# data[].attributes.body
Interdepartmental problem solving to address and improve attendance for students with extreme absenteeism.

# data[].attributes.body
Team meetings with coach and admin to examine student progress and determine next steps for teaching and learning

# data[].attributes.body
Being mindful to foster a positive environment.

# data[].attributes.body
Families have provided their favorite/important pieces of their culture. These are displayed during various heritage months to inform about and celebrate the diversity at our school.

# data[].attributes.body
Lower suspension rates, more restorative processes.

# data[].attributes.body
Intentional focus and teaching of the Colorado Essential Skills and how they fit within our content Standards in order to help students recognize, learn, and grow transferrable, non-content based skills.

# data[].attributes.body
We have a school wide system for drilling through assessment data every 6 weeksto identify specific students in each grade who need additional awareness and support.

# data[].attributes.body
Meeting weekly with grade level teams to align instructional practices and to examine student data and progress. Particularly around our Multilingual Learners.

# data[].attributes.body
Using IMPACT/Collaborative teams to push on the quality of instruction that is given to all students in math. Teachers have spent time alligning their teaching and grading practices, giving intentional feedback that students can understand, and analyzing data to determine next steps.

# data[].attributes.body
Offering structured recess to help students gain skills to prevent unexpected behaviors.

Utilizing Restorative In School Suspension to provide accountability and skill building for students who have diciplinary issues.

# data[].attributes.body
We have set Literacy as one of our building-wide goals for the year and have focused our Professional Development opportunities on developing writing strategies across the curricula, as well as providing reading strategies for all teachers to utilize.

# data[].attributes.body
Affirming the capacity of support staff in supporting sites thorugh training, documentation, and guided conversations.

# data[].attributes.body
Working toward having more consistent PLC meetings where staff are creating goals for their teams and using data to drive their instruction

# data[].attributes.body
Monthly Meetings to meet with teams and admin digging into the needs of the team and classroom and what intentional moves can be made to make an impact on student learning.

# data[].attributes.body
We have been diving in PLC's and most importantly around the 4 questions. 1. What do we want students to know etc...

We also started our year re-writing our mission and vision statements as a staff.

We are having critical conversations around MTSS and how is works at Boltz and for our kids.

# data[].attributes.body
Whole School field trip to CTC- only two of our students had been there previously.

# data[].attributes.body
Working with Kelly Shank and Erin Coy to really focus on math standards and growth for all students.

# data[].attributes.body
We are reorganizing our PBIS (IB) positive teams to enhance shared leadership and get more staff engaged in the culture building process with students and staff.

# data[].attributes.body
All students are explicitly taught and can identify 3-5 strategies for emotional regulation

# data[].attributes.headline
Enrolled in Kim Marshall's 8-part course on evaluating teachers with the intention of learning new strategies and skills for addressing rigor in the classroom. This has strengthened my walkthroughs and formal observation work.

# data[].attributes.subject
Enrolled in Kim Marshall's 8-part course on evaluating teachers with the intention of learning new strategies and skills for addressing rigor in the classroom. This has strengthened my walkthroughs and formal observation work.

# data[].attributes.body
Addressing rigor and high quality instruction with CKLA materials - after teaching the new curriculum for a year, we're looking for ways to better meet the needs of all learners by integrating depth and complexity with CKLA content.

# data[].attributes.body
Clarity around Tier 1 and how to build programming from foundational practices, systems, data to improve outcomes (tenants of PBIS).

# data[].attributes.body
Access- Each year our Foundations Team meet to review application and eligibility process for PreK and EHS families to support a more streamlined approach to access the program. This can also include ideas from families and other PSD departments. This year we were able eliminate several documents to make the application a bit easier for families while gathering the necessary information.

# data[].attributes.body
This year we have implemented weekly team meetings where we come together to talk MTSS for students. We have finally been able to launch a collective approach to this and have seen that it has built a lot of capacity within our teachers to be able to assess where students are and collectively design interventions. We also have made a lot of growth with the ways we are coming together collaboratively as a team to address and intervene with our students with attendance issues. We have designed successful interventions and are already noticing it affecting our attendance data.

# data[].attributes.body
Working with IS staff to address access barriers to earning credits for graduation and finding creative ways to engage with community partners for transition opportunities.

