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Over the last few years, students have shown a more positive attitude and feel a sense of belonging within our school.  We have built on PBIS, Caring School Communities and morning meetings, and will continue with Sanford Harmony.

Our challenge continues to be to get mentors and volunteers from the community to work with our students on building positive relationships.

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Students are engaged in the culture and climate of the school and recognize that they are part of the school climate feeling safe and included and accepted, thanks to PBIS and our teacher leaders/learners.  However, there is more room to grow to allow students to feel like they contribute to their learning goals.

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It is hard with a prescribed curriculum with data collection. This seems easier at the beginning of the year. As the SOL approaches, teachers become more stressed about "covering" the content.

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As we dive more into the HLP, learners will become more contributing members of a community.

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Students are taught through prescribed curriculum based on the SOL's, pacing guides, and county instructional programs. We would like to see teachers take these guides and give students more of a voice in how they choose to learn.

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Our consensus was that this may be difficult for teachers because much of their instruction is prescribed (our curriculum, the county pacing guide and adhering to it, scripted lesson plans, etc.). Teachers must believe that they have ownership as well to model for students.

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We want student learning to be more student owned.  In a very content driven SOL world, we are working to help all learners become more empowered.

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Staff and students are better at voice and choice than agency.

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Our consensus was that instruction was teacher directed. However, there were glimmers of student-directed learning. For instance, goal setting was not done consistently. In reflection, goal setting is a remarkably powerful tool that we will employ with greater fidelity in the upcoming year.

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Progress with language being used within the classroom.

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This is an area of focus for us as our school is looking to improve our student engagement in lessons while maintaining accreditation.

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We are too focused on the test, which causes a fear of losing control.

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We would love to encourage our teachers to be more of a faciliator in the classroom and allow students the opportunity to drive their own learning.

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We need to design learning opportunities for students in which students feel a real-life connection.

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There is variation amongst teachers and classrooms. In some classes, there is a high level of student direction. In others, students are posing questions to authentic problems.

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The beginning of the year did not start out incorporating/practicing with the HLP. After reviewing more of the HLP and completing PL on the HLP, more and more of the staff and students created and experienced the collaboration with peers.

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Learners tend to fall in a range between those who believe learning is only at school and those who recognize that learning happens everywhere.

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In most cases our students think that learning takes place within the classroom and learning experiences are directed by the classroom teacher.

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It depends on the student and their situation outside of school (parent(s), activities,) as to where they see themselves on this continuum.

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In our reflection, we discussed that while the school has incorporated opportunities for learning to occur outside of the school building, such as Colts Connect events and allowing staff to work/learn from home during Clerical Days, we definitely need to focus more on modeling this for staff as well as students this year.

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We need to grow more opportunities for students to see that learning transcends the classroom.

We did this well with 6th graders attending a STEAM in sport activity and 8th graders experiencing a community forum based on a book that was read; however, these events were relatively isolated and should be more the norm.

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Our students believe that "learning" occurs inside the school building.

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There was not a consistent anytime/anywhere learning experience across all staff and students. The anytime/anywhere occurred from one end of the spectrum to the next (doing it daily to not doing it.)

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In our reflection, we realize the need to model for our staff that learning can take place anytime, anywhere.