-science and math do not report on creativity first term and science in 6th garde sends a note home to inform parents

-Buck institute is a great resource for a creativity rubric

-in a project they will give examples of what creativity looks like

-we need to be clear with students that they are using creativity to demonstrate learning, not are they ‘creative’?

-one teacher uses Class Dojo to document creativity and assign points.

-we should talk about it in the classroom and point out examples of when we see it

-we should also provide feedback on how to become better at it

-is resourcefulness similar to creativity
-students can't possibly be creative in demonstrating their learning if they don't understand the concept.
-creative is above and beyond
-when we gray out the box on our report card we are sending a message that it's not valued
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- Student name use in accommodations, e.g. "Allow Sam 50% extra time to complete tests and quizzes." vs. "Allow 50% extra time to complete tests and quizzes."

- Check ins more explicit in detail regarding frequency and nature of the concern.

- "Is/Are the limitation(s) substantial?" box is "yes" without any more explanation?

- Should the Additional Information section always be utilized?

504 Process

​- Process to ensure accommodations are being implemented.​

- Documentation every 3 years?

- MCAS accommodation for both written and computer-based?

- ​​Teacher Evaluation Forms regularly be used for reviews?

-- need for SEL standards that are more specific? Not everything is captured under the learning skills

-- going beyond content feedback

-- kids who we are not sure whether they are able to show what they know in content b/c other behaviors are getting in the way but no way to specifically document that. 

-- optional narratives? some staff are using them.

-- need for classroom conduct section on SBR reports? Or Social Emotional Skills on SBR report?

-- question of way to express independence or with assistance from teacher? 

-- Behavior rubric (Westwood) - students knew what category behaviors fell into and what consequence would result, requires flexibility

-- Always kids who regardless of what is in place, still don’t buy in. 

-- What is behavior trying to communicate to adults? Non communication by adults sends an unintended message too at times.

-- time for individual conversations with kids? Those can be quite valuable but privacy and time are challenges. 

- The Guidance Dept. is averaging 60 to 70 Parent Conferences for the past two years.  How can we utilize these conferences to affect the culture of the class?

- What information could be relayed to further connect the larger community to the school?

- How could these conferences facilitate getting information from parents/guardians to teachers?  Relaying "need-to-know" or even just "good-to-know" information.  Beefs up are ability to connect with students.

- Better enable us to support students as they transition within middle school.

- Help to facilitate the transition to high school or create a relationship prior to it, rather than the relationship being instigated by the transition.

- Helps give us a better idea as to where the parent's/guardian's understanding of adolescence is.

Student Conferences

- Is it possible to block off a day for just student conferences?  What are the other students doing at that time?  Like a "Conference Day".  For a Conference Week, each day of the week are conferences for each of the 5 academic subjects, e.g. Monday is English Conference Day - no ELA classes that day and each academic is extended 10 minutes.  5 minutes per student.