The Superintendent’s
Student Advisory Council

Introduction and Purpose Setting

Reflecting on Commitment Statements

Small Group Sessions
• High School - One Lunch Discussion
• Middle School - Middle School Task Force Discussion

Whole Group Working Lunch
• Student Code of Conduct
• Grading
• Risky Behaviors

Wrap Up and Next Steps

Purpose
• To elicit input from students about school
programs and processes.
The Proposal
Annie
Forest Gump
Scorch trials
The Breakfast Club
Dirty Dancing
Monte Carlo
Pride and Prejudice
Top Gun
The Hunger Games
The Longest Ride
Hope Floats
She's the Man
That Thing You Do
Mean Girls
Farris Bueller's Day Off
•
•
•
•
Students should be in groups according to their grade
Select for your grade group an appropriate name
Select for your grade group a representative emoji
Write the name of your group and an artist rendering of
your emoji on the paper provided
What are our commitments to you?
Our commitment to
Students
Is our focus on teaching and learning in order to support students in achieving their goals.
Our commitment to
Staff
Is our engagement in and support of professional growth to meet the expectations of performance.
Our commitment to
Schools
Is to create and maintain safe, engaging, learning environments for our students and staff
Our commitment to
Stakeholders
Is to inform and engage our parents and partners in the education of our children
Our commitment to
Sustainability
Is to only invest in that which furthers our mission and is explicitly built into our budget
1.1 Students have equitable access to rigorous and relevant learning.
1.2 Students are engaged in learning experiences that meet their needs and interests.
1.3 Students are safe and supported in their academic, social, and emotional growth.
1.4 Student learning is aligned to nationally recognized standards.
1.5 Student learning is measured in a fair, meaningful, and timely way.
1.6 Student learning is designed to support students’ preparation for a balanced lifestyle.
What do these statements mean to you?



What do these mean?
Explain each statement in your own words.
What question would you ask your peers
about this statement?
Ex: 1.2 – How engaged are you in your
classes?
How can we get feedback to see how things
are going?
How can we encourage students to respond
to a survey about these statements?
Middle School
What is working well
in middle school?
What challenges do
you face?
What
changes/recommenda
tions should we
consider?
High School
What should we
consider if we look at
a single extended
lunch block?
What activities would
you like to see
available at this time?
What challenges
should we consider?

We’d like your input and feedback on a few
areas…
• The Student Code of Conduct/Expectations
• Grading and Feedback about Your Learning
• Risky Behaviors and Possible Interventions


The Code of Conduct establishes the
expectations for behaviors as well as the
consequences when rules are broken.
We want to hear students’ perspectives of
what we need to know for a positive and
productive learning experience.

Do teachers or other school staff consistently
communicate expectations for behavior?
Do you know what you’re supposed to do?
A.
B.
C.
D.
Yes. Almost always.
Most of the time.
In some cases.
Rarely or never.

Do you believe behaviors are addressed?
If something happens, does someone do something about it?
A.
B.
C.
D.
Yes. Almost always.
Most of the time.
In some cases.
Rarely or never.

Do you think your teachers or other school staff
listen to you when you share information about
incidents or other behavioral concerns?
Do adults listen to kids?
A.
B.
C.
D.
Yes. Almost always.
Most of the time.
In some cases.
Rarely or never.

Do you know who to go to if you personally
need help addressing a problem?
Do you know who to talk to if something bad happens?
A.
B.
C.
D.
Yes. Almost always.
Most of the time.
In some cases.
Rarely or never.

If you have gone to someone for help, did it
make the situation better?
Did we help?
A.
B.
C.
D.
Yes. Almost always.
Most of the time.
In some cases.
Rarely or never.

What do we need to know from you?


Your grades are one reflection of your
learning.
We’d like to hear how you get feedback about
your progress and proficiency in your classes.

How often do you check HAC?
A.
B.
C.
D.
E.
Every day
A couple times a
week.
Every two weeks.
Once or twice a
quarter.
Rarely or never.

Does HAC help you plan your week?
Do you use the posted assignments to help you plan
to complete the assignments by the due date?
A.
B.
C.
D.
Yes.
No.
Sometimes.
HAC doesn’t help.

Do the grades in HAC accurately reflect the
work you are doing in class?
Do your posted process/product assignments match
the work you do in class?
A.
B.
C.
Yes.
Somewhat.
No.

Are your grades an adequate reflection of
your learning?
Do your grades match how much you learn?
A.
B.
C.
Yes.
Somewhat.
No.

Do you use the feedback on
assignments/tests to help you plan to
improve?
Do your grades help guide your learning?
A.
B.
C.
Yes.
Somewhat.
No.

What else do we need to know from you?





How do we get the money to do this?
Partnerships?
Future meetings
Gathering input
Future Youth Drug Summit