Action 2 Responses by

2025-10-10 18:16:26 UTC

Focusing on essential behaviors school wide would be helpful to student growth.

2025-10-10 18:16:51 UTC

time management

2025-10-10 18:17:28 UTC

Less late work turned in

2025-10-10 18:17:51 UTC

teach them and reteach them, under assume and over teach

2025-10-10 18:18:07 UTC

A lot more seems focused on 'behaviors'. I think that this is critical for our students and especially those who need more assistance.

2025-10-10 18:18:37 UTC

When thinking about how to ensure students are learning these essential academic and social behavior skills, I encourage students to put their own artistic style into the assignments completed in class. They are given a framework to work from, but then are allowed their own creative input, which gives self-worth and value, as well as sharing with others in class and getting feedback.

2025-10-10 18:18:51 UTC

Taking notes, being prepared when entering class, staying organized, and prioritizing are all essential.

2025-10-10 18:19:00 UTC

Essential Behaviors can easily be embedded into the activity instructions.

2025-10-10 18:19:10 UTC

Fewer D's and F's

2025-10-10 18:19:21 UTC

Less 're-teaching'. We can ask students to show us their planners, etc.

2025-10-10 18:20:11 UTC

I feel as though this is something that could be a focus of Rapid Response time on Friday (however many sessions we need)

2025-10-10 18:21:19 UTC

private conversations vs conversations others can benefit from hearing

2025-10-10 18:21:26 UTC

engagement vs. compliance

2025-10-10 18:21:42 UTC

Directly teaching them. Checking in after the lessons. Again, checking the planners, etc.

2025-10-10 18:21:54 UTC

better attendance

2025-10-10 18:22:25 UTC

assessing behavior targets

2025-10-10 18:23:56 UTC

How can we keep those students who come to school with these skills already (whether social or academic) from disconnecting as we teach these skills to others? How can we use them as models for the behaviors, without creating tension between students or make some students feel bad for not already having those skills

2025-10-10 18:24:05 UTC

Goal setting

2025-10-10 18:24:15 UTC

Having a positive self-concept is essential to student academic success.

2025-10-10 18:24:48 UTC

Attending class.

2025-10-10 18:25:02 UTC

How to keep track of deadlines and prioritize assignments

2025-10-10 18:25:21 UTC

fewer students needing to recover credit

2025-10-10 18:26:18 UTC

Streamlined / consistent lessons delivered school-wide via Rapid Response?

2025-10-10 18:26:39 UTC

Tying appropriate social behavior to professional or career preparation for our students.

2025-10-10 18:26:46 UTC

Fewer make-up tests and assignments.

2025-10-10 18:27:18 UTC

Positive reinforcement!

2025-10-10 18:30:20 UTC

responsibility-this could be arriving to class on time, not wandering the hallways every period, turning in assignments, checking in on Canvas for upcoming assignments or assessments

2025-10-10 18:31:39 UTC

Metacognition/Volition. I think many teenagers today don't place much value in their education, don't see the point of most of what they're learning in relation to what they're seeing about our current world, etc. I often hear statements along the lines of: "How is geometry going to help me when I'm worried about politics/the planet/civil rights/etc?". I think students need a better understanding of why education is important, not just being told that it is. And they need to see the connections between their education and real life, particularly when that's learning something they think is 'useless'. And I think this will then feed into solving other problems, like attendance, focus in class, prioritizing schoolwork, etc.

2025-10-10 18:32:14 UTC

fewer Ds and Fs & fewer discipline issues

2025-10-10 18:33:34 UTC

It just feels overwhelming to be responsible for my curricular standards and to be teaching self regulation skills etc.

2025-10-10 18:33:53 UTC

Not all students come with the skills they require to be successful, and it is very important to focus on these essential skills and be purposeful in modeling them and practicing them.

2025-10-10 18:37:08 UTC

I like some of the posters I've seen around campus on what certain things look like at an assembly or expectations for hallway behavior, etc.

How can we deliver these expectations on a consistent basis? When we see poor behavior in an assembly (i.e. booing or cheating), do we stop, address it and encourage better behavior? Positive reinforcement.