# data[].attributes.headline
Less interruptions to the daily class schedule. Fewer field trips, especially around end of year testing.

# data[].attributes.subject
Less interruptions to the daily class schedule. Fewer field trips, especially around end of year testing.

# data[].attributes.body
There are a phenomenal amount of class disruptions. One of the problems is students that go on field trips are expected to get their assignments ahead of time and know that they are to make up the work and lesson on their own, and it practically never happens. We are constantly having periods cut short or students arriving late to class because of one reason or another. It just seems like every week we have something that is causing students to be in the classroom, and a sizeable portion of those students do not take responsibility for the work or lesson they missed. Then they state they weren't here for the lesson. There is no follow up or students turned down for field trips when they already have excessive absences or are drastically failing a class.

# data[].attributes.body
It always seems that the larger classes also contain the most at-risk students. This makes running class smoothly and deeper understanding of content much much more difficult. It is impossible to get to each at-risk student during the period when class sizes are large. I have 3 IEP students at the end of the day in my largest class with the most at-risk students of my day.

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I would love to have a department set of iPads to share so that i can utilize the things I learned during Professional Development as well as engage more students since they can link to my SmartBoard also.

# data[].attributes.body
Continue to integrate and track responses and progress.

# data[].attributes.body
I would love to have more technology.

# data[].attributes.body
more time to meet with students, one-on-one time, time for quality feedback, time to know EACH student's specific needs, time to establish relationships with these kids so they trust us and know we truly do care about them-- this can all be improved when classes are smaller. It's hard to meet with students, connect with students, and give quality feedback on writing when there are almost 30 students in each class...x 5 classes, + 3 different preps.

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I think what we are trying to create as a school district and specifically a building is worthwhile and noble.  However, I can only speak for myself in the sense that at times the material presented or the material that is to be utilized is simply too much.  I would propose working through this process with both students and staff backwards, keeping the end result in mind.  Simplifying the language so that it is not overwhelming for all stakeholders.  Thus, ALL staff should know the following language and what each means. Ideal Graduate1. Enrolled (thinkers)2. Enlisted (doer's)3. Employed (workers) Idea:These 3 categories are "academic tracks".  During a student's freshman and sophomore year they take "distribution" courses.  At the conclusion of their sophomore year they are steered towards a specific track.  Or they can choose a specific track prior to a given semester.   Potential Problems:- Honors students, AP students, IB students - Can they get serviced? Other Considerations:- Do teachers identify potential tracks for students?- Do students pick what track they want?- Is their education different based upon what they choose? Academic BehaviorsWhat do these look like?  Describe what these look like.  Create a mental picture.  Talk/Present in 140 characters or less, eg., Tweets/Snaps/Instagram -Communication (what does this truly mean for a HS kid?  Self-advocating?)-Collaboration (what is the difference between true collaboration and cheating/plagiarism)-Risk taker (is this better phrased as "fail forward")-Problem solver (teach problem solving methods - we assume kids (& adults) know where to start)-Hard worker (teaching time management is part of this...how much work do I have to do and how do I allocate my time for it) -What academic behavior(s) best match the "E" track the student is going down or has gone down.-How do we develop those behaviors.  Eg., A basketball post-player needs to develop post moves and not necessarily a jump shot, however, all basketball players need to be able to shoot free throws.    Standards-The standards taught fall inline with academic track chosen/assigned.-Use seat hours do divide the standards.

# data[].attributes.subject
I think what we are trying to create as a school district and specifically a building is worthwhile and noble.  However, I can only speak for myself in the sense that at times the material presented or the material that is to be utilized is simply too much.  I would propose working through this process with both students and staff backwards, keeping the end result in mind.  Simplifying the language so that it is not overwhelming for all stakeholders.  Thus, ALL staff should know the following language and what each means. Ideal Graduate1. Enrolled (thinkers)2. Enlisted (doer's)3. Employed (workers) Idea:These 3 categories are "academic tracks".  During a student's freshman and sophomore year they take "distribution" courses.  At the conclusion of their sophomore year they are steered towards a specific track.  Or they can choose a specific track prior to a given semester.   Potential Problems:- Honors students, AP students, IB students - Can they get serviced? Other Considerations:- Do teachers identify potential tracks for students?- Do students pick what track they want?- Is their education different based upon what they choose? Academic BehaviorsWhat do these look like?  Describe what these look like.  Create a mental picture.  Talk/Present in 140 characters or less, eg., Tweets/Snaps/Instagram -Communication (what does this truly mean for a HS kid?  Self-advocating?)-Collaboration (what is the difference between true collaboration and cheating/plagiarism)-Risk taker (is this better phrased as "fail forward")-Problem solver (teach problem solving methods - we assume kids (& adults) know where to start)-Hard worker (teaching time management is part of this...how much work do I have to do and how do I allocate my time for it) -What academic behavior(s) best match the "E" track the student is going down or has gone down.-How do we develop those behaviors.  Eg., A basketball post-player needs to develop post moves and not necessarily a jump shot, however, all basketball players need to be able to shoot free throws.    Standards-The standards taught fall inline with academic track chosen/assigned.-Use seat hours do divide the standards.

