Leadership Network [ppt]
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 5 th
Webinars with Brian McNulty
TBT trainings in February
Leadership Network - February 26 th
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
BLT
DLT
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
A DULT I MPLEMENTATION
Baseline data
I NDICATOR
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.
27.2%
2011-12
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.
• 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 4 th , Hayes 5 th , Harding 7, Roosevelt
Reading: Harrison 4 th , Hayes 5 th , Garfield 6 th
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?
