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Kristin Rouleau serves as the executive director of learning services and innovation at McREL International, where she guides a team of consultants who help schools, districts, and state education agencies and ministries of education across the United States, Canada, Micronesia, Australia, the Middle East, and China translate research into solutions that transform teaching, leading, and learning.

A licensed school administrator with more than 25 years of classroom and school leadership experience, she coauthored Learning That Sticks: A Brain-Based Model for K-12 Instructional Design and Delivery, Curiosity Works: A Guidebook for Moving Your School from Improvement to Innovation and Unstuck: How Curiosity, Peer Coaching, and Teaming Can Change Your School.

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The New Classroom Instruction That Works: The Best Research-Based Strategies for Increasing Student Achievement

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Kristin Rouleau serves as the executive director of learning services and innovation at McREL International, where she guides a team of consultants who help schools, districts, and state education agencies and ministries of education across the United States, Canada, Micronesia, Australia, the Middle East, and China translate research into solutions that transform teaching, leading, and learning.

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Can we adopt school-wide instructional principles (research-based) that will be used in every classroom everyday? Perhaps a book study, perhaps those principles will align on a school-wide walk-through tool...

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For over 40 years, Research for Better Teaching has brought passion, commitment, and specific skills to improving student results across America and abroad.

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Can we maintain consistency around the expectations of the behavior of boys males and females? No touching or hitting goes for all.

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Can we make sure that all staff are consistent with supervising students while on the playground, hallways, cafeteria, etc?

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For extra curricular activities, what are the grades that will be needed to remain in participation? What classes do students need to be passing?

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For extra curricular activities, what are the grades that will be needed to remain in participation? What classes do students need to be passing?

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Is there a document or one-pager to help understand our PBIS system?

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How are students earning BARKS Bucks?

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BARKS Bucks - Are they used school wide? Do we have great items for students to choose? What about our older students?

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We have the ability to redirect behavior. Can we ensure that teachers lead PBIS activities?

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A PBiS committee would be helpful.

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Just implement it with fidelity and consistency. USE THE BLUEPRINT!

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Let's plan for how to teach students the behaviors we expect schoolwide.

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Project Achieve Stop and Think Social Skills Program

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Project Achieve Stop and Think Social Skills Program

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This is a social skills program for grades K-8 which teaches skills kids need to be successful scholars and citizens in their class/building.  It fits nicely with Second Step.  Doesn't take a lot of time, but it is also very PBIS friendly.

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We also need to be trauma informed as well as restorative approaches.

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Thorough restorative practice training would be helpful.

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Reviews

Previous cards

Quote by Taryn Ishida, Youth Organizer and Executive Director, Californians for Justice: "For far too long, education leaders have implemented reform strategies without engaging and centering those most impacted - the students. Shane Safir provides an energizing, anti-racist, actionable framework that centers the voices of the most marginalized students as the experts and co-conspirators that we need to create an education system worthy of their brilliance. Read this, share it, and be a part of ushering in this 'new normal' of street-level data to unlock racial justice in our schools."

"For far too long, education leaders have implemented reform strategies without engaging and centering those most impacted - the students. Shane Safir provides an energizing, anti-racist, actionable framework that centers the voices of the most marginalized students as the experts and co-conspirators that we need to create an education system worthy of their brilliance. Read this, share it, and be a part of ushering in this 'new normal' of street-level data to unlock racial justice in our schools."

Taryn Ishida, Youth Organizer and Executive Director
Californians for Justice

Quote by Napoleon Wells , Ph.D., Assistant Professor of Social Sciences, Claflin University, SC: " With Street Data, Shane and Jamila have built a conversation more than a framework, wherein students, their communities, teachers, leaders and systems are interconnected parts of a family unit. As a Professor and Psychologist, I found myself drawn to the work's human and family centered focus. Throughout the work, these are linked to an emphasis on building approaches to the art of teaching grounded in listening, making and holding room for all members of the learning family, and setting goals and evolving approaches that begin with the student as their core. Shane and Jamila are engaging us all in a critically important conversation, where the data we gather and share around learning spaces is shaped and centered on the voices and beings of students. It is family systems centered teaching and learning. It is holistic, and it is necessary."

