DLT Meeting Agenda
May 19, 2010
8:10- 8:20 April 19th Presentation in Columbus (Roxann)
· Brief overview
· What was learned from other districts
8:20-8:30 May 11th Presentation in Columbus (Kate, Favia, Diane,Mark Walter)
· Brief overview
· What was learned from other districts
8:30-10:30 Data Review
· Alternate Assessment (Kate/Elizabeth/Lisa)
· OGT Results (Bill)
· CLT Survey Data (Rod)
· Walkthrough Data (Roxann)
- Model what we want to see happen at the DLT Level; BLT Level; TBT Level
10:30- 11:00 Review Draft PD Plans
· Marzano’s Strategies (Mark G.)
· TBTs (Jerry)
11:00-11:30 Report Out
· Collection of Data (Diane)
· Communication (Flow Chart) (Jan)
· Development of Common Assessments (Roxann)
11:30-12:30 Lunch
12:30-1:00 IMM (Rod/Ross)
1:00-2:30 SOSS on Group Structure (Ross & Patti)
2:30-2:45 June 11th: McNulty (Mark)
2:45-3:00 Wrap Up (Jeff)
3:00-3:15 Three Key Ideas (Bill)
8:30-10:30 Data Review
· Walkthrough Data (Roxann)
- Activity :Model what we want to see happen at the DLT Level; BLT Level; TBT Level
DLT / BLT / TBT· Internal staff development-leveled discussions on common language-CLT/Walk through data/ and implementation
· Get back to our DIP
· How to get P.D. for adult indicators on DIP
· Chart a vision of next steps
· Prioritize pieces to move on according to DIP
· Consider that building data more reliable than district data (walk through/CLT survey)
· DLT shift how to look at this data more building based
· Continue to compare CLT Survey and Walk Through-Ask big questions- Does data match our DIP
· DLT needs to look at alternatives “work smarter” with less staff
· Look at DLT data relative to BLT data
· Only place we can look at data combined at district
· District perspective on data transfer to BLT TBT
· DLT data drives professional development
· Help find alternatives- time & resource manager
· Reflects progress in district
· Plan how to use data (formative assessments)
· Sets expectations for sharing at building level
· More P.D. on walk through / (TWO GROUPS)
Group I
· Provide time for feedback and sharing
· Share data-timely
· Share what’s working/best practices
· BLT’s need specific agendas developed
· Develop essential questions in order to focus conversations
· Communicate and share out BLT meetings among MS and elementary levels
· Chart progress over time
Group II
· BLTs need to understand why technology use is important for student learning plus share information within TBTs
· BLT needs to be able to articulate a clear & simple definition of technology use & how to use technology
· BLT identifies 1-2 key areas for transformation based on building walk through data & develop a plan
· BLT members take leadership roles in sharing data on TBT level and making instructional changes as a team
· Compare walk through data with student results data, track student results as changes are implemented and discuss/revise
· Have BLT examine and discuss building walk through data
· BLT responds to needs identified by TBTs to change instruction in response to walk through data / · Build TBTs first
· Use common assessments to develop TBTs
· Use walk through/Blooms to continue analysis/discussion on standards learning in TBTs
· Teachers need to be able to identify area of PD
· Projects for students to demonstrate learning
· Elementary- collaboration teams- student groups data driven
· Build teacher leaders
· Common & formative assessments
· Have time to share & implement technology
· Does district data support classroom data?
· Common summative assessment
· TBT instructional practice (data driven)
· Time
1:00-2:30 SOSS on Group Structure (Ross & Patti)
High School / DLT Steering Committee / Strengths / Obstacles/Opportunities / Strategies· Regular monthly meetings
· Good job using data
· Meeting length about right / · Too many people or too small of room
· Not enough teacher representation / · Fewer central office personnel
· Larger venue/change locations
· Additional teacher representation
DLT / · Good representation
· Good mix of work at full group and level
· Good job looking at the data / · Not enough representation from the high school
· Meetings too few or too long
· Need representation on DLT from non-department heads (currently 40) / · Greater representation from the high school
· Half day meetings six times a year
BLT / · BLT helped make curriculum decisions
· H.S. can meet weekly (1 period per week)
· H.S. is very representative
· TEC+BLT+Dept. Facilitators interconnected
· PD tied to monthly improvement / · Time is short each week (40 minutes)
· Periodically need sub coverage to bring in more representation
· Not sufficient DLT representation on BLT
· Funding / · Realign resources
· Meeting more than 1 time a week (modify meetings to focus on specific purposes: TEC, PD, etc)
TBT / · Many TBTs (course, OPAPP, LHS 2.0/2.1)
· Time in schedule to meet regularly
· There is an institutional culture supporting TBTs
· Departmentalized by physical location / · Some teachers still working in isolation
· Not enough PD in effective team functioning / · Deliver/Provide more PD on effective team functioning
· Grow and support existing personnel and structures
Middle School / DLT Steering Committee / · Communicating ideas-using email / · Committee with principals not on steering
DLT / · 3 key ideas focus
· Data review form / · Identify 3 key ideas that are relevant to BLT
· Getting spread too thin? Maintain focus
· Completing one task before starting next / · Really complete one thing before starting another (ex. Common assessments/CLT)
BLT / · Communication /local buy-in
· Ability to openly give feedback / · Time to meet
· Communication back up to DLT / · Continued emphasis on CLTs so people see the connections
TBT / · Good idea
· Clear purpose
· Real collaboration focused on teaching & learning / · Transition from department level teams to TBT
· Some teams have limited collaboration opportunities (# of staff)
· Getting everybody on board
· Lack of meeting structure / · More structure
· Following the data calendar
· Disseminate data calendar
Elementary Schools / DLT Steering Committee / Strengths / Obstacles/Opportunities / Strategies
· Overall good representation
· Meetings generally productive
· Groups are set up / · No classroom teachers / · Coaches
· Time for classroom teachers
· Funds for subs for classroom teachers
· Look at how other districts do it
DLT / · Good representation
· Gets good information from steering
· Groups are set up / · Too large to convey to all of steering
· Data analysis
· Determine what goes to BLT for feedback / · Determine information to go to BLT-fold into 3 key points
· 3 key data points identified
· Look at how other districts do it
BLT / · Information from DLT meetings spur conversations/discussions
· Groups are set up / · Time to meet
· Purpose of data
· Lack of 3 key data points / · On-going PD on data analysis
· Non-flex days for BLT
· Use newly established data calendar to schedule meetings
TBT / · Grade level team exist
· Curricular conversations happen / · Not formalized
· No PD yet / · OIP
· TBT/Plan/IMM
· Look at how other districts do it
Elementary Schools / DLT Steering Committee / · Regular meetings
· Timely/communication
· Understands the plan / · Too big
· Elementary level not represented
DLT / · Open willing to share
· Teachers & principals from every building / · Too long
· Too big
· Too many good ideas that need more time to implement
BLT / · Good buy-in
· Consistent staff / · Consistent staff
· Inconsistent implementation
· No “outside” voices
TBT
Three Key Ideas (5/19/10)
1) A focus and intentional work on developing high quality teacher based teams is a next logical step in the advancement of our District Improvement Plan and Goals.
2) The district has been recognized around the state for its effective use of data to drive decision-making for the purpose of improving student achievement.
3) Persistent and continued efforts must be made to drive the demonstration of student knowledge and abilities to increasingly higher levels of performance based on Bloom’s Taxonomy and Marzano’s research-based instructional strategies.