & Vertical Alignment

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I think learning walks and observations of other teachers will be helpful during instructional time so we can see how other teachers manage their classrooms with one teacher or in a coteaching setting.

I think sharing how teachers come up with the final report card grades would also be useful to both veteran and incoming teachers. Since our grading system is not the typical scale, it would be nice to compare how other teachers grade so we can have similar concepts of what equates an ME, MP, DP, & WB.

Another vertical alignment would be very useful in math and language arts for all teachers to refocus on priority standards and identify current needs of students entering and exiting a grade.

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Pressure can do wonderful things. It can burst pipes and it can also make diamonds. As the WASC team came in, we all felt a bit more pressure to perform to the best of our abilities for a prolonged amount of time and we did it! We performed well and probably better than we typically would on a normal school week.

Good pressure can be a wonderful thing-- not pressure that would be punitive or cause us to suffer with our mental health and question our performance as teachers, but pressure that leads us to perform well and grow.

Good pressure can come through reestablishing Learning Walks and/or having admin/support team perform weekly five minute walkthroughs through every classroom. Walkthroughs can be a good, non-punitive approach to both affirming good practices in the classroom and also providing feedback on improvements in the classroom and specifically improvements as it relates to our Academic Plan, WASC post-report, and some of our agreed upon schoolwide practices.

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I think it's important for our kids in all grade levels to get into the habit of understanding and knowing "What am I learning?" "Why am I learning it?" and "How will I know when I've learned it?". Making this a normal way of thinking will benefit both teachers and students. As we plan as teachers, these questions will help to keep us focused on the end goal and help to make sure we are clear about our expectations. On the other hand, students will also be more aware and accountable for their learning as well.

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We can all agree that our admin/support staff has had to stretch themselves and cover areas of the school that they may normally not have to cover in a perfectly staffed world.

It is difficult for our CC to focus solely on coordinating curriculum when she has to attend to other duties. It is difficult for our counselor to service our entire school (though we are fortunate to have an MFLAC and a BHS). It is difficult for SSC to oversee the SPED department while trying to establish new inclusive practices. It is difficult for admin to focus on operational tasks, disciplinary action, EES, and try to be forward focused and establish new things. And as admin/support staff are stretched to do more, the effects trickle down to teachers and other staff.

As such, there seems to be a need for having a VP as it would push our admin/support staff into their natural positions and allow them more bandwidth to do what their jobs are designed to do and to grow and expand our school.

Having a VP would help us to do more things, such as reestablish school-wide RTI within the classroom, grow in our data teams practices, establish a school-wide PBIS system and behavioral MTSS, give more support for inclusion and other sped practices, provide more feedback and training to probationary teachers, etc.