1. More parent contact based on 2 day/week bus
2. Program climate is positive
3. Petty meetings are happening

1. Need better transitions
2. Better exit routine (i.e take all your stuff)

1. Enroll in the EMU Writing Course
2. Keep tabs on Student Grades
3. More respect and active listening during connection circles
4. Staff does lesson plans by first week after break

1. Come to a Petty meeting
2. Get RJ on NAAPID planning committee
3. Coaching green staff (confidence boosting)

1. Successfully completed a community experience (GLOW)
2. More integrated into the YCHS community
3. Program began on time

1. Building a cohort across cliques and grade levels
2. helping students find value in "boring" BF
3. Integrating staff and being cohesive regarding expectations

1. Figure out staff to know what's needed for their own growth
2. Diversity and Inclusion PLC: find allies to have a hard conversation with quarterly
3. Students discover what they're capable of

1. Remind her of perspective: small victories matter
2. support and external accountability regarding 30 regulars
3. Accountability with Vicki Shields

1. Solid partnership with ASC Christine
2. Modeling conflict resolution with students

1. Perfection gets in the way of great
2. Time management: community builders.  Need structural practices tweaked for this.  
3. Need more effective Mind Time practices for students with no homework.  

1. Identify 2 school staff to ally with before winter break
2. Use mentors for community building ideas (quick and meaningful)
3. Schedule a formal lesson planning template meeting/PD
4. Grow in finding resources and taking small risks

1. Regular check-ins: phone, email, lunch, notes
2. Finding human capital and club resources

1. Core 18 students are strong
2. Tennis!
3. ASC Amber is a good compliment to Heather

1. Handful of higher needs students
2. Academic time is inefficient
3. Still short-staffed

1. Increase in academic time efficiency
2. Establish mentor groups for onboarding new students
3. Enroll more students
4. Get tech (iPads)

1. More check-ins (Romtown 3)

1. 5th grade leadership team
2. Increase in student responsibility
3. Staff knows kids, especially grade-based cohorts
4. Staff development
5. Teachers coming to Rayna; BF part of school community

1. Keeping up the momentum: how to keep pushing
2. community building when time is forever short
3. Onboarding new students: staff and student prep

1. Do a folder piece with Dorda
2. Build more reflection into program; not just at the end of clubs
3. Improving basketball club transitions
4. 5th graders plan a 5th grade Friday 
5. America Reads: organize it better
6. EZReports coding for America Reads

1. Delegate more
2. Finding resources: vendors, Blue Cross Complete, field trip ideas
3. Setting up phone call meetings
4. Restorative Justice resources
5. CYPQ ToT

Speakers Jamal Yen Sara Carlos 

1. Building relationships with youth
2. Great staff strengths
3. Solid relationships with school staff: principal, food service, custodian

1. Need to increase numbers
2. transitions are rough
3. students need help regulating emotions

1. Coaching staff
2. Navigating supervisor role
3. Carve out time to "do more research" (conscious discipline, SEL domains, community builders, brain gym)

1. more 1:1 meetings
2. Developing "teacher move" skill set
3. Developing "supervisor" boss hat skill set

1. Parent communication
2. K-1 split
3. Staff reflection and action

1. Staff doesn't know what they don't know
2. Staff taking notes for YPQA
3. High number of high-needs kids

1. Getting to know kids 
2. Group reflections
3. Weekly communication note to staff
4. Use clipboards
5. Staff input and design

1. walkie talkies
2. observe and take notes
3. daily structures (checklists)
4. How to get staff to best support vendors 

1. Emergency Kit/SEL Toolkit is in operation
2. Families are engaged and many see BR as an enrichment program and not a daycare
3. Staff feel connected to the BF community and are committed to our youth. 

1. Some youth are triggered by spaces we use for program (e.g. art room)
2. Teachers quitting disrupts students sense of safety
3. Food service issues are ongoing.

1. Document strategies to create institutional knowledge of what works and doesn't work
2. Staff support and development

1. Binder support
2. Feedback on evaluations

1. Staff team is strong and complimentary
2. General program enthusiasm is very high
3. Academic time improving since progress reports are involved.

1. Need different structures to make transitions more efficient
2. MISTAR account access

1. Structure a weekly team meeting to discuss program and affirmations
2. Affirmations board for students
3. Identify key teachers (5) to communicate with and sit in on their class.  Bring School community into BF.
4. Hire SPI (and now ASC) to create a 4-person team

1. Consistent check-ins every two weeks phone call/visit/meeting
2. Finding Resources: human capital, DfC, Club Ideas
3.