Lima City Schools
District Leadership Team
January 27, 2015
Purpose: * Promote commitment to continuous improvement
* Use adult implementation and student performance data to
provide guidance and support to BLTs
* Monitor and support TBTs
* Provide differentiated supports to BLTs
* Communicate, monitor, and evaluate the District plan
No side bars /
whispering / cell
phones
Be a respectful &
non-judgmental
listener
One person
speaking at a time
Assume positive
intent
Be fully engaged
Follow protocols
Strive for 100%
attendance
Contribute ideas &
constructive thoughts
Come prepared
Be a good
collaborator
Stay focused
Stay on task
DLT Members
Jill Ackerman
Jackie Blosser
Teresa Gantz
Chad Fallis
Julie Stewart
Lee Stockhaus
Chandra Nuveman
Jane Backus
Steven Carr
Alison VanGorder
Cathy Collins
Brian Wischmeyer
Stacy Barker
Tricia Winkler
Angie Heffner
Val Robb
Michelle Schick
1:00- 1:20
Building presentations/updates on Math Plans
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….)
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 coteaching 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
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



What data have been
collected by:
BLTs?
DLT/CSLT/District
Personnel?
Step 2: Analyze adult
implementation and
student performance
relative to the data
 Data is available from the DLT/CSLT
and/or district personnel
 Analysis is done
 Data provided prior to meeting
PBIS Review through January
 Determine overall


What does the data tell
you about the students’
learning and adult
performance within and
across buildings, grade
levels, subject areas?
all students and subgroups
Analysis is done
Data provided prior to meeting
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
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,
Step 4: Establish districtwide implementation
and monitoring
actions/tasks for Step 3.

Out of School Suspensions – Mentoring support for frequent suspenders, Gather more data
with demographic information included,

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
What does the post-data
look like? What proved to
be successful?
Things to share with colleagues:


Includes predata and post
for all students and any
subgroups
Data from BLTs provided
on common form