# data[].attributes.body
We have used our Fall staff meetings to deliver tier one instructional strategies aimed at supporting various behavioral and academic needs. Each meeting had a different topic, strategies, and work time for staff.

# data[].attributes.body
Learning and developing/completing action steps based on that learning, along with whole-staff share-outs to spread that learning to others

# data[].attributes.body
Intentional focus on limiting students out of class with updated pass system, expectations and consistent hall sweeps. Increases focus on instruction and positive interactions/safety in hallways.

# data[].attributes.body
Our admin team wrote a common goal to influence and impact the current growth gap between our Hispanic and black students compared to our white students. Through PD, team and individual conversations with teachers during observations and walkthroughs we are working to identify and disrupt that gap.

# data[].attributes.body
All grades focus on essential standards, CFAs and responses to data

# data[].attributes.body
We are implementing a school wide mindfulness check in for the class period after lunch each day. Students and staff will regulate for a few minutes to allow all an intentional reentry to learning.

# data[].attributes.body
I recently read a quote which stated, “You accept the behaviors you walk past.” Having conversations about school wide professional norms can be challenging, easily avoided, often excused, and ultimately, they are necessary to have in order to gain perspective, provide support/re-norming in order to ensure teachers, teams, and buildings are healthy organizations operating with collective efficacy.

A success I have had in this area is engaging in many of these conversations, with varying levels of intensity, to uphold our school norms. This has allowed me to support our students by way of ensuring a healthy working environment.

# data[].attributes.body
Providing accelerated math and reading to our talent pool students by arranging the master schedule to accomodate.

# data[].attributes.body
We are working to revamp our disciplinary model to limit exclusionary discipline, which has lowered our suspension rate thus far.

# data[].attributes.body
Power of Positive Leadership book study with a group of staff. Connecting and growing leaders in the classroom and in our building

# data[].attributes.body
Science is teaming together consistently as they roll out new curriculum; combing through standards and how to integrate IB

# data[].attributes.body
Examining the question "What is equitable access for all students?" What does that look like in a classroom environment? What does it look like in instructional practice?

# data[].attributes.body
Development of behavior response systems that keep students in classroom whenever possible - this also supports access to instruction

# data[].attributes.body
During our staff meetings this fall, we have asked teachers in our building to present tier 1 strategies they are using in their classrooms. Many teachers have shared with us that they appreciate the time to learn from their colleagues. This is a growth area for us because our staff meetings prior to this year have been more "sit and get" style.

# data[].attributes.headline
We recognized our ELD model was falling short of best serving our students and worked with LCE to develop and pilot a program that has been successful at other sites.  We worked on teach buy in for this shift .  We also regularly continue to partner with LCE and a disproportionality expert in our MTSS process.

# data[].attributes.subject
We recognized our ELD model was falling short of best serving our students and worked with LCE to develop and pilot a program that has been successful at other sites.  We worked on teach buy in for this shift .  We also regularly continue to partner with LCE and a disproportionality expert in our MTSS process.

# data[].attributes.body
All students identify 3-5 school adults they trust and are connected to. Adults know who the kids are and those circles are tapped to support students when needed

# data[].attributes.body
Detailed work and support for EC Health staff working with families to gather current health docs and communication with school nurses and funders that require this information.

# data[].attributes.body
We have been working on strategies to use in the classroom around mental health and wellbeing for both students and staff. We are teaming with Kelly and providing the staff with professional development to support this learning during staff meetings. Yesterday’s meeting was around mind mapping and using this process to identify strategies or interventions to help students be successful.

# data[].attributes.body
Peer-observations to support newer teachers and to continue to foster reflective and lifelong learner/growth-mindset practices for teachers with more years in the classroom

# data[].attributes.body
Collaborating with specific team members to address any issue as they arise and provide support on different levels and talking through different scenarios to ensure all bases are covered.

# data[].attributes.body
Intensive work on alignment and adherence to norms. Systems that encourage frequent feedback loops and progress monitoring.

# data[].attributes.body
At the beginning of the year we brough in Jack Berckemeyer to deliver a keynote address. One of the things he spoke a lot about was "all means all" so we as a leadership team try to lean on that messaging when we addressing adults who are not upholding our school expecations, rules, etc.