"With Street Data, Shane and Jamila have built a conversation more than a framework, wherein students, their communities, teachers, leaders and systems are interconnected parts of a family unit. As a Professor and Psychologist, I found myself drawn to the work's human and family centered focus. Throughout the work, these are linked to an emphasis on building approaches to the art of teaching grounded in listening, making and holding room for all members of the learning family, and setting goals and evolving approaches that begin with the student as their core. Shane and Jamila are engaging us all in a critically important conversation, where the data we gather and share around learning spaces is shaped and centered on the voices and beings of students. It is family systems centered teaching and learning. It is holistic, and it is necessary."

Napoleon Wells , Ph.D.
Assistant Professor of Social Sciences, Claflin University, SC

Quote by Sophie Fanelli, President, Stuart Foundation: "Shane Safir and Jamila Dugan have given us a vivid and immensely readable account of what public education could and should be. Rather than quick fixes, the book is rich with real-life examples and immediately actionable equity practices that educators and leaders can use to tackle root causes. The authors have also issued an unspoken but clear challenge to all of us who care about children's learning and development: 'What if policy decisions were anchored in the lived experiences of students, their families, and their educators?' Their call to action is clear and urgent: we must reverse-engineer and radically reimagine our resources, policies, and practices to support the broad conditions in which students can authentically thrive, and most particularly students who are the most marginalized by the current system. The vision of educational justice laid out in the book will not be more widely practiced if we simply rely on individual teachers and principals to push forward alone into the headwinds. It must be supported at systems and state levels, so that it becomes the rule and not the exception."

"Shane Safir and Jamila Dugan have given us a vivid and immensely readable account of what public education could and should be. Rather than quick fixes, the book is rich with real-life examples and immediately actionable equity practices that educators and leaders can use to tackle root causes. The authors have also issued an unspoken but clear challenge to all of us who care about children's learning and development: 'What if policy decisions were anchored in the lived experiences of students, their families, and their educators?' Their call to action is clear and urgent: we must reverse-engineer and radically reimagine our resources, policies, and practices to support the broad conditions in which students can authentically thrive, and most particularly students who are the most marginalized by the current system. The vision of educational justice laid out in the book will not be more widely practiced if we simply rely on individual teachers and principals to push forward alone into the headwinds. It must be supported at systems and state levels, so that it becomes the rule and not the exception."

Sophie Fanelli, President
Stuart Foundation

Quote by LaShawn Routé Chatmon, Executive Director, National Equity Project: "Street Data issues an urgent, timely provocation to listen to, honor, and be informed by the experiences, wisdom, fears, and aspirations of children and families who have been forced to the margins by our schools and institutions. Rich with stories that affirm our shared humanity and connectedness, Safir and Dugan offer a humanistic approach and practical guidance for embedding love, equity, curiosity, and courage in our efforts to manifest learning spaces where every young person learns, develops, and thrives.

"Safir and Dugan call on us to free ourselves from old constructs about data for improvement that are rooted in Whiteness as normative and, instead, model ways to integrate concepts of wholeness, justice, deep culture, personal mastery, and agency into our school transformation efforts. This book is an important contribution to all of us who are working to create a world that works for all of us."

"Street Data issues an urgent, timely provocation to listen to, honor, and be informed by the experiences, wisdom, fears, and aspirations of children and families who have been forced to the margins by our schools and institutions. Rich with stories that affirm our shared humanity and connectedness, Safir and Dugan offer a humanistic approach and practical guidance for embedding love, equity, curiosity, and courage in our efforts to manifest learning spaces where every young person learns, develops, and thrives.

"Safir and Dugan call on us to free ourselves from old constructs about data for improvement that are rooted in Whiteness as normative and, instead, model ways to integrate concepts of wholeness, justice, deep culture, personal mastery, and agency into our school transformation efforts. This book is an important contribution to all of us who are working to create a world that works for all of us."

