# data[].attributes.body
Finding authentic audiences for student work will increase their sense that what they do at school matters. Finding ways to invite families and other community members into the JAMS community will expand what it means to belong and validate kids.

# data[].attributes.body
I think we need to continue developing a shared sense of school-wide culture. The more consistent we are, the more kids will feel treated equally and welcomed across classrooms.

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Poll the students on what electives THEY would like to see at our school.  i.e.- Tech was an important elective (among others) that was taken away and many students were upset about it disappearing.  It is relevant to their interests and to today's modern world.  

# data[].attributes.subject
Poll the students on what electives THEY would like to see at our school.  i.e.- Tech was an important elective (among others) that was taken away and many students were upset about it disappearing.  It is relevant to their interests and to today's modern world.  

# data[].attributes.body
Have the electives they want. This may change from year to year, but it gives our school an edge and the student's a voice.

# data[].attributes.body
How to make sure SPED students have work that is at their level (differentiation) AND how to facilitate connections to their peers, especially in gen ed classes

# data[].attributes.headline
Why did the PBS (Positive Behavior Support) Team go?!

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Why did the PBS (Positive Behavior Support) Team go?!

# data[].attributes.body
The YMCA ending its partnership with SPS eliminates a number of community building opportunities that in the past have been a positive way to engage our underserved students in small extracurricular communities. What community partnerships could we pursue to create similar opportunities (without just asking our already too-busy educators to take on more, more, more)?

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These people all look like they feel connected...and to their principal, nonetheless.

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These people all look like they feel connected...and to their principal, nonetheless.

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Training on restorative justice practices and re-building relationships with students.

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Training on restorative justice practices and re-building relationships with students.

# data[].attributes.headline
PD from out side sources (like a speaker from outside our building)

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PD from out side sources (like a speaker from outside our building)

# data[].attributes.body
Sound Discipline to restart

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Create opportunities for community-wide events to promote camraderie: movie outing (like when we saw Hidden Figures), Track and Field Day, BBQ lunch outside, etc.! 

# data[].attributes.subject
Create opportunities for community-wide events to promote camraderie: movie outing (like when we saw Hidden Figures), Track and Field Day, BBQ lunch outside, etc.! 

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HOW do we not let the same students take over every day?

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HOW do we not let the same students take over every day?

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Have a big list of all students in the school and have staff check off who they feel they have connected with (ideally it would be at least advisory, but realistically, it may not be all and it may be other kids in content classes). That way we can see which students no staff feels connected to.

# data[].attributes.subject
Have a big list of all students in the school and have staff check off who they feel they have connected with (ideally it would be at least advisory, but realistically, it may not be all and it may be other kids in content classes). That way we can see which students no staff feels connected to.

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Learning around how to avoid microaggressions and what to do when students microaggressions each other

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Learn more about what students do outside of school.

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Learn more about what students do outside of school.

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More food

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I also mentioned "Cheers" as an example:  A place where everyone knows your name....but everyone at my table is young and they just stared at me blankly...

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I also mentioned "Cheers" as an example:  A place where everyone knows your name....but everyone at my table is young and they just stared at me blankly...

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More practical PD. Give us something we can use in our classrooms. Something practical. I feel like our PD makes us think, but never provides us with solutions.

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More practical PD. Give us something we can use in our classrooms. Something practical. I feel like our PD makes us think, but never provides us with solutions.

# data[].attributes.headline
I'm concerned by the number of responses that go directly to academics and instruction. You can be challenged appropriately/taught to/etc. without feeling like you belong... You can provide instruction without creating human connection.

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I'm concerned by the number of responses that go directly to academics and instruction. You can be challenged appropriately/taught to/etc. without feeling like you belong... You can provide instruction without creating human connection.

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Could we have some type of short term "electives" - like for a couple of weeks - that were chosen by students?

# data[].attributes.subject
Could we have some type of short term "electives" - like for a couple of weeks - that were chosen by students?

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PD: Brain science - how to engage students whole brain so they feel connected to the learning.

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PD: Brain science - how to engage students whole brain so they feel connected to the learning.

# data[].attributes.headline
Help students to see that what works for them may not work for others and that is powerful and OK.

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Help students to see that what works for them may not work for others and that is powerful and OK.

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This is like a brain dump. What are we supposed to do with this?!

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This is like a brain dump. What are we supposed to do with this?!

# data[].attributes.headline
clearly define what JAMS stands for.  What type if culture do we want to establish?  What do we value?  What makes us JAMS?  

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clearly define what JAMS stands for.  What type if culture do we want to establish?  What do we value?  What makes us JAMS?  

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Structure: PLCs that support the CSIP goals such as improved sense of belonging for students

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Structure: PLCs that support the CSIP goals such as improved sense of belonging for students

# data[].attributes.body
PD: What does it look like to work in a true PLC focused on student outcomes?

# data[].attributes.body
Agree to common expectations and, kindly, hold all students to them.  It makes relationships easier with kids when you are not seen as "the mean person" who makes them, say, LEAVE THEIR BACKPACKS IN THEIR LOCKERS.

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Use a different app! This is not helpful. The prompt should be pinned.

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Use a different app! This is not helpful. The prompt should be pinned.

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More electives. More PE. Electives and PE are extremely important for many struggling students, including those who struggle to feel included.