# data[].attributes.body
School-wide adherence to our HEART program.

# data[].attributes.body
Pushing staff, coaches, etc. outside their comfort zone to engage with our community in a variety of ways. Create opportunities to connect and engage in creative ways

# data[].attributes.body
Our admin team is focused on supporting staff with tier 1 strategies in the classrooms to support student learning. We have created a tier 1 team and have re-normed our discipline process. We have implemented a push in model and have normalized whole-class regulation in our building to support this work (just a few examples).

# data[].attributes.body
Regular, consistent Impact Team meetings of entire teams (grade level, interventionists, admin, etc.) to align goals and team in support of student learning more effectively

# data[].attributes.body
Support a culture that is consistent for staff and students

# data[].attributes.body
Consider each families cultural background when providing communication and how to best reach families.

# data[].attributes.body
4 staff-led Squads that lead the work on: Effective instruction, Climate/Culture/DEI, High Behavioral Expectations, School/Community Connections.

# data[].attributes.body
We have many students who have recently qualified as multicat+ and have 900 hours of support built into their IEPs. We are trying a new system this year where we have a dedicated case manager who provides tier 3 level support. She teaches a homeroom class and ELO in conjunction with a mental health fellow and the school psychologist to bookend the day with explicit social skill lessons. Her schedule is open for the day and she provides pull out support with students to help them process and regulate before returning to a classroom.

# data[].attributes.body
While working with a school academic dean and an intermediate team, we used some social persuasion and leveraged the Collective Clarity protocol to establish clarity among the team for expectation of an upcoming standard. We did this early so the team could also then talk about instruction - explicit universal instruction and differentiated practice with access for ALL students (the team ability groups). The team now has special education teachers pushing into help them co-teach lessons and are going back to mixed heterogenous groups.

# data[].attributes.body
MOnthly PD led by Literacy instruction experts to establish alignment and expectations with Literacy instruction protocols

# data[].attributes.body
Utilize scholarship opportunities to allow access for F/R students for CU Succeed classes

# data[].attributes.body
We examined our performance by standard on cmas and then looked at how we assess these same standards in the classroom, making adjustments as needed.

# data[].attributes.body
Ensuring time for common course teams to meet weekly to build common lessons, formative, and summative assessments

# data[].attributes.headline
Facilitated a conversation with a team to plan for stronger curriculum alignment. 

# data[].attributes.subject
Facilitated a conversation with a team to plan for stronger curriculum alignment. 

# data[].attributes.body
Staying positive, even in challenging situations, remembering we are all working together to support our students and increase access to high-quality instruction.

# data[].attributes.body
Doing an "assessment cycle" with common course teachers ensures students are being assessed similarly in the same course. Doing data talks and making adjustments afterward.

# data[].attributes.body
Modify course pre-reqs to allow more underserved populations access to courses to pursue their interests.

# data[].attributes.body
Our collaborative course teams have been working on using data from common formative assessments to adjust instruction. One of our teams is currently rethinking their system of interventions to focus on essential standards, formative assessment, data collection, identification and delivery of interventions. There is a much higher buy-in than before as they recognize the relationship between all the pieces involved in this cycle.

# data[].attributes.body
Continue to grow and support change within a community of learning. Thank you team Rocky: Craig, Tim, Tyler, Conrad, Ian, Lucas, and Jae -

# data[].attributes.body
Collaboration between transportation and EC on supporting kids’ safety on the bus and supporting families with getting the right documents for bus stop pick-up.

# data[].attributes.body
Our team is intentional about being in front of the student body early on in the school year, specifically in our 9th grade courses to provide students with information about how they can access resources and to continue to teach the culture in our building to the new cohort joining our community. This is done with the intention to break down barriers that may feel present between students and staff, especially our leadership team.

# data[].attributes.body
Worked directly with all site level elem ELD specialists to have them plan the best language and mode of 2nd grade universal CogAT is appropriate for each student at the NEP and LEP levels. Great data-driven work that supports the removal of barriers to ID and programming. Such good cross-departmental work done proactively before testing in Feb.