LaShawn Routé Chatmon, Executive Director
National Equity Project

Quote by Jal Mehta, Professor of Education, Harvard Graduate School of Education: "In this absolutely path-breaking book, Shane Safir uses the concept of 'street data' as an entry point to a fundamentally different paradigm for schooling. Foregrounding listening, understanding, and loving over counting, measuring, and classifying, Street Data illustrates what it would truly mean to develop a humanizing and liberating approach to school transformation. Startlingly fresh in its prose, clear in its convictions, and moving effortlessly between theory and practice, we can only hope Street Data will mark the beginning of a new and different era for American education. A spectacular book!"

"In this absolutely path-breaking book, Shane Safir uses the concept of 'street data' as an entry point to a fundamentally different paradigm for schooling. Foregrounding listening, understanding, and loving over counting, measuring, and classifying, Street Data illustrates what it would truly mean to develop a humanizing and liberating approach to school transformation. Startlingly fresh in its prose, clear in its convictions, and moving effortlessly between theory and practice, we can only hope Street Data will mark the beginning of a new and different era for American education. A spectacular book!"

Jal Mehta, Professor of Education
Harvard Graduate School of Education

Quote by Shawn Ginwright, Professor of Education & Africana Studies, San Francisco State University and Chief Executive Officer, Flourish Agenda, Oakland. CA: " Old systems are crumbling before our eyes as new ones are being built. Street Data offers key insights about how to transform data and explore indigenous knowledge creation for a new world. Shane Safir and Jamila Dugan give us new ways to analyze, diagnosis, and assess everything from student learning to district improvement to policy. This book is a must read for researchers and practitioners searching for a fresh and deeply authentic model for school transformation."

"Old systems are crumbling before our eyes as new ones are being built. Street Data offers key insights about how to transform data and explore indigenous knowledge creation for a new world. Shane Safir and Jamila Dugan give us new ways to analyze, diagnosis, and assess everything from student learning to district improvement to policy. This book is a must read for researchers and practitioners searching for a fresh and deeply authentic model for school transformation."

Shawn Ginwright
Professor of Education & Africana Studies, San Francisco State University and Chief Executive Officer, Flourish Agenda, Oakland. CA

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Street data reminds us that what is measurable is not the same as what is valuable and that data can be humanizing, liberatory and healing. By br...

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In Unconscious Bias in Schools, two seasoned educators describe the phenomenon of unconscious racial bias and how it negatively affects the work of educators and students in schools. "Regardless of the amount of effort, time, and resources education leaders put into improving the academic achievement of students of color," the authors write, "if unconscious racial bias is overlooked, improvement efforts may never achieve their highest potential." In order to address this bias, the authors argue, educators must first be aware of the racialized context in which we live.

Through personal anecdotes and real-life scenarios, Unconscious Bias in Schools provides education leaders with an essential roadmap for addressing these issues directly. The authors draw on the literature on change management, leadership, critical race theory, and racial identity development, as well as the growing research on unconscious bias in a variety of fields, to provide guidance for creating the conditions necessary to do this work-awareness, trust, and a "learner's stance." Benson and Fiarman also outline specific steps toward normalizing conversations about race; reducing the influence of bias on decision-making; building empathic relationships; and developing a system of accountability.

All too often, conversations about race become mired in questions of attitude or intention-"But I'm not a racist!" This book shows how information about unconscious bias can help shift conversations among educators to a more productive, collegial approach that has the potential to disrupt the patterns of perception that perpetuate racism and institutional injustice.

Tracey A. Benson is an assistant professor of educational leadership at the University of North Carolina at Charlotte. Sarah E. Fiarman is the director of leadership development for EL Education, and a former public school teacher, principal, and lecturer at Harvard Graduate School of Education.

