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Modify class structures to match student need. Less academic to more executive functioning skill building and sel supports using programs like navigate 360/suite 360.  Latoya

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Modify class structures to match student need. Less academic to more executive functioning skill building and sel supports using programs like navigate 360/suite 360.  Latoya

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Also structurally modify school day for sped population the 85 minute class block doesn't work for them, 45 minute blocks with home room supports after each to ensure practice and repitition happens (basis: no homework done and no access to support after school) this is intentionally building in additional time and supports and adjustments/modifications. When we look at why charter and magnet schools have greater outcomes this is why; that is their model and it works. Latoya P

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Also structurally modify school day for sped population the 85 minute class block doesn't work for them, 45 minute blocks with home room supports after each to ensure practice and repitition happens (basis: no homework done and no access to support after school) this is intentionally building in additional time and supports and adjustments/modifications. When we look at why charter and magnet schools have greater outcomes this is why; that is their model and it works. Latoya P

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Observe special programs for a day to understand obstacles the team faces.

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Observe special programs for a day to understand obstacles the team faces.

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Students being able to redo work or tests until they receive a C or better

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Students being able to redo work or tests until they receive a C or better

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Messaging to students in middle school: students striving to succeed in middle school are told they'll fail if they don't do their work, but they pass & graduate anyway --> these students believe they will earn passing grades/pass classes at ETHS even if they don't do their work

Incongruence within ETHS: focus on reducing Ds/Fs but also wanting to hold students accountable -> sometimes this reinforces the message that students can do nothing and still pass

The articulation & placement process: students may be misplaced in a gen ed class and the problem-solving process takes time to provide appropriate supports/impacts student success

Increased understanding of instructional models and educational environments between D65 & D202: sometimes the skills & abilities (academic, functional, behavioral) of incoming 9th graders seems inflated --> this may cause incorrect placement and impacts student success

Staff autonomy around grading practices (i.e. grading for equity, use of zero, test retakes) can be difficult for students, families, and other staff to navigate/understand and use to support student success

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Grading discrepancies across IP classes.

Students not placed appropriately. Disproportionate number of students in IP classes than needed.

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Why are we using D/F's to measure progress? What does a D/F really mean when students aren't meeting basic standards for reading/writing/math? As a department we should be looking at getting students closer to meeting standards. An A in an IP class does not mean students have basic mastery and doesn't transfer to actual skills to help them be successful in LIFE. Also, grades vary based on the teacher.

Systemically this is harmful to students.

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There appears to be a pervasive drug problem throughout the 10th grade class. 

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There appears to be a pervasive drug problem throughout the 10th grade class. 

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Incentives for attendance

Prioritize assignments

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Some students can not access STAR, need another assessment to track progress.

Special programs still mirroring academic expectations to general education.

How many levels are we expected to differentiate in our classes?

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Time to meet as a grade level team, and not having all members of the grade level team around when we do meet (teachers choosing to go to other grade levels where they have more classes).

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Lack of scheduling availability

Lack of space.

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Limited Grade Level Courses

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Not getting appropriate mental health support at school leading to truancy.

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Wide span of skills in IP classes - kids at all different reading levels in the same class.

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Relationship building

Parent communication

Communication with case manager

Involve student directly in conversations to increase success

Grade conferencing

Invite to AM Support

Supportive instructional strategies

Increase prompts to stay on task

Checks for understanding

EF strategies

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Lack of guarantee for cotaught classes. Not being able to write cotaught into IEPs.

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Guidance around grading. Currently there are a lot of thoughts and opinions on the topic (i.e. should missing assignments be 50% vs. 0%).

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Obstacles with students: mental health, use of controlled substances, attendance, motivation

Obstacles with curriculum: History textbooks are not at reading level (need a text with appropriate lexile), chatGPT and students not doing their own work

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Overloading classes make it difficult to accommodate student needs.

Need better nutrition! Much of the food students eat contain sugar which impedes their focus.

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Reminders

Check-ins

Reaching out to Parents

Reaching out to Students

1:1 Support in class

Assistive Tech

AM Support

Partnering with Case Managers

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Change what we are looking at when we talk about quantative data and classroom expectation/curriculum.

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Two things come to mind:

Attendance data accuracy since we don't get an accurate picture since we no longer do extended tardies. The data does not reflect that some students are tardy by a few minutes, and others come in at the 80th minute of the block, while others will come in late and go to the bathroom for extended periods of time - all of which is coded the same way in the system as: tardy. So yes, they're technically not absent, but they're also not technically in class learning, either.

Secondly, students placed in IP classes may be failing bc they're cycling through their IP classes with the same group of students, oftentimes being dragged into poor choices just to be with their friends. Students in appropriate placements would likely rise up to the challenge when in classes that don't have the same groups of students all day.

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Meeting IEP accommodations, building rapport, communicating with family, 1:1 check-ins, general student interaction (humor, kindness, establishing expectations)

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Lack of time to meet with ALL grade level team members. A lot of senior teachers primarily teach other grades and turn focus to those. Would love more time to meet as a team.