# data[].attributes.headline
All of it sounds great to me and most of us employ these beliefs already.

# data[].attributes.subject
All of it sounds great to me and most of us employ these beliefs already.

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Class size is the biggest factor that impacts teaching/learning in my classroom!

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Class size is the biggest factor that impacts teaching/learning in my classroom!

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Relationships with the community, Staff and Students are the keys to improvements of Education.  Never stop!

# data[].attributes.subject
Relationships with the community, Staff and Students are the keys to improvements of Education.  Never stop!

# data[].attributes.headline
I would like to continue to try some of the things I did not get to from the last PD. (Which was the best PD I have been to in the last 10 years)

# data[].attributes.subject
I would like to continue to try some of the things I did not get to from the last PD. (Which was the best PD I have been to in the last 10 years)

# data[].attributes.headline
I would like to see every class have a some type of aide or co teacher. In my three classes with aides I can do so much more!

# data[].attributes.subject
I would like to see every class have a some type of aide or co teacher. In my three classes with aides I can do so much more!

# data[].attributes.headline
class sizes that accommodate a better/safer learning environment 

# data[].attributes.subject
class sizes that accommodate a better/safer learning environment 

# data[].attributes.body
Excessive preps lead to a lack of depth in pursuing academic goals. Also, I have little to no access to technology.

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Technology is a lift that all disciplines can utilize.  Challenging our students to use their skills to recreate and push to be better.  

# data[].attributes.subject
Technology is a lift that all disciplines can utilize.  Challenging our students to use their skills to recreate and push to be better.  

# data[].attributes.body
I am planning to use my smartboard to try to plan more interactive lessons for my students

# data[].attributes.headline
More technology in my classroom. Updated dated sound equipment for lesson demonstrations. I need focused quality time on task with students. Better communication from administration regarding contentious issues with students; at least inform us when info is confidential and nor shareable

# data[].attributes.subject
More technology in my classroom. Updated dated sound equipment for lesson demonstrations. I need focused quality time on task with students. Better communication from administration regarding contentious issues with students; at least inform us when info is confidential and nor shareable

# data[].attributes.body
TBT with other subjects and collaborating on effective

# data[].attributes.body
Fewer interruptions.
I need to have my students in class during designated time each day.

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More UDL assignments

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We need access to more technology like computers (please 1:1) and ipads!

# data[].attributes.body
Exam wrappers

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An aide for students that are lower abilities, and not confident in their abilities.

# data[].attributes.subject
An aide for students that are lower abilities, and not confident in their abilities.

# data[].attributes.body
More options for students to give students opportunities to take risks and challenge themselves.

# data[].attributes.headline
I would love access to a cart of iPads for use in the design aspects of my curriculum. There is only one mobile lab available for electives, which is needed for use for an online component for a specific course. 

# data[].attributes.subject
I would love access to a cart of iPads for use in the design aspects of my curriculum. There is only one mobile lab available for electives, which is needed for use for an online component for a specific course. 

# data[].attributes.headline
Uninterrupted schedule that builds a feeling of routine.

# data[].attributes.subject
Uninterrupted schedule that builds a feeling of routine.

# data[].attributes.body
Allow TBT's to evolve to focus on student groups, instead of content areas. Instructional communities can help mold instruction to fit the needs of struggling students across the curiculum.

# data[].attributes.headline
I am going to use my new Smartboard and more instruction via Google Classroom.

# data[].attributes.subject
I am going to use my new Smartboard and more instruction via Google Classroom.

# data[].attributes.body
More student driven learning on a daily basis instead of just some lessons and projects.

# data[].attributes.body
I am going to use my SmartBoard!  Also, I am going to try to apply a bit more rigor in my lessons.