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unconscious bias in schools: a developmental approach to exploring race and racism

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Unconscious Bias in Schools: A Developmental Approach to Exploring Race and Racism

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Unconscious Bias in Schools: A Developmental Approach to Exploring Race and Racism [Benson, Tracey A., Fiarman, Sarah E., Singleton, Glenn E.] on Amazon.com. *FREE* shipping on qualifying offers. Unconscious Bias in Schools: A Developmental Approach to Exploring Race and Racism

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https://www.edutopia.org/video/education-buzzwords-defined-what-is-culturally-responsive-teaching

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Education Buzzwords Defined: What Is Culturally Responsive Teaching?

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Connecting students’ culture and backgrounds to the classroom isn’t just a nice thing to do—it can have a huge impact on keeping them engaged and making learning materials relevant.

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Wonderful read! Highly suggest!

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Nathan Maynard (Author), Brad Weinstein (Author)

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Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice (Hack Learning)

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Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice (Hack Learning) [Maynard, Nathan, Weinstein, Brad] on Amazon.com. *FREE* shipping on qualifying offers. Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Us…

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https://www.edutopia.org/article/healthy-digital-habits-students

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Excessive phone use can lead to depression and poor school performance, but building academic confidence can forge healthier habits.

Sergio Ingravalle / Ikon Images

This summer I ran away to the woods to be out of cell service because I needed to get some writing done. I had tried to finish my book at home, at coffee shops, and even while on vacation. None of it worked because I was fighting a losing battle with my phone and technology.

I'm someone who remembers life before the iPhone and whose first exposure to social media was copying and pasting code into MySpace, and my upbringing was a world away from the one my students live in.

The fact that students have access to anything they want to learn in an instant is truly a miracle. Yet, we can't ignore the fact that this miracle has a dark side.

Consider that teens who spend seven hours or more each day on screens-which is actually below average-are more than twice as likely to be diagnosed with depression or anxiety as those who spend an hour a day on screens. And research shows that excessive screen time, particularly passive media consumption, can result in poorer school performance.

This is the reality I sat with during the 2021-22 school year. In the past, I've never been strict with phones in my classroom because I've never felt the need. My policy was that they should be put away, and for the most part, it wasn't an issue. Last year, however, I noticed that students were having a harder time keeping off their phones. To be honest-and I'm sure many teachers would agree here-it was maddening. As a teacher, I spent a lot of time frustrated.

But then I remembered that although I'm not of their generation, in order to focus and finish my book, I had to be intentional about how I regulated my own technology use. When I shifted my focus and began reflecting on the changes I've made personally, I began to develop a new approach to helping students learn how to regulate their own technology in the classroom.

Reset the Foundation

Students are coming to us with a pattern of behavior around their cell phones that is now habitual. We must recognize that technology overuse is not necessarily a conscious choice, but rather a habit that they've developed to cope with boredom and uncomfortable situations.

James Clear's book Atomic Habits summarizes lots of research around habits and identifies four key elements of them: cue, craving, response, and reward. For many students, the cue is boredom or discomfort. After that, they crave something that will provide them with dopamine, and they pick up their phone for an easy, good feeling. We often downplay the power of this process. It is incredibly difficult to break without removing the access to the response and reward.

As such, it's crucial that educators make it extremely difficult for students to access their phones, as a first step in rewiring how students respond to boredom or discomfort.

But even after we've removed phones and attempted to break the habit, the expectation that this behavioral change will stick long-term is foolhardy if we don't focus on the cognitive landscape in our classrooms.

I now watch the Netflix documentary The Social Dilemma with my ninth-grade classes. We read articles about the harm that social media can do and discuss how social media is not bad on its own, but it can have really damaging effects if not used well. Maybe it's just my personality, but when someone tells me no without telling me why, I typically push back hard on those rules.

Building Academic Confidence

In my work in assessment and motivation, one thing becomes very clear: If we want students to be motivated and engaged to do something as difficult as resisting social media, we have to nurture their confidence first, which means providing them with opportunities for competence.

One way that I've been able to do this in my classroom is through the intentional use of learning progressions -from identifying background knowledge and key vocabulary to being able to apply and evaluate those concepts. This helps students access the learning where they need to and tangibly see their growth to begin developing that confidence.

