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All core classes meet and exceed grade level standards

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Identified essential standards for every course

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Students have immediate access to assessment feedback and access to grades to monitor their own progress via Canvas, PowerSchool, and/or APEX.

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Students will use the goal-setting form with guidance from their teachers to evaluate their previous performance and create SMART goals.

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Teachers will use effective study skills throughout each grade level and content. Each student will become familiar with these skills and strategies.

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Students will have morning motivational conversations to acclimate them to school-wide structures and supports.

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A quarterly review will be conducted with each teacher to discuss trends in discipline and grading.

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Students may complete a training and serve as mentors to other students in lower grade levels. Students are able to meet with the students who serve as mentors and/or role models.

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Students will be placed in groups according to the results of SCOIS and other career oriented measures. Students will be selected to hear different speakers based upon their selection of career clusters.

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Students will have their pictures placed on the profile of a graduate.  Students will receive  education on the profile of the graduate. Students will be introduced to the graduation expectations of the state.

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Access to supplemental lessons via APEX, Edmentum, etc. 

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Access to supplemental lessons via APEX, Edmentum, etc. 

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Students are assigned tutorials and practice assignments aligned with learning targets with which the students are in need of support.

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5 Rules

Be kind, Be in control, Be prepared, Be respectful, Be here

Shared with students regularly.

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Each teacher provides differentiated, needs-based  instruction using student learning target data. Students are given at least 2 attempts to demonstrate mastery before referral for supplemental interventions.

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Observations will be made by Admin, Peer Leaders, Peers and Students.

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Students have access to school guidance and Catawba Mental Health counselors as needed.

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Post A/B Honor Roll throughout the school.

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Students have a social worker available when needed.

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Provide opportunities for differentiated activities

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HS students will receive weekly academic goals set and reinforced by teachers daily.

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Students will have the opportunity to learn, develop and hone soft skills, such as time management and interpersonal skills for example, to ensure success in the workforce whether it be through class instruction, FLEX time and/or career days.

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Recognize students for improvements in academics and behavior.

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Krista Blazek

Students and teachers both reflect per class on a Google Doc on the school wide rules to allow for conversation when reviewing the points given.

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Teachers will develop engaging lessons with high-interest activities and multiple means for students to demonstrate their skills and knowledge.

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Middle school students would benefit from having mentors.

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Each month a teacher will be recognized by going above and beyond.

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Our students see through insencere praise.  Look hard for opportunities to praise many students a day, even each of them, in a way that they feel supported and cared for.  Even write a note or email home to further that praise.

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Students will be given surveys to garner insight as to learning and personality styles in order to design effective instruction.

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Celebrate student successes and student effort by displaying student work in hallways and in classrooms.

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Student learning will include material that is applicable and relatable to students and everyday life.

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Students will receive academic and behavioral incentives to acknowledge and encourage positive behaviors.

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Highlighted Student/Staff Member of the week or month. 

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Highlighted Student/Staff Member of the week or month. 

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'Find ways to better address the needs of all students to learn what the world has to offer them outside of Clover/York Co. 

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'Find ways to better address the needs of all students to learn what the world has to offer them outside of Clover/York Co. 

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Staff will encourage parent involvement via reverse open house.

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Elementary parents can see student's points at any point and any comments made from students. This is a very user friendly way for parents to use and communicate with the teachers.

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Teachers make weekly contact with parents. 

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Teachers make weekly contact with parents. 

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A Principals newsletter monthly
that recognizes students that are excelling in academics, civics, athletics, and behavior.

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Making sure we are doing all we can to build relationships with all students. Using common interests or just finding ways to connect to a student makes a difference when they are struggling with behavior or academics.

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Each middle school student will complete a self evaluation and reflection at the end of each core class. This allows the student to fine turn areas of behavior that may interfere with achievement.

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Establishing rules and expectations and following through with consequences.

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Each day at Blue Eagle is a clean slate. This will allow teachers and students to generate a more positive focus on the learning environment.

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Teachers will ensure that each student has at least one positive encounter with him/her per day including, but not limited to, personally greeting each student daily.

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Plan school wide functions, extra-curriculars, clubs and activities that promote positive interactions between staff and students i.e. game truck, staff vs. student volleyball game, pep rallies, etc.

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Students have a chance to take the 1st test in learning their own personal learning style.  How can you study if you do not know how to study in ways that help you learn. http://www.whatismylearningstyle.com

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Students can use BrainPop as a quick introduction to their upcoming instruction. It hits the basics in case students need a refresher or an introduction to a topic.

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Students are encouraged to go above and beyond. The reward fits the effort as much as it does the outcome. Thus if a students best work is a 67 but their effort is a 100 allowance is made to improve them to at least a C or higher at the discretion of the teacher.

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Students allowed to take their areas of trouble on assessments and look back at the topics. Then in written paragraphs of their own words explain the topic to show understanding to earn half their points back.

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Taking 3-5 minutes at the start of class to have authentic discussions on current events and interest. ie: coming of a hurricane, football game, something fun over the weekend or planned for the weekend.

