Curtis-meet with the leadership to determine long term needs and make sure my accountant and I donate and ensure my name is on the donation. 

Jocelyn-play for the playground and set up a loan program for scholars with business ideas and scholarships for scholars. Letterman jackets to all families and staff. 

Kedra-build the playground, make a tiny home community (specifically for DBA families) to remove the barrier, purchase a fleet of buses for transportation to and from and high-quality bus monitors, and fund ideas for scholars and take them on a trip to expose them to other cultures, and give bonuses for families. Retire the school principal. 

Mesha-get with the leadership team to determine needs and take the additional property and build it to meet the needs of the school. 

Document included for context. 

Focused on pages 7-9

Operational Levers and Immediate Priorities 

Curtis-asked how much collaboration are teachers doing to determine if the Tier 2/3 strategies are effect.
Kedra-discussed how they were able to refine walkthroughs to get data to determine if we have the right students in interventions. Use of EIP/MTSS teacher to discuss how to use the data. 

Curtis-is there a plan to address our high flyers

Jocelyn-Tier 3 there are about 6–8 scholars bottom 10% of the grade. Tier 2 are scholars 30% or below about 5-6 scholars per classroom. 

Jocelyn-Who are your 5 scholars who are moving from Beginning to Developing, Developing to Proficient, and Proficient to Distinguished. We have a 52 Talent Development scholars this year (90% or above). The teacher does Talent Development twice a week. (Pull out high achieving and gifted scholars together and push in classes as well). 

Restructuring the reading block

3rd Tuesday of October 21st

Autism room staffing needed ASAP.

How can we find a staff member that will be best for our population? 

Curtis will put out feelers for staff. 

 Updated data tracker review