Ashley Park PreK-8 School provides academic skills and habits of character to ensure scholars both believe in and fulfill their limitless potential in high school, college and beyond. Culture Team Agenda/Minutes 11-13-18 The Culture Team at Ashley Park will collectively “own” and represent the culture of staff and scholars at Ashley Park – otherwise known as our “heart work”. The Culture Team will also serve as a traditional school leadership team as it relates to Title IX and other quarterly needs and issues. 1. FAC Concerns (led by Kelley and Tia) Concerns that have been discussed already: ○ Lunch breaks- office staff, nurse, specials teachers (this has been adjusted for specials) ○ Officer whitley- office move to front of the school where Mr. Neill’s office was/Ms. Lawer moves to the ⅘ hallway as a possibility (ask Loftus about this) ○ Additional copy machine in the academy ○ Key fab on the back door ○ More support with discipline for their Tier 3 scholars ○ Fix the women's bathroom door lock on ⅘ hallway ○ lunch room schedule (adjusts have been made) ○ too many unscheduled meetings- not enough planning time, interrupting day ○ mental health support: coaches being supportive with copies/breaks to breathe i. less impromptu meetings ○ Dress code: people want to wear AP blue with jeans and casual friday ○ Safety concerns: when internet was down, phones weren't workingshe, getting in and out of the schools (safety procedure if internet/phones/doors are down) ○ Blinds that don't shut all the way 2. MTSS Brainstorm (led by Brenda, input by team) - Changes in place are positive - Document is used for each student for tracking goals and setting up a plan for students - Work samples are always helpful ● What does the MTSS process mean to you? What does it look like right now? ○ Students have a behavior tracker- missing next steps for when students are not achieving goals ○ Some teachers are unsure of what to do/where to start/ need to hold each other accountable ○ We are doing great things, but not documenting correctly ● What are we already doing? ● Where are our gaps that need to be defined and developed? ○ need training for some of the interventions ○ 10 weeks of tracking (too long) ○ one member on the enrichment team with the MTSS team ○ Meetings will need to be concise in order to be efficient ● Specifics: ○ What qualifies as Tier 2 intervention in behavior? In academics? ■ Behavior: giving direction more than twice/constant referrals (3-5 a week); talking; distracting; disengaged at times ■ Academic: inconsistency in work habits/lack of independence/data patterns (do now, exit tickets, independent practice data) Independent practice data errors: consistent mistakes, visible frustration, true struggle; may be ½ grade levels behind; unable to apply strategies to new problems; good with fluency- but taking those fluency skills into a higher level thinking problem, they are unable to apply those fluency skills. ○ What qualifies as Tier 3 intervention in behavior? In academics? ■ Academic: Independent practice will not attempt; not using strategies to attempt, true frustration that leads to avoiding the task all together, teacher loops to the tier 3 scholar to get them started, loops back around and they have not made any practice; low working memory; unsure of where to start ■ Behavior: Consistently disengaged; task avoidance; becoming angry and frustrated; embarrassment; low self esteem; harder internal struggles; older children realize they are behind academically- behavior is shown ○ What thresholds/data points are necessary to move from one threshold to another? ● What PD is needed for staff? What does staff need to hear? Structure/practice? ○ Break it down to “what is MTSS?” ○ break down tier 2 and 3 behaviors and academics ○ staff needs to know this is not “another thing” ○ grounding all staff in that we are already doing interventions all day, but with MTSS we are being more intentional with interventions to benefit ALL scholars ○ behavior is a “symptom” of the “cold”- it is about HOW the student is accessing knowledge that is given to them- teachers understanding that they have to do something different ○ it may be more work up front- but it will be SUCCESSFUL work, which leads to LESS work in the end if teachers can get to the root cause of struggles ○ it is a way of documenting and keeping interventions aligned that we are already doing ○ teachers need to be intentional about meeting each child where they are- everyone is not going to learn the same way ○ break out stations- differentiated due to teachers knowledge on the process ■ teachers showing teachers how to implement interventions ■ give scenarios to see if teachers can decide if the scholar is tier 1, 2, or 3 ■ 3. Title IX Concerns/Ideas (led by team) ○ Discussed bullying/kids making fun of each other and using consequences 4. Other Concerns/Questions ○ FYI: TNTP window postponed - waiting to learn more from district .