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More electives. More PE. Electives and PE are extremely important for many struggling students, including those who struggle to feel included.

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Model belonging:  Make sure that your colleagues also feel like they belong.

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Model belonging:  Make sure that your colleagues also feel like they belong.

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give students a role in teaching classmates

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give students a role in teaching classmates

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Feeling supported to enact PBL in classrooms into our JAMS community. Students have leadership roles, choice, are part of supported groups, and an authentic community audience for their learning. 

# data[].attributes.subject
Feeling supported to enact PBL in classrooms into our JAMS community. Students have leadership roles, choice, are part of supported groups, and an authentic community audience for their learning. 

# data[].attributes.headline
Need to feel supported as a teacher, then I think I could feel more capacity to support students

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Need to feel supported as a teacher, then I think I could feel more capacity to support students

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Engaging authentically and without trepidation with different kinds of students.

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Engaging authentically and without trepidation with different kinds of students.

# data[].attributes.headline
Give them more choice in what they are learning.  How can we give students who are in required classes to help them (like Math Empowerment, Study Skills, Read 180) the opportunities to take electives so that they have some fun activities as well?

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Give them more choice in what they are learning.  How can we give students who are in required classes to help them (like Math Empowerment, Study Skills, Read 180) the opportunities to take electives so that they have some fun activities as well?

# data[].attributes.body
Teach students how to help each other without critisizing/putting down/embarrassing/laughing at/embarrassing each other.

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First we need to all feel like we belong and are an important part of the community.

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First we need to all feel like we belong and are an important part of the community.

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Engage with the kids when you see they are not involved.

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Engage with the kids when you see they are not involved.

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Adults practicing how to respond immediately and effectively when students use biased language (around gender, race, lgbtq+, home language, neurodiversity... )

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Adults practicing how to respond immediately and effectively when students use biased language (around gender, race, lgbtq+, home language, neurodiversity... )

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build more inclusive and well supported staff community

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build more inclusive and well supported staff community

# data[].attributes.headline
Space and Opportunities to have discussion outside the school/curriculum content 

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Space and Opportunities to have discussion outside the school/curriculum content 

# data[].attributes.body
Learning around how to make classrooms feel safe and welcoming for gender non-conforming kids

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training, resources, and support for differentiation

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training, resources, and support for differentiation

# data[].attributes.headline
Don't let the same few students take over every day

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Don't let the same few students take over every day

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Representation in all areas - curriculum topics, examples, 

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Representation in all areas - curriculum topics, examples, 

# data[].attributes.body
The community members of this school need to feel like they belong *at school*, which means that every student and every adult here needs to feel like there is a point to showing up, that they are empowered in making decisions, and that they are valued for their efforts. We need to work as a staff (in a differentiated way, I would add) on professional development around Culturally Responsive Teaching. Every staff member (including administrators and veterans) have room for growth, and we need to be able to use PD time in visiting each others classrooms so this work is directly connected to what we're doing in front of our kiddos every day.

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Understanding what all students need, from our lowest to our highest achievers and seeing them as equally deserving of challenge - even when the challenge is different

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Understanding what all students need, from our lowest to our highest achievers and seeing them as equally deserving of challenge - even when the challenge is different

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We need to talk more with the adults in our students's lives.

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We need to talk more with the adults in our students's lives.

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Fewer demands on our time outside of teaching, prep for teaching

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Fewer demands on our time outside of teaching, prep for teaching

# data[].attributes.body
Feeling safe is a critical part of feeling like you belong or are a part of your community. The data around student perception of whether or not adults recognize and can effectively intervene in situations of bullying and/or harassment has been a point of concern here for the last four years, and these data points have become increasingly concerning just over the course of this year.

We need to spend more time learning how to create safe and inclusive environments for all of our students - especially students of color, students who are part of the LGBTQ+ community, female-identifying/femme students, and other marginalized demographics who experience discrimination and harassment on a daily basis, both directly and systemically.

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Remember that we are teaching KIDS, not subjects...

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Remember that we are teaching KIDS, not subjects...

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PD: Strategies for best teaching practices to engage all learners

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Get students involved in afterschool activities.

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Get students involved in afterschool activities.

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smaller classes

Build community within advisory.

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Recognize they are human beings. yes, young and inexperienced and often with poor judgement, but they have interests and ideas and issues just like the rest of us. One student told me today that I "get" them and it's why I'm one of their favorite teachers, because I recognize her as an individual

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Recognize they are human beings. yes, young and inexperienced and often with poor judgement, but they have interests and ideas and issues just like the rest of us. One student told me today that I "get" them and it's why I'm one of their favorite teachers, because I recognize her as an individual

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Emphasizing the importance of being kind to each other in all settings.

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Emphasizing the importance of being kind to each other in all settings.

# data[].attributes.headline
Learn each other's names.  Have students learn each other's name.

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Learn each other's names.  Have students learn each other's name.

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More opportunity for students to create norms and classroom rules

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More opportunity for students to create norms and classroom rules

# data[].attributes.headline
Structure: CLT learning walks on evidence of student sense of belonging 

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Structure: CLT learning walks on evidence of student sense of belonging 

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What do we need to get better at as educators in order to ensure that each and every student feels as sense of belonging?

What are topics or structures of adult professional learning that may improve students sense of belonging