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What attendance initiatives did we use this year that might have improved this data?

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only 39% of our students feel safe in our school

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only 39% of our students feel safe in our school

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Absenteeism has improved! More so, students are enjoying attending school.

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SLIFE will be participating in trainings for District provided curriculum so that we will join the "using HQIM more" list of folks

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SLIFE will be participating in trainings for District provided curriculum so that we will join the "using HQIM more" list of folks

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63% of students in grade 6-8 responded favorably when describing teacher-student relationship

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63% of students in grade 6-8 responded favorably when describing teacher-student relationship

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Something that is holding our students back is they don't know their multiplication tables.Please let it be a priority at the begining of the year next year.

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The achievement data for map growth in reading and math went down significantly from fall to spring. This is worrisome. I would love to understand this downward trend. If 90% of teachers are using HQIM what is happening? Is it that the curriculum is not working? Are teachers not comfortable with the curriculum?

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why is there such a huge discrepancy between growth and achievement in MAP reading scores?

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When will we review the MAP Growth data for the whole school?

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When will we review the MAP Growth data for the whole school?

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What needs to be done so that more students feel safe? Can there be a team that works on school safety and what we want that to look like at Mildred on a daily basis? How does it look with elementary and middle school students sharing the same common spaces?

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I think we need to move beyond tier 1 instruction and work on tier 2 interventions (small group reading and small group math) and using CPT to discuss data

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Where can we get some breathing room from the district around using district curriculum? Clearly the scores are going down... where can we trust teachers to make decisions that may actually lead to progress? No curriculum is going to be a silver bullet and solve all of our problems, so why can't we bet on ourselves (and not it) a bit more...

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While illustrative math is a great curriculum that encourages students to envision math in impactful ways, if we still have gaps in student skill proficiency (as MAP demonstrates) they are not going to access the curriculum the way it is designed. We need to do both. Provide the HQIM while mediating the skill gaps that are evident in our data.

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I find this very concerning and wonder if there were follow up questions that might give us more data as to why. If we can't get this number way up then that is a major barrier for student learning and growth.

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When are we going to have hard conversations about data?

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When are we going to have hard conversations about data?

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Our MAP scores are really a problem. It seems like it would be worth digging into the data with teams to identify problems and make a plan for improvement instead of talking about scores on a vague level. Something isn't working and we owe it to our students to fix it.

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I think we need to move a way from using Lexia as an intervention and hold teachers accountable for running small strategic groups.

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CPT has to be more strategic and useful.

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63% of students describing teacher-student relationships as positive, which shows and speaks to the connections that have been and are being made.

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Safe Environment: Across the whole school, only 39% of students responded favorably to questions around feeling safe at school.

Establish accountability for students to create safe and clean environment. Find a solution to effectively deal with swearing, talking back - not showing respect, fighting, bullying, and littering building that can be consistent across all grades.

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I am not blaming anyone as I know we are short staffed but texting the climate team and never getting a response is quite frustrating and defeating. We need a better and faster system to keep our teachers and kids safe.

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When will there be a real look at the services students need and the hours they are receiving, and a way to have those two aligned

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When will there be a real look at the services students need and the hours they are receiving, and a way to have those two aligned

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Accountability for the adults in the building

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Accountability for the adults in the building

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This does not seem to exist. There are many adult behaviors that need to be corrected. There are also teachers who need much more support.

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What can be done to improve behavior and attendance the does not involve snacks but move towards more intrinsic rewards.

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I think we need to start looking beyond the presence of HQIM materials in the classroom and have very clear and purposeful peer observation and coaching cycles focused on instruction.

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There are some adults in the building who are always on their phones! All hands on deck!

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I wonder if there is a tool or could be a tool to allow teachers to evaluate their supervisor/supervisor/admin team? I think it might be valuable to hear from teachers where administrative team could also improve their practice?

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Limit the unhealthy snacks. Improve quality school lunch that students would get excited about.

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Make sure students are actually receiving services in their IEPs with fidelity in practice, not just in a written schedule

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It feels like MAP data (specifically math) is being used as a tool to measure teacher effectiveness but it isn't aligned to the content/standards being taught in the classroom.

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The timing of the spring MAP testing is tough - how can we get an accurate snapshot of students' growth when they are test fatigued?

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It would be helpful to be able to give feedback not only to teachers but as a school to give constructive feedback to the admin team.

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Are we accepting low expectations, and therefore not letting the majority of our students thrive at the expense of those who need more.

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believe in our greatness

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As the year goes on, more and more people are coming late and leaving before 2:10. We need all hands on deck.

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Students are allowed to act out any way they choose - disrespecting each other, themselves, teachers, litter and disrespect school property with no repercusions. This creates a very unsafe environment.

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How will this padlet be used? Will it be used? Or.....?

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How will this padlet be used? Will it be used? Or.....?

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Will there be an actual follow up to concerns brought up on this Padlet?

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Will there be an actual follow up to concerns brought up on this Padlet?

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We need more information regarding why students don't feel safe. Can we ask students what they want to see staff do to help them feel safe?

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I wonder why the school isn't addressing the clear problems with how teachers were written about in a coaching document (and the person who talked about teachers that way is leading PD? Really?). This was egregious and we're just going to pretend it didn't happen? I wonder what else is written down about us all in other documents we haven't seem. Doesn't build a lot of trust to pretend it didn't happen.

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Is Grade 3 Math the only grade/content area that is above the 50th percentile for growth? If that's the case this is HUGE red flag and we need to talk about what's going on if we're not able to begin closing gaps (or even sustain academic standing)?

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Is Grade 3 Math the only grade/content area that is above the 50th percentile for growth? If that's the case this is HUGE red flag and we need to talk about what's going on if we're not able to begin closing gaps (or even sustain academic standing)?