Things to Share with Colleagues

Lima City Schools

District Leadership Team

January 27, 2015

No side bars / whispering / cell phones / Be fully engaged / Follow protocols
Be a respectful & non-judgmental listener / Strive for 100% attendance / Contribute ideas & constructive thoughts
One person speaking at a time / Come prepared / Be a good collaborator
Assume positive intent / Stay focused / Stay on task

DLT Members

Jill Ackerman / Jackie Blosser
Teresa Gantz / Julie Stewart
Chad Fallis / Lee Stockhaus
Chandra Nuveman / Jane Backus
Steven Carr / Alison VanGorder
Cathy Collins / Brian Wischmeyer
Stacy Barker / Tricia Winkler
Angie Heffner / Michelle Schick
Val Robb
1:00- 1:20 / Building presentations/updates on Math Plans
Freedom- rigor (depth of knowledge PD with Debbie Diller done) transforming tasks with Julie weekly and sharing. Talk Moves PD and walk-throughs during TBT time and spreading moves into other subjects needs more work. Workstation training for small groups: Debbie D. observed and met with every teacher. Peer to Peer observations of small group. Treasure Hunt visits weekly for every teacher. Need Wednesday PD on what a student-led lesson looks like.
Liberty-6-8 working with each other and support to improve readiness for lessons and sm. Group work. PD on rigorous tasks with follow-up in TBT. Coach modelled in every classroom.
Teacher Fish Bowl lesson planned to see rigorous task lesson. Most of work is in continuing progress. Need: co-teaching training
Heritage-Rigor in 2-4 classes. Planning for end of year PD session. Folders for each teacher to include tasks so everyone can share. Peer to Peer observations while Stephanie is at building. Needs: Videos of exemplar classes to be available on website.
Elementary Principals to include Math walkthroughs and discussion at each meeting.
West- working with Kathy F. and Rochelle. Behind in walkthroughs due to teachers out for BG PD.
South- all math teachers did two walkthroughs. Wed. PD on transforming tasks and three teachers modelling lessons.
Unity- teachers transforming tasks and teachers share out on Wednesday PD time.
North- Rigorous tasks focus on every Thursday. Both 5 and 6 math teachers meeting together on Wednesdays. Each teacher will be Presenting differentiated lesson with rigorous task and math discourse beginning in February. Stephanie taking staff to next level of Math Talks which “is it a reasonable response?” Rigorous lessons to be linked to Curriculum maps for next year
Senior- all teachers did wolk-through/peer to peer observation (to be discussed at future BLT.) Changed up Math Solutions plans to include more planning with teachers and co-teaching lessons with Math Coach. Transforming tasks only with some teachers so far. Math Dept. meeting to examine new texts, revamping curriculum guide, new freshman math class,
Summer school pacing guide to improve readiness to go on in math next year.
Independence- Number Talks included in TBT cycles. Workstations included in math TBT cycles. Transforming tasks being presenting to staffs 2 of 4 done). Scholastic coaches working with new teachers also during last two visits. NEED: curriculum time allotments decision
1:20 – 2:20 / SWIS Data Review
·  Strengths/Challenges
·  (step 2 connection with PBIS audit – were there any successes or challenges that continue)
·  5 step process on PBIS Walkthrough
2:20-2:40 / District updates (testing, in-service day, state visits….)
BRING MANUALS TO test administration training on Wednesday 1/28!
Grade 5 and up Teachers will link including SS and Science. HS will link for all tested subjects (Alg. I, Physical Sci.. etc.) thus will get value-added report.
Paper/Pencil tests not included in range finding.
2:40-3:00 / Survey Monkey to be completed for Strengthening District Wide Inclusive Practices
Done online at meeting…
  Data is available from all BLTs for all students and subgroups
  Analysis is done
  Data provided prior to meeting /   Data is available from the DLT/CSLT and/or district personnel
  Analysis is done
  Data provided prior to meeting
§  What data have been collected by:
BLTs?
DLT/CSLT/District Personnel? / PBIS Review through January
Step 2: Analyze adult implementation and student performance relative to the data /   Determine overall student strengths and areas of concern by building(s), grade levels, subject areas, etc.
  Are there patterns, trends and urgent needs?
  Identify points of possible replication, e.g., high performing grade/subject areas, strong performance in skill/content areas, etc. /   Determine overall adult performance strengths and areas of concern by building(s), grade levels, subject areas, etc.
