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Add to: FG 4 found that we did not have a SW progress monitoring for GLOs.

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Add to: FG 4 found that we did not have a SW progress monitoring for GLOs.

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FCIL - priority goes to in-district families. A pre- and post- survey is administered to families. in the first year of the survey, the initial survey was not well worded and responses were not able to be analyzed.  This year the survey was restructured.

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GLO - That was our finding as one of the need areas which will be addressed in ART. There is a three year plan starting from next year for the planning and implementation...

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No assessment to see if students understand the vision.

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How do other schools teach or make their parents aware of GLOs/Vision/Mission statements?

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- FCIL also helps prepare parents for school readiness

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FCIL - also serves as a "screener" to identify students who may need special services.

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FCIL - Goal 3 Academic Plan - Interim Measures of Progress

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Will we have our notes with us during this interview?

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Teacher moral - even though it was a low rating out of all the other criteria, it still has a positive rating.

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Maybe communication is one way, which relates to teacher morale?

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Will they notice if someone DOESN'T respond to any questions?

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Improve teacher morale by having more whole school PD where grade levels can interact with each other so teachers can get to know others at different grade levels. Build a feeling of "ohana" and support.

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WASC is here to help discuss and improve school concerns

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Morale - ART will discuss how to build morale then take it back to the teachers.

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I like how everyone is jumping in to respond to the questions. But when there are silent pauses, will the WASC team single out any one group member to answer?  What if we just have no answer or are unable to answer at that time?

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Improve teacher moral by collaborating and having more discussion about what is causing teachers to feel moral is low and then thinking solutions.

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That's a great response about Choose Love and trickling down/going up!

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questions are about areas of growth.

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Takes a long time to respond about SQS and teacher morale

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If you are asked a question you have not specifically addressed (with solutions), let the person know we are aware of the concern but have not specifically answered it yet.

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-everyone is trying to contribute to the conversation and everyone is allowed to add to and support what is stated,
-the manner in which questions are posed allows everyone to jump in rather than being singled out to answer the questions

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Parents are send messages through their cell phones, kapalama website, and REMIND app

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Everyone is answering.  Good job!

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- Good response about responses to goal setting/learning logs. I like how that was brought up!

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-if the teachers did not know what was being asked, the panel rephrased the question.
-we could refer back to the notes to help with the responses.
-we need to know our areas of growth.
-what do we know (written on our self-study report) & how to move forward
-they were asked to look at a certain page so everyone is clear what is being addressed.

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All members are engaging in the responses to the questions

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Will they ask what kind of planning has gone in regards to inclusive practices with Stetson?

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Professional development - add how you implement the strategies learned at the PD in the classroom and how it helped address student learning needs.

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- everyone introduces themselves
- everyone is encouraged to join in on discussion
- group was asked to share the strengths of Kapalama and to elaborate
- group was asked about professional development
- group was asked about their thoughts on increasing participation
- WASC is there to validate what was written so they will ask questions

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I like how everyone takes turn talking about strengths in our school.  professional development, articulation times, ELO before and after school.

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PD on ELA/GLAD - Julie, RT from district reviewed GLAD strategies, CC reviewed Stephanie Harvey strategies; Grade levels included GLAD and Steph. Harvey strategies in their curr. maps.

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You can elaborate more in depth about a topic or even share some examples of how it is used .

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will we need data to support any responses to questions not in WASC document

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Will the WASC team ask questions about things that are not written in the WASC document?

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Everyone introduces themselves.
Other members can elaborate on response of team member.

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Open ended question on strengths of our school.  Need to elaborate on what we have written in our report and give oral explanation.

Questioned asked on how we can improve parent participation at our school.  All teachers are randomly jumping in to answer and give input.

Questioned asked on how we can improve teacher morale score.  Choose Love program.  A question could be asked about what was written in the report and the answer may not have been written.  We need to just be honest  on where our school is and say if we still need to discuss issues.

We should ask questions back if we need clarification on what they are asking.

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Question about professional development, can you share with us other strengths.... Doris answers with ELO; Chris mentions NGSS/Science. Jill asks question again. Heather is specific about OG training with Ron Yoshimoto on a sub day. Subs used for planning days to update curriculum maps for Stepping Stones and Wonders. Yuri and Dawn mention inclusive practices

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Will we know which questions will be posed ahead of time?

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GLOs: teachers/grade levels have a different ways to measure GLOs and a schoolwide system has not been created yet

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FCIL program - it's a family-child program that helps both the families and children.  Families learn how to help their children and children learn readiness and social skills.