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A unified response to addressing foul language on campus is important.  However, the response itself is perhaps more important.

The examples given by the researcher were problematic because they pass judgment.  If our students come from families that regularly use foul language at home, passing judgment only adds to the conflict between staff and student.

I suggest, "We don't use those words at school" or simply "those aren't school words" and keep whatever consequences are deemed appropriate.

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Why aren't people documenting things in Aeries? Is this not important anymore? Have we fully trained the staff on this?

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Are collab classes working? It seems you are putting people in a position where they both need to teach, but they don't have any time to plan. PLC with your department, PLC with what you teach in tutorial, PLC with your collab teacher. We only have two department meetings a month...When does PLC PLANNING happen?

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Learned: People are not using Aeries Discipline consistently.
Need: Clear flowchart of discipline steps. Possibly a check off chart to keep track of warnings, etc.
Question: What do we with the students that do not respond to positives? If suspension is going to be difficult then a clear system to remove to a buddy or some other method is needed EARLY IN THE YEAR. If we are strict and consistent early, then we can teach the rest of the year.

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What do you want teachers to do after we have exhausted every consequence for disruptions/defiance?

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I provide all of my students with a copy of my notes at the beginning of each unit of study. This helps all of my students know what my expectations are for the notes. It also helps students know what we are doing in class when they are absent.

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I use color coding to identify different parts of a paragraph.

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If my students do not show to a short teacher detention, I issue an office referral, hoping they will receive a consequence to deter such behaviors in the future.

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I use preferrential seating; notes for student with writing challenges and/or allowing these students to type work typically hand-written.

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I use preferrential seating; notes for student with writing challenges and/or allowing these students to type work typically hand-written.

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The PBIS info was too much in a short amount of time. If a student is continuously tardy, defiant, disruptive, disrespectful, etc. What are some of the alternative measures you recommend we can do before suspension? We have many positive supports and consequences in class, but they don't seem to phase them or they don't even show up for them.
What should we do?

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Learned: That teachers were unclear on Sped procedures.
Good to have presentations like this in order to clarify teacher procedures of sped grading.

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1. I need to be more aware of the students in the wheel that change more frequently. Also, reading quiz questions aloud to those who need it.

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1. I need to be more aware of the students in the wheel that change more frequently. Also, reading quiz questions aloud to those who need it.

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2. I still need to communicate better with students/parents about their specific accommodations.
3. I'm sure I'll have questions in the future

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1)      Learned or Liked? I learned that it’s okay to give a student with an IEP a failing grade that grade as long as you have given them accommodated/modified work with fidelity.

2)      Need? An AID who is consistent. My aid has been very helpful while she is here, and unfortunately she has had some health issues so I don’t fault her for being out. However, do we have any kind of a system to fill in the gaps?

3)      Question? How do we know whether a student gets modified/accommodated work? What if a student “graduates” from this work? Can I give modified/accommodated to non-IEP? What about students recently released?

4)      Question #2: Can we get the TARS forms as a Google Doc instead of Word??

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Several of my students with IEP's are also in resource.  Are the resource classes working with the students to help them complete assignments in content classes?  Some of my students come in prepared, having the work they started in my class done, or nearly done, while others do not make any progress.  Are the Resource classes being used to support existing assignments in the content classes, or are they doing their own curriculum?

This year, many of my students with IEP's are failing because they are not doing the work.  It would be very helpful if the Resource classes could provide extra time to complete assignments and addition help.  Much of the assignments in social studies requires reading and writing, which may relate to their English goal.

It would be great to get more communication from the resource teacher to support student success.

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Please list an accommodation that you might use in your classroom.

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1. What is something you learned or liked from today's presentation?

2. What is one thing you still feel you need?

3. What questions do you have?

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SPED Exit Ticket:
Learned.. but already knew...I am able to give an IEP student an "F" as long as I follow the IEP etc.

Need...an AID in classes that Ihave more than 5 IEP students.

Question..Isn't it true if I give an IEP student a "F" that a meeting will still be held to address the grade?
Question : Can we PLEASE get the TARS forms as a Google Doc instead of Word??

PBIS  Exit Ticket:
Learned...that staff might be confused on process of using Aeries for discipline, paperwork, and procedures.

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Classroom Behavior Support

What current scenario (that is a negative behavior) are you dealing with in your classroom, and what solutions have you tried?

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1. What is something you learned or liked from today's presentation?

2. What is one thing you still feel you need?

3. What questions do you have?