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Amy Moran, Donna Fisher, Tahnee Grube, Chris Mosure

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Bill Young

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Attendance at Marlayna’s place

Marlayna

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John Brown
Scott Stevens
Stephanie Harmon
Bryan Mayhew

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Audrey Gauthier, Diana Montgomery, Erin Rapp, Vickie Blubaugh

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Fidelity in our building is included through being proactive instead of reactive.  Our team consistently works with students on data based evidence that drives the instruction.

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Consistency in the process and all staff members understand and are a part of the process

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Staying faithful to the process and not deviating

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Staying faithful to the process and not deviating

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Creating a clear model and following it with consistency.

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Implementation across all teams and being true to all of the processes.

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problem solving
perserverence
proper social skills for group work
home support

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communication
initiative
empathy
problem solving
dedication

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College and career readiness needs to start from PreSchool.  WIthout setting the foundation at a young enough age we rush the process.

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Help me know that you are thinking by recording on the Padlet!

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Increasing the rigor of the class - tier 1.  Tier 2: Small group for those students at grade level who haven't shown much/any growth.  Look at the standards for the comp 1100 class and use those to plan enrichment activities for student growth.

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we agree with the rigor comment.  If they are testing at grade level but not passing a collegiate screener, are the rigors equal?  What are the main areas that are focus for the Accuplacer? By knowing the inner working of the screener you can better help focus on areas of need.  Once you know the areas the screener focuses on you can then break that 85% of the students into smaller groups to focus on their indivdual area of need.(Tier 2)

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we agree with the rigor comment.  If they are testing at grade level but not passing a collegiate screener, are the rigors equal?  What are the main areas that are focus for the Accuplacer? By knowing the inner working of the screener you can better help focus on areas of need.  Once you know the areas the screener focuses on you can then break that 85% of the students into smaller groups to focus on their indivdual area of need.(Tier 2)

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Collectively review data in TBT’s, BLT’s, RTi and implement changes with fidelity.