CHAMPS review—went over pretty well, and voting results showed good consensus among the staff
CHAMPS consequences:
- We don’t want to add to teachers' plates
- Provide something that is easy to administer
- Teachers are addressing students who are not their own.
- Offer a menu of basic items (most taken care on the spot)
- What about repeat offenders?
Options:
- Elkins: prefers bucket list of items to choose from.
- Gentry: conferencing with students is helpful--she did with three students just this morning
- We should be in agreement with a list of three or four interventions
- If it gets beyond the menu items, then it takes it to a higher notch, and we need to document
List of possible interventions (not in any particular order)
- Verbal warning
- Pull them out of line to conference with student (wait)
- Escort student to class
- Put student at front or back of line (walk back to a point and walk again)
- Hold student until everyone proceeds to class
- If problem persists, then revisit regular interventions, consult with team/call parent/solicit the help of an administrator.
- Brendan will share with staff
School Improvement Plan:
- Parent survey results--Over 300 responses—overall very positive
- Timetable for School Improvement plan: due second week of October
- Identify possible priorities
- Then start on a skeleton of a plan
- Members got into groups of two or three people
- what data stands out: positive/negative/missing?
- People don’t feel like they are being bullied
- Data that stands out: reading for all three grade levels lower proficiency
- Weakness: Teachers consistently enforce rules of student conduct (big drop)Also, Staff didn’t feel like we were all on the same page, but we are addressing with CHAMPS
- Policy and procedures of student conduct are well known by faculty: 97% to 79%
- Weaknesses: Teacher—felt short amount of planning—addressing with no tutoring
- Top Priorities that emerge:
-
Policies and Procedures (Champs) (also shown in student survey—don’t understand expectations of their conduct)
- Continue literacy across the content areas to address reading
- Missing data: what caused white students to not to make AYP?
- Parent support teachers in contributing to the success of students (saw a drop on the teacher survey) curriculum nights? other parent interventions and reaching out?
- Teachers have sufficient access to instructional technology did drop—do we want to address? Laptop cart.
- Missing data—EVASS predictor scores before the EOG’s
- Gentry to review feedback forms completed at this meeting and summarize results.
- Here is a link to the notes that Ms Gentry summarized
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