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Like with the parent/caregiver survey, can we administer intermitting teacher survey to get teacher feedback.

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Creating more opportunities for parent engagement -- reconsider how the communication happens between school and families (Rooms vs. Class Dojo) -- giving teacher autonomy to choose what two-way communication tool works best for their classes

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aligned ELA K-5, and the upcoming alignment of Math K-5

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Create portfolio for student work to follow them from building to building (sort of like eduClimber, but with student work samples)

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Create more vertical alignment and collaboration between primary buildings

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Include wrap around supports for chronic absenteeism (truancy officers, residency checks)

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Add in an assistant principal for buildings with students over 200

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Building student respect and responsibility (improved behavior) with parent buy-in

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Incorporate more outside PD opportunities specific to the various roles (music teachers, art, etc.)

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Make more connections with surrounding communities that also feed into 209

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Hands on career day opportunities

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more community partnerships as professional mentors (i.e., robotics partner with John Deere)

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provide more elective options for various interests

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Middle school already has an algebra class, but we cn continue to seek enrichment opportunities for other content areas that ywill transfer over to high school

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There will be accountable leadership to staff concerns

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appropriate amount of staff for each school building (no sharing of specials/ having enough SW, EL, resource, etc. per students in the building)

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consistent curriculum and schedule

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continued staff community and culture -- FACE events and involvement continued

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consistent staffing in all positions

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students will have a safe learning environment where students have high expectations for academics and safety

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All students enrolled actually live in the community

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student transitions among buildings is not a smooth process (when 2nd graders come to Field and 5th graders move to FPMS)

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Lack of district-wide cohesion resulting in inconsistencies of expectations across buildings (processes and protocols)

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standard-based grading inconsistencies between grade levels/content areas

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SST process/ follow through -- evaluation timeline

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redundant paperwork that is unused

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chronic absenteeism

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ignorance to the things that draw people to the district or away from (contracted employees, work expectations, pay rate, etc.)

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a ton of changes (curriculum, building, etc.)

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lack of enforcement of existing behavior protocols

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alignment within the ELA curriculum

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data-focused instruction

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combined PTO

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flexible teaching staff

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permanent subs