Learning Climate – SSR Findings
| Strength Areas | Growth Areas |
|---|---|
| All schools are welcoming and positive. The branding of the district is evident. Both elementary and secondary saw school pride from the community. All students have at least one trusted adult they feel safe with. | We notice many strengths in seminar, strong relationships, and would recommend finding how to transfer this focus to other classrooms and content areas. |
| Students feel safe and accepted. SOAR and RISE Matrixes are referenced in many areas of the school. All focus groups noted feeling their children are safe at school. | Students have multiple opportunities to join extra curricular groups, but we notice not all CLD students are given the same opportunities in both secondary and elementary. |
| School pride is evident in both buildings as seen in hallways. | We observed more compliance over engagement in classrooms. Students do not feel they have choice or ownership in work. |
| Secondary: Students have reported positive results from Seminar class and setting goals. Elementary: Students are able to describe what they are doing. | Secondary: There was no feedback loop in classrooms or engagement with teachers and students. Elementary: Professional development should be provided for teachers to learn effective strategies to teach growth mindset. |
| Students were noticed to be on task district wide. | More direct interaction between teachers and students would create engagement in the classroom. Provide opportunities to put the cognitive load on the students. |
| Students are verbally able to describe their learning. Consistent learning objectives and agendas are posted. | Teachers did not give students direct feedback to allow for next steps in their learning. Additional classroom exemplars of work can be displayed to demonstrate or guide high expectations. |