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4. Addressing the mental illness and trauma issues.

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4. Addressing the mental illness and trauma issues.

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Have PD on these issues classroom management- specific to CLR Strategies

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3. We want to address the root of the problem, so that we see better results. 

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3. We want to address the root of the problem, so that we see better results. 

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More substantive parent involvement

Parent education about the importance of school

Educating ourselves about the populations we serve

Full-Time mental health practitioner in the school building

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3. Would like to see data that only reflects students living in poverty.

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3. Would like to see data that only reflects students living in poverty.

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Stress on Students
Moving
Home Issues
Absences

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Address poverty first and behavior will follow

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Address poverty first and behavior will follow

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socioeconomic status

teachers being pulled out of classrooms

3. Consistency
School wide expectations
PBIS needs to be carried out with fidelity
Follow through
Safe
4. Less testing and utilizing small group testing instead of entire class
Curriculum that allows us to teach social and emotional skills
Problem solving skills
5.

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Teacher Turnover and Para Turnover creates a lack of stability which our students desperately need.
Student turnover as well.

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3. It would be interesting to see data that separates the Chinese Immersion students and English students.

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3. It would be interesting to see data that separates the Chinese Immersion students and English students.

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We want a safe environment for students and teachers.

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We want a safe environment for students and teachers.

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3. We would like to see more parent support
4. Teach expectations, contact with parents more often, build positive relationships

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2. Lack of parent support

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2. Turnover and instability of Adults.  Lack of Subs .  Increase stress when their teacher is gone.

3. We would like to see more even distribution of referrals.

4. Positive relationships, High expectations, High accountability, Consistency, Focus on mental health wellness.

5. Build staff relationships so we all are a team! We need to know each other and work together.

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2. Because the write-ups are showing that some kids are need of something that isn't there. ie. consistency at home, 

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2. Because the write-ups are showing that some kids are need of something that isn't there. ie. consistency at home, 

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2. We feel that special education students were held to a much higher standard because of their BIP.
3. We would like to see the data represent the population.
4. Getting necessary materials to teach social -emotional curriculum. For example, material for MindUp. Unified lesson plans and expectations to teach routine. Specific and consistent consequence for actions.
5. To hold every student accountable. Be consistent with consequences. When the students were sent to reflection room, they can bring back a process sheet. If the behavior support team cannot respond right away, they should come later to process with the students. The expectation for calm area should be the same.
Lingering questions:
Will the data look different when Chinese immersion students were taken out? (racial percentage as well as behavior data?)

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We have a teaching population that does not match up with our student population in the English classrooms.

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2.
-Madison's attendance area serves traumatized, impoverished students.
- Our data is misrepresented partially due to the demographics of the immersion program verses the english classrooms.
- administration and staff turn over.

3.
- Data that is disparate
-
4.
- Greater parent involvement
- Consistency in staff
- teaching, reteaching, reteaching, reteaching, reteaching of school wide expectations.
- Having a more diverse staff

5.

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2.  We are getting these results because we are not meeting the needs of our students. Teachers are being forced to push through curriculum and testing students too frequently. Teachers are not given permission to meet the social emotional needs of the students due to the time constraints of both reading and math. Students disengage because they feel stressed.

3. We want to see students to see students feeling safe, feeling cared about, and trusting each other and adults. We want them to happy and love school.

4. By focusing on Social Emotional Learning and not testing every month! We need time designated for more recess, more breathing, more mindfulness, not more academic time.

5. We will come up with a plan that meets the needs of the learners and teachers at Madison. We will put their needs above everything else to provide a safe, kind Madison School.

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5th grade                                    2.  We lack consequences

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5th grade                                    2.  We lack consequences

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3.  We want students to show expected behaviors.
4.  Set clear expectations, Logical consequences, and follow through.
5.  We need to be unified together.  Part of this means we need to find a way to retain our staff so we can build a strong units across grade levels and building.

Instead of doing a lot of things a little bit, do a few things well.

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2. Why are we getting these results?
3. What results do we want to see?
4. How will we get improved results?
5. How will we take action together?