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Maintaining roles at Teacher -Student and not Peer-Student

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Maintaining roles at Teacher -Student and not Peer-Student

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Having positive relationships that still maintain the roles of teacher in charge to teach and student here to learn. It can be a fine line, but it must be a clear and unmistakable line of respect not to be crossed.

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Teachers putting student learning at the forefront of all other things we do here.

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Teachers focused on learning and then helping students overcome obstacles that are keeping them here instead of their home school. Keeping the goal of moving them back to be successful and not coming back here in the future.

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Teachers using high levels of rigor to challenge students to learn, and let them know that coming here is no different when it comes to high expectations of learning.

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students have a staff member they can check-in and/or check-out with. They can talk to this staff member about how they feel, football, music etc. They can eat lunch with this staff member.

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teachers call parents/student to check on students when they have missed more than 2 consecutive days.

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Teachers and students demonstrate an ability to understand and effectively interact with people across cultures

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Use statements that encourage a growth mindset, let students know that it is ok to not know, but it is not ok to not try.

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Provide access to resources to support the students as well as families as needed to breakdown potential barriers that may affect student achievement.

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making more positive deposits into our students and not withdrawals. Build a positive relationship with our students by trying to understanding them and their life outside of BEA.

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Have fun with students and make memories with them that they will always remember. Game truck & snow cones on first day. Thanksgiving dinner, more field trips, etc.

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maintaining reading logs, online tech time records (READ 180), Independent Reading notebooks (READ 180), Science notebooks

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Develop multicultural events and activities to broaden student awareness of peers who are different from them.

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Develop and maintain consistency as it relates to teaching, praising, encouraging and setting consequences so that student gain a sense of trust.

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Teachers will encourage making mistakes in the classroom because it means that students are making an effort to work through challenging. Also, teachers need to share of times that they have personally made mistakes and how it "helped" them in the long run.

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Zearn is an online resource that I use to teach math concepts. This allows my "early finishers" to have an extension of the math concept that we are currently working on. (Teachers can go in and assign which content they want student to work on).

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My students take notes in their Zearn notebooks and they receive a quarterly grade (minor) for taking notes. By holding them accountable for the note taking, they are not allowed to rush through the work.

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Make a conscience effort to work on establishing relationships with our kids! This can be very challenging at times but if we remind ourselves of the external circumstances some of these children face, it should encourage us to make the effort.

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Our students watch us each day. We must model an environment where everyone is respected and ALL are valuable. When students see that we do not "give up" on them they will be more comfortable to share and come to us for help/assistance.

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Students need more access to mental health services.

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Students need incentives that they care about.

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Students would benefit from having an outside mentor from the community.

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Students need positive reinforcement in a personal but professional way so they can develop meaningful relationships with adults/teachers.

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Perhaps continue the open-door policy during the school year to invite parents/guardians to schedule visits to the school.

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Students could benefit from regular correspondence with area business owner and professionals to gain insight into careers.

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Awards programs on weekly or quarterly basic to recognize student achievement

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JBEA students put their clothes pin on "How are you feeling today?" posters in the hall. Students are allowed to change their pin throughout the day. Teachers can immediately check-in to find out why the student is feeling the way he/she is (both positive and negative feelings.) Students have also checked on each other when viewing the posters.

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Class Dojo can also be used to share pictures of learning in action when added to Stories or private messages. This is a GREAT way to motivate students and allows the parents to see something POSITIVE!

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Educational field trips that allow students to bond outside of the school day! One of my favorite trips while at BEA has been the Charleston trip! I wish we could go yearly!

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If a student makes a mistake, speak in an affirmative manner with them. Do not become "fixated" on the mistake and continue to "nag"...correct the mistake and move on...set a POSITIVE and RESPECTED atmosphere.

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Encourage principals from the home schools to visit more frequently to help promote a more positive transition to/from BEA/JBEA.

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Modeling RESPECTFUL communication and setting expectations for students when speaking with others (Yes sir, No Ma'am, Please, Thank you)

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Invite former (successful) students to come in and share strategies for transitioning back to home schools and/or to real life (graduates.)

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Staff should display pennant flags representing the colleges/university where they earned their degrees. Or staff should display high shool diplomas and college/university degrees in their classrooms or offices.

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Have awards day programs at the end of each grading period. Invite parents/guardians and home school staff and administrators of BEA students.

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Post on the school's website a weekly newsletter, highlighting the weekly activities at BEA, as well as student and staff achievements.

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Develop a schoolwide wellness program that emphasizes healthy eating, exercise and self care for students and staff.

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"PWP" is a program that provides parents/guardians with ongoing behavioral, emotional and social support via weekly meetings, monthly skills development events, etc. to build a bridge of support between the home and school environments.

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Become a PBIS school.

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The PLC process will enable each group of educators (elementary, middle and high) to share expertise, work collaboratively to improve teaching skills and the academic performance of students, discuss and adequately address noticeable trends in individual student behavior so that targeted goal-setting can be attained.

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Students will be taught specific language to learn how to advocate/ask for ways to engage in healthy emotional
self care.

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Display black and whites portraits  in the hallways of our students in their natural learning environment. ( With Parent Permission).

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Teach students how to have student led conferences about their grades and other factors that may be impacting their grades.