# data[].attributes.body
Celebrate different cultures through various school activities during the month (ex. Hispanic Heritage Month)

# data[].attributes.body
This year, admin meets weekly with each of our grade level teams during our Friday collaboration time. We are building shared knowledge about and clarity around PLC work. We're going slowly, but the time and effort is making it more meaningful to our teachers, which in the end, positively affects our students.

# data[].attributes.body
Working with students with Tier III behaviors to support them in their learning while also supporting the other learners in their classes/groups. Lots of direct instruction in expected behaviors and lots of intentional relationship building.

# data[].attributes.body
Our safety team is committed to safety and security and for several years now, attends unique training opportunities to sharpen our axes and provide students with pertinent, relevant, information about how they can keep themselves and their communities safe.

# data[].attributes.body
We have several teachers supporting dedicated and integrated ELD at our building. To build coherence in reporting to each other and parents, the teachers will be using the WIDA can do descriptors to share progress to parents on the report cards. The teachers come together to discuss student progress together to provide families with consistent feedback to their child's English Language Development.

# data[].attributes.body
Increased use of PBIS language that is consistent across grade levels and used with intentionality by staff and students.

# data[].attributes.body
Teachers are utilizing different forms of assessment such as project based learning in order to verify understanding

# data[].attributes.body
Creating intentionality with the academic side of our MTSS process. Using data to identify students specific needs and implementing interventions.

# data[].attributes.body
It has been a few years since we completed our whole staff trauma-informed PD. This year, we have been purposeful in staff meetings and morning announcements for staff to include actionable steps people can take in their work that day as reminders of our training from a few years back. One example is strategic language when working with students in a variety of situations.

# data[].attributes.body
Helping to facilitate with staff on my caseload teacher goal work and classroom actions to reflect and enhance the “student experience” in some meaningful way. Staff can choose the area of student experience they want to add value to: academics, supports, school culture etc…

# data[].attributes.body
We have been working to build positive engagement with our families in a few ways. We have added aspects to conferences such as a shared meal, lawn games, an award ceremony for students, and bringing representatives from other community resources to meet with caregivers during conferences. Once a quarter, teachers nominate a student who has embodied our school norms. That student gets recognized during the school day and we send a picture and a certificate home.

# data[].attributes.body
One of the shared leadership teams at my school recognized the need for staff to have training on how to have a critical conversations. The intent was so that staff had the skills to hold themselves and others accountable to the norms of the building. I led this training and have been astounded at the mindset shift that is happening around recognizing that talking about problems is a good thing (healthy conflict). When we talk about and start to address our "problems" that is how we all get better!

# data[].attributes.body
Proctoring MAPs reading and Math tests fall winter and spring building wide. The goal is to empower teachers to make data based decisions on supporting students, identify gaps and support MTSS processes.

# data[].attributes.headline
In my observation/evaluation practice I have adopted a commitment to fostering coaching-oriented conversations where I offer one specific, research-aligned tool/tip/micro-shift to each teacher/counselor I support with regard to areas of the 5Ds rubric that have been historically challenging at our site: clarifying purpose and differentiation.  

# data[].attributes.subject
In my observation/evaluation practice I have adopted a commitment to fostering coaching-oriented conversations where I offer one specific, research-aligned tool/tip/micro-shift to each teacher/counselor I support with regard to areas of the 5Ds rubric that have been historically challenging at our site: clarifying purpose and differentiation.  

# data[].attributes.body
Iterative improvements to the MTSS process

# data[].attributes.body
10 of our staff members just attended the PLC Institute in Denver. The high-quality professional development provided at this conference energizes our staff, helps ensure we are all heading in the same direction, and helps us prioritize actions that ensure high levels of learning for all students.

# data[].attributes.body
Building a consistent framework in which students are brought forward to have conversations with impacting adults who are using data to make informed decisions to best support students in their growth both academically and socially.

# data[].attributes.body
We are working to create a master schedule that allows students to pursue their interests and passions without conflict. We have built a team of Administrators, Teachers, and Pathway leads to examine additional strategies to make the schedule more accessible and accommodating to students, pathway, department, and singleton classes.

We also want to accommodate common planning periods for teachers to meet and align complexity and standards at each grade level.