When we see evidence of growth, it motivates us to continue trying. This is crucial when it comes to students and technology regulation. Almost all phones now come with a built-in screen time tracker that students can use to see how they're doing. In addition, some device-management programs like GoGuardian come with reports that analyze how focused students were. Using these tools can help students understand the problem and also track growth.

Build In Problem-solving Processes

Many students use their cell phones as digital pacifiers when they get stuck in the classroom. Teachers have lamented to me about the rise in students' simply not attempting anything difficult. Students are grappling with deeply ingrained behaviors of avoidance in part because they ran into instances during remote learning where they were stuck and did not possess the necessary problem-solving skills to get themselves unstuck.

Rebuilding their confidence as problem solvers can be as simple as this great digital twist on the traditional "Ask Three Before Me" problem-solving approach from Heather Dowd.

Stay the Course

Researchers estimate that the average attention span when on a screen is about 47 seconds, down from 2.5 minutes in 2004. We all need help focusing on difficult tasks when using technology because it's just so easy to switch tabs. But every time we do that, it takes about 25 minutes to regain that level of focus.

Most devices now offer apps or extensions designed to help us focus and get into a flow state. (As I write this, I'm using one called Forest.) If we know that kids are struggling, we should introduce them to the tools they can use to control their impulses online.

The goal isn't to simply remove access to phones and technology for the long term. As a teacher, my job is to prepare students to be successful. If they never learn how to be productive with technology, that struggle is going to carry into their jobs, their relationships, and their families. It's important that we gradually allow students more access to their phones while providing supports to help them monitor and combat preexisting habits.

If we know that our goal is to help our students lead fulfilling, successful lives, we must help them navigate the reality that technology will only advance. With that advancement, the ability to steal attention away will get more integrated and sophisticated. To prepare them for that, students need to know that they have the capacity to succeed in pursuing those goals, but also that we are all struggling to maintain focus in a distraction-driven world, and it never hurts to find support to lean on along the way.

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How to Help Students Resist Their Phones and Develop Better Digital Habits

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Teachers can guide students to develop healthy digital habits by helping them understand the impact our phones have on us.

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Can teachers receive training on restorative circles and practices?

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Can teachers receive training on restorative circles and practices?

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At times it feels like teachers are being told to implement restorative practices without being shown how to do it properly. Also, carving out time in the schedule to implement restorative circles would be beneficial.

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Trainings/Workshops available for our families (RESTORATIVE PRACTICES)

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This is a great book with some great tools to help with building trauma informed classrooms.

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Sorry, we just need to make sure you’re not a robot. For best results, please make sure your browser is accepting cookies.

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Transformational education experiences depend upon a caring teacher coupled with a dynamic curriculum that engages students while promoting academic, social, and emotional growth. Our unique toolkit provides detailed lesson plans with corresponding activity kits, aligned to Social and Emotional Learning Standards, so educators can smoothly facilitate thought-provoking, experiential lessons in every level. For successful implementation of the toolkit, training is required and we recommend two full days of professional learning. The Social Emotional Toolkit is designed to be a resource for teachers, counselors, school staff, and administrators who are focused on integrating social emotional learning with academic rigor.

"The toolkit is going to make a huge difference for educators who get their hands on it! So many things that hold teachers back from addressing SEL in the classroom are made easy through this toolkit."
The book includes content and theory on the benefits and advantages of Social Emotional Learning, implementation strategies, and practical, engaging, and developmentally appropriate activities based in theory and best practices of whole child-focused education. Step-by-step tools, discussions, activities, and integrated lesson plan ideas are provided to assist schools in building student success.

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Social Emotional Learning Toolkits - SEL Toolkits

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Thom Stecher and Associates, Inc presents Social Emotional Learning Toolkit for Kindergarten to fifth grade and sixth to eighth grade.

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Keeping yourself healthy (socially and emotionally) starts with you first. Get yourself well so that we can help our students.