  Are there patterns, trends, and urgent needs?
  Identify points of possible replication, e.g., high performing TBTs, effective instructional strategies, etc. / Develop feedback to BLTs relative to:
  Growth/areas of concern in student performance
  Growth/areas of concern in adult performance
  Building(s), grade-levels, subject areas that may be worthy of replication
  Specific professional development/support that the district will provide
  Expectations for improvement/chnges
What does the data tell you about the students’ learning and adult performance within and across buildings, grade levels, subject areas? / Independence – BLT cancelled since PBIS review requested…to examine difference between
M-F. Doing book study to address Males
Liberty- First and Fourth very little referrals as teachers deal with it. Only 8% of students with referrals. Tuesday an issue. Form inaccuracies stressed especially focused on times.
Unity – third grade only 5 referrals. Only one Red student. 18 yellow. Weekness is . Tuesdays and 12:30 PM. KG numbers high with so “looks like herding cats”. Working on structuring inside recess. Special lunch table for great behavior students. Character coupons and Character Store. IAT for behaviors still issue. Spleems down since beginning of year.
South – Discipline That Restores was focus. Teachers handling in classroom.
Heritage – three red students (all put on meds and no referrals in six weeks). 25 with only one referral. Thursdays is high time. 9:30 is now peak time. Major vs. Minor referral PD on 1/28. Setting up time out buddies.
Senior – referrals per day decreasing. Skipping biggest problem. New employee seems to be making a difference in mood in the halls. Worst time is 11-1 PM (lunch times). 66 red students. 85% Green students. Spartans of the Week – each teacher lists a student each week. More Positive posters being displayed about the halls.
Freedom- all PAX trained. Spleems down. Using 3-5-3 plans to document students with needs. 5 with more than 5 referrals. Wednesdays, 11:30 and fourth graders focus training. Specials to observe PAX games in action to use them in their classes also.
North – Classroom is most problems. 14 teachers trained in PAX. 1-2 PM is problem time, Thursday, and Sixth Grades also.
West- Most students green. To look at RED kids to see if they have improved behavior. Counselor getting students support. Accuracy of Referrals still a concern. Admin to focus on individual staff that are having problems following Major/Minor referrals directions. ENDED timeouts.
District Strengths: everyone using SWIS, Programming (PAX, PBIS), Number of Red referrals seem to be with the 5% range
District Challenges: - Out of school suspensions, defining behaviors and being consistent,
Step 3: Review and/or refine the focused plan strategies/indicators relative to the data / Develop or refine the following if needed:
  Adult implementation indicator(s)/”look fors”
  Student performance indicator(s)/assessments(s) used
What changes to the plan need to be made to ensure fidelity of implementation and desired results? / Identifiying expectations: “Administrators need to be consistent with their staff with what is the expectation for your building for being a referral.” Jill,
Out of School Suspensions – Mentoring support for frequent suspenders, Gather more data with demographic information included,
Step 4: Establish district-wide implementation and monitoring actions/tasks for Step 3. /   Develop or refine actions steps to implement/maintain/monitor professional learning based on district and BLT data and/or instructional needs – aligned to plan, job embedded and ongoing, differentiated based on student and adult data
  Administrator walk-throughs are tied to the strategies/actions /   Determine how the DLT/CSLT will execute the action steps/tasks
  Determine how and when feedback is provided to buildings (see Step 2)
What does the DLT/CSLT need to change to ensure district-wide implementation?
What will administrators observe in the classrooms? / February DLT to review more in-depth data on out of school suspensions – Dee and Lee to work on getting more details
Step 5: Define adult and student data for review at next meeting /   Everyone comes with the data ready /   Best practices shared from BLTs that had high student results on post-test /   Includes predata and post for all students and any subgroups
  Data from BLTs provided on common form
What does the post-data look like? What proved to be successful?

Things to share with colleagues: