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Sense of belonging is what unties all of our ideas.
Find the connection between sets of data- for example- if beacon is meeting the needs of the family, are the students more likely to do well in school and not be referred for disciplinary reasons?
lots of other correlations to look for

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BY - Use of observational data and storytelling at specific events, such as Denman Pride BBQ or AA awards ceremony
Data on attendance for BBQ

Surveys can be pushed out through Advisory

Teacher data - What are teachers doing to support these groups

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BS - Procedural data: What are the procedures that we ask all teachers to operate under? Survey students on how many of their teachers follow these expectations consistently. Consistency of reinforcers and consequences affects school community

From EL students specifically - how do you learn best or like to learn? Worksheets? Projects? Digital recordings? Prompts? Oral Presentation?

Lots of WHY questions (i.e. Why do you complete the same do now every day or do 20 min silent reading every day, etc.)

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Data to collect: Interested in looking at data about groups of students who are successful academically at Denman, specifically the AA students at every grade level who are maintaining good grades and are not being referred to counseling for behavior issues

Questions: Are there any common experiences that these students are having in our classes/at Denman that are contributing to their success,? How can knowing and understanding these experiences help teachers to lead more students to have this successful experience?

How to collect data: Every teacher is asked to name a  couple of AA students who stand out to them as being successful academically. We interview these students and ask them to take about their experience, what has helped them to be successful.

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Three questions:
SLCs- what are the SLCs experiences for students? are they engaged? Why/why not?
Discipline: who gets consequences- what are they? are they learning from the consequences?
Clubs: Who attends? Which clubs are doing best? Why?

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Collect data of longterm ELL students from two points of view. Data about those who have been recently reclassified and those EL students who are in 8th grade and still at the emergent levels.

Find out about the student experience of students who have been recently reclassified.

Find out more about the students who have not been reclassified.

Collect data: student surveys, conversations with students, and set of questions given to students in ELD classes.

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LJ - ILT walkthrough data using tracker from last semester; How are students engaging in deeper learning OR How is this environment supporting AA and EL achievement/deeper learning.

Anecdotal data from Admin subbing? Raw data from how many subs are in classes each day - This data ties into a lot of achievement and sense of belonging data

Shadowing students across a week? A range of students across grade levels would be very valuable. How do we pose this to students?

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-Data from ASP (Beacon)
-Academic levels who attendance ASP
-Beacon ASP student attendance vs schoolwide demographics

Questions: Are we supporting the students the families who need our services? Who is coming to the ASP? What are the levels of support we need for the youth/families of Denman Beacon? Are we serving a wide range of families with different household incomes?

Collect Data By: Surveying families of Denman. Present at different meetings (ELAC, AAPAC, Coffee with Admin), etc.

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Triad Notetakers, please add your brainstorming responses to this Padlet
Doc: bit.ly/228Brainstorm