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Keeping yourself healthy (socially and emotionally) starts with you first. Get yourself well so that we can help our students.

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Can be PD Led by employee

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What will our bus dismissal process be once we are back at The Bayard campus?

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Can we have staff walk their students to the buses (now) to improve safety?

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Homeroom teachers should meet their classes that have last block special and dismiss them.  

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Homeroom teachers should meet their classes that have last block special and dismiss them.  

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Can we ensure that everyone is aware of budget timelines so the year doesn't close out and we miss the opportunity to purchase what we need?

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Can we have a monthly calendar or weekly bulletin with important information and dates?

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Can we a schedule sent out for all Student extra-curricular activities such as band or sports to have dates

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Can we a schedule sent out for all Student extra-curricular activities such as band or sports to have dates

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We miss a lot of what is going on because information is not shared on one system. Can we make this happen? i.e. administration weekely needs letter.

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Can the schoolwide data be shared with staff so they can participate in planning on how to move forward?

Can more staff be truly involved in the CSI Plan?
Can the plan be shared with the whole staff?

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How can we enforce it?

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What is our policy?

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Is wearing a uniform where we want to put our limited efforts?

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Will we have a uniform policy next year? If not, will students be able to have their hoodies on their head while in school?

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Will we have a uniform policy next year? If not, will students be able to have their hoodies on their head while in school?

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So, I have mixed feelings about uniforms. First, I feel as though this is the last thing we should be worried about. On the other hand, I feel it makes for more equity across the board. If we are going to have it, we need to find a way to reinforce it. If we are not going to reinforce it, then we need to delete it and come up with clothing rules (length of shorts, hoods up, crop tops, etc).

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We see students going to the bathroom or playground with their backpacks and purses and we are concerned inappropriate objects could be inside (e.g., vape pens, cell phones).

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Can we have safe spaces for students to leave their belongings?

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We notice an increase in behaviors and radio calls during specials - what system adjustments can we make to improve behaviors?

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What is our policy? (CELL PHONES)

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What is the legal obligation of taking a student's phone if they refuse to comply with Distroct/classroom/school policy?

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Have students put them in storage or an appropriate place and it be given to them at the end of class.

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Cellphone policies must be adhered to by both staff and students.

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Cellphone policies must be adhered to by both staff and students.

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When we return to Bayard, can we have more consistent policies around students leaving class to use the bathroom?

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Can we lock the doors?

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Should we go to the bathroom as a class?

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How can we address the excessive use of inappropriate language? What can we do school wide to support all?

# data[].attributes.body
Can abusive language towards others during
class be addressed?

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It would be beneficial to have a Child Study Team in Bayard where the specialists (School Social Worker, Guidance Counselor, Psychologist, M-TSS facilitator, Nurse, and Dean, etc.) would convene to discuss pertinent student cases to find ways to help students academically and the socio-emotional-behavioral issues are addressed.

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Have a club/class where male teachers could influence our male students and female teachers could influence our female students. Think etiquette

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Could we recorded teachers reading a picture book and post it to our social media? Example- 1 teacher a week with a small blurb about them so students can hear a story and families can get to know faces in the building.

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Cross-age buddy would be an easy way to have our student interact with older/younger peers. They can read, do an activity, play a game, etc. This will also help teachers build relationships with others that they don't normally work directly with.

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In the beginning of the year at least the first month should be focused directly on classroom and school wide routine, behavior, and expectations.

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In the beginning of the year at least the first month should be focused directly on classroom and school wide routine, behavior, and expectations.

# data[].attributes.body
Consider how we could connect the upper grade students with the elementary teachers as mentors to them to go to at times to reset or be classroom helpers (build their leadership skills).

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At least 1 PLC per month for extensive planning with team.

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At least 1 PLC per month for extensive planning with team.

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Weekly newsletter that allows us to show our appreciation for our fellow staffers.  Additionally, we could continue with our old practice of choosing a teacher to give an gift card to at each faculty meeting.