# data[].attributes.headline
I need a class set of laptops so that technology is more accessible.

# data[].attributes.subject
I need a class set of laptops so that technology is more accessible.

# data[].attributes.body
More available resources and examples for online strategies and interventions across grade levels and content areas

# data[].attributes.body
Continued time with my peers to keep moving in a positive direction.

# data[].attributes.body
Access to larger PLCs outside of the building.

# data[].attributes.body
Technology which is accessible to all students.

# data[].attributes.body
Things like google classroom, flipped classes, etc. are limited by in-class availability to laptops.
Gradecam would help with analytics and feedback, and give more time

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I would like GradeCam so that I can perform data analysis to better teach my students, and so that they can learn from their failures.

# data[].attributes.subject
I would like GradeCam so that I can perform data analysis to better teach my students, and so that they can learn from their failures.

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Collaboration among various subjects, sharing best practices from science, math, history, language arts, foreign languages to adapt them and using effective strategies in our own classes.

# data[].attributes.subject
Collaboration among various subjects, sharing best practices from science, math, history, language arts, foreign languages to adapt them and using effective strategies in our own classes.

# data[].attributes.body
I understand we are supposed to come up with something else, but time, is truly the greatest obstacle I face. I have 5 preps and 6 classes, staying afloat hampers my planning.

# data[].attributes.body
More resources like POGILs.
Time to develop and implement new ideas.

# data[].attributes.body
More technology/laptops available

# data[].attributes.body
More time to work in TBTs longer than the weekly amount (possibly PD days?) and more access to technology

# data[].attributes.headline
There is a disconnect in resources for the different levels of classes.  

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There is a disconnect in resources for the different levels of classes.  

# data[].attributes.body
I would like time to talk with teachers who have the same students that I do.

# data[].attributes.body
More technology would be helpful (laptop carts, printers)
I also would love to have the opportunity to observe other teachers, discuss lessons

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What do you commit to do starting the next semester? 

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What do you commit to do starting the next semester? 

# data[].attributes.headline
What do you need to have to go deeper in your instruction andplanning? 

# data[].attributes.subject
What do you need to have to go deeper in your instruction andplanning? 

# data[].attributes.body
It's about time! I love these goals! They outline what is really important and relevant for the student's lives and futures. They give the students ownership over their success. These goals reinforces the value of hard work and could help students get over their fear of failure.

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Here are the proposed academic goals as created by our BLT on 11/12/18.  Please add your feedback to the padlet. 

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Here are the proposed academic goals as created by our BLT on 11/12/18.  Please add your feedback to the padlet. 

# data[].attributes.body
All the Academic Behaviors are interconnected: Communicative, Problem-Solving, Hard Working, Risk-Taking, Collaborative

COMMUNICATIVE: understand Ruby Paine - what students come to school with (skills) - we have to be intentional about how we teach them to communicate - ex. casual vs. formal register. How do we create a safe environment - we want to hear what you have to say? Making expectations clear - patience - engage in conversation. Advocate is the grit of communication - students will sit and not say something...maybe safety is the issue. How do we know if they are okay if they don’t say anything. A safe environment is SO important. More intimidated by their peers - and receiving ridicule. Must create an environment where mistakes are okay and important in the learning process. Create a sense of camaraderie with the whole class. Intentional about building the skills needed to be a successful communicator in the lesson/activity/assessment (ex. Kline’s Socratic Seminar rubric). How to share an opinion clearly? IDEA: develop a list of strategies to help develop a Communicative environment.

RISK TAKING (student ownership, empowered): Failing forward - opportunities to try and reflect. (Ex. Heller’s density lab - deliberately set up a process for learning from mistakes).  Reflecting on why you failed and what you learned from the moment. Find a way to celebrate the risk instead of the result.

PROBLEM-SOLVING (adaptive, creative, critical thinking): Most students want instant gratification - want the answer right away. Thinking outside the box. POGIL - makes students talk to another group to find an answer - not straight forward - must be creative. Process-Oriented Guided-Inquiry Learning - protocol teaches a concept where they try to figure something out - teacher is facilitator.

COLLABORATIVE:  How do we get students to work with others?  This is not only an academic skill, but an employment skill. How do we teach effective collaboration- be intentional about teaching the skill.

HARD WORKING (persistence, grit, high expectations): Developing this skill will also help kids overcome adversity, failure.  Important to be intentional as this is difficult with the some of our kids based upon their environment.  How do we give them the opportunity to continue on, especially when they have not succeeded in the past?  Need to help this students find short wins as they build up their stamina for larger more daunting tasks.