Leadership Network 11/27 Monitoring and Communication “Teams need to receive feedback on the effectiveness of their collaboration and the way in which they are using data – both cause and effect – to improve teaching, learning, and leadership” (McNulty & Besser, 2011). Announcements OLAC Action Forum December 5th Webinars with Brian McNulty TBT trainings in February Leadership Network - February 26th Communication Do all principals and teachers know your goals and strategies? Do they know “why?” How do you communicate? Protocols? Strengths Challenges Tedtalks www.ted.com “Simon Sinek” “How great leaders inspire action” Thoughts? Leaders Make It Happen – Ch. 8 As you are reading, mark a: for the main point(s) for supporting points for questions Main Points? Questions? The DLT, BLT, TBT Connection Lakewood City Schools Ohio Improvement Process Lakewood City Schools have been involved for five years Established District Leadership Teams and Building Leadership Teams in 2008-2009 Establishment of TBTs became district goal for 2010-2011 As TBTs developed… All meetings re-purposed TBTs – instead of team meetings on topics or universal screening data; now 5 step process BLTs –Varied building topics to TBT report outs DLT – small district to every principal and one teacher rep per building, BLT report outs DLT Steering – development of DLT agenda Lakewood City Schools Our Repurposed Structure DLT BLT TBTs Lakewood City Schools… Tweaking the Process for Communication TBTs – established common protocol for all BLTs – review TBT protocols within meetings; follow question protocol DLT – follows 5-step process; no BLT share out from all; data review and group processing DLT Steering – follows 5-step process; reviews analysis from DLT and makes decisions Lakewood City Schools Monitoring ADULT IMPLEMENTATION INDICATOR Baseline data 1. At least 64% of classrooms will show evidence that students can fully articulate the learning objective as measured by McREL classroom walkthroughs 68.4% 2011-2012 2. 100% of TBTs will monitor students in performance groups through formative assessments as measured by completion of all 5 steps of TBT protocol. NA 3. Grade levels/content areas will engage in the three highest levels of Bloom’s Taxonomy (Analyze, evaluate, create) 30% of the time as measured by McREL classroom walkthroughs. 4. TBTs will increase scores on the TBT rubric to a proficient level for each item(organization, step 1, step 2, step 3, step 4, step 5) of the TBT rubric by the end of the 2012-2013 school year, as measured by a quarterly survey. • 27.2% 2011-12 NA Lakewood City Schools Monitoring Central office participation BLT meetings PD early release Superintendent data meetings OPES In Conclusion… Based on the data and discussions, is there any grade level, building or TBT that DLT would like to get more information from in Math or Reading? Do we think that our Adult Implementation Indicators support monitoring our District Improvement Plan? Is there other data that would be more useful to monitor student achievement? How might we speculate our Benchmarking Data correlates to our District Value-Added and Performance Index results? How can DLT find high yield instructional strategies that are working in areas where there is significant growth in student achievement? In your discussions were there any curriculum or instructional changes at a particular grade level where you saw gains in student achievement? Learn from: Math : Lincoln 4th, Hayes 5th, Harding 7, Roosevelt Reading: Harrison 4th, Hayes 5th, Garfield 6th HS English dept. LHS science dept. Adult implementation Indicators: Fine in plan with this caveat: implement as described and possibly add instructional strategies from walk-through protocol Add longitudinal data Student interview may not support monitoring plan Student performance indicators: Fine with collection – need to use better across levels RIMP data RtII data Add longitudinal data Correlation: There is a direct correlation - >.6 With change to DIBELS composite, is there a greater correlation? Instructional strategies: BLTs use TBT protocols to identify strategies examine with walk-through data Report to DLT and DLT steering Drill to building level to examine strategies – are there differences by level? How have reading edge students performed? We need to pick particular strategies that everyone will use to see if they increase growth Lakewood City Schools… Improving, but will continue to tweak 5 straight years of “Above expected growth” 4 straight years of increases in Performance Index Moved from “Medium Support” to “Low Support” per improvement in AYP Questions, Comments, Advice?