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Can we make it an expectation that emergency binders are with classes at all times and that attendance is taken during emergency drills and every student and staff is accounted for?

# data[].attributes.body
I would like to see a wider variety of curriculum materials used in order to lessen the gap between intervention and grade-level progress.

# data[].attributes.body
Differentiated PLC's. Maybe staff could have the opportunity to attend PLC based on their needs.

# data[].attributes.body
How can we invite more parent involvement with field trips?

# data[].attributes.body
I strongly feel that we need to be more pro-active with making sure that the students practice quietness and efficiency in getting out of the building. If there is a true emergency, we (students and staff) should be able to hear any instructions or announcements.

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Parental involvement during school is an important part of their child's education.  Making time each year spending time to be a part of the student's education by actually being hands-on with support, chaperoning on class trips, and bringing what they do best to incorporate in the aid of a school day. 

# data[].attributes.subject
Parental involvement during school is an important part of their child's education.  Making time each year spending time to be a part of the student's education by actually being hands-on with support, chaperoning on class trips, and bringing what they do best to incorporate in the aid of a school day. 

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There shall be specific protocols in place prior to deans being called in each classroom.

# data[].attributes.body
I would like to widen the variety of curriculum materials used in this segment. I would like to see where curriculum materials can more directly lead to grade level integration.

# data[].attributes.body
What level of flexibility can we have with the curriculum so we are engaging the students with culturally relevant materials?

# data[].attributes.body
Tier 3 intervention for reading and math needs to occur daily, and should be part of the schedule.

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We need morning announcements made across the entire building. 

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We need morning announcements made across the entire building. 

# data[].attributes.body
This would mean that middle school would have to adopt a 5 - 7 minute time period in their schedule to meet the elementary morning schedule. This unifies us.

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Need to be meaningful

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Have an on-line reference that can be available to families after hours that, choice is up to each teacher, can get feedback or information about a child's work or questions that they may have.

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Have an on-line reference that can be available to families after hours that, choice is up to each teacher, can get feedback or information about a child's work or questions that they may have.

# data[].attributes.body
It should be mandatory that parents complete a certain amount of hours to be a part of their child's education life and have meetings with them.

# data[].attributes.body
How do we educate parents about appropriate school behavior and how it connects with life/work and discipline?

# data[].attributes.body
Describe the implementation process in our school.

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How does MTSS incorporate cultural issues that may arise as student needs are addressed?

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Our dress demostrates how we feel each day. Can we utilize the district policy for staff and students with fidelity?

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Can we be trained in the steps?
1. Redirect
2. Teacher / Student Conversation
3. Chill Zone
4. Partner with another Teacher
5. Phone Call Home
6. Contact Administration

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Proven Research Based Strategies Recommendations with full PD trainings 

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Proven Research Based Strategies Recommendations with full PD trainings 

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Can we start to tell students that 70 is passing instead of 60?

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Can we start to tell students that 70 is passing instead of 60?

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Can we communicate random daily news via e-mail and use staff meetings to address issues that truly impact all of the staff?

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Can we conduct a times study of what teachers are expected to do within a school day versus the actual time provided to accomplish said task?

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Can we create a Newsletter?

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All Drill procedures should be introduce and discussed at the beginning of year and discussed and practiced throughout the school year.

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What are our Tier 2 and 3 supports for behavior?

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What are our Tier 2 and 3 supports for behavior?

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Can we revisit our systems of support for behavior and academics?

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Can we have hall and/or bathroom monitors to assist with students in the hallways?

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Can we get support with developing our own classroom behavior management system?

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Can we set the expectation for classroom morning meetings or grade level student meetings each day?

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Can we start to recognize all of the hard work that our staff is doing?

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What is our SEL curriculum and how is it implemented?

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Can we have the opportunity to have a restorative conversation with a student before they return from a consequence?

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We have new curriculum and haven't had thorough training to help us in the classroom - can we have time to do this?

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Can we learn more about our Code of Conduct and how consequences are assigned?

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Can our entire team have the same expectations for student behavior to build consistency across our school?