Leadership Network 11/27

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).

Leadership Network 11/27AnnouncementsOLAC Action Forum December 5thWebinars with Brian McNultyTBT trainings in FebruaryLeadership Network - February 26thCommunicationDo all principals and teachers know your goals and strategies?Do they know why?How do you communicate? Protocols?StrengthsChallengesTedtalkswww.ted.comSimon SinekHow great leaders inspire action

Thoughts?

Leaders Make It Happen Ch. 8As you are reading, mark a: for the main point(s)

for supporting points

for questions

Main Points? Questions?

9The DLT, BLT, TBT Connection

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Lakewood City SchoolsOhio Improvement ProcessLakewood City Schools have been involved for five yearsEstablished District Leadership Teams and Building Leadership Teams in 2008-2009Establishment of TBTs became district goal for 2010-2011As TBTs developedAll meetings re-purposedTBTs instead of team meetings on topics or universal screening data; now 5 step processBLTs Varied building topics to TBT report outsDLT small district to every principal and one teacher rep per building, BLT report outsDLT Steering development of DLT agendaBLTsEach TBT shared strengths and obstacles from work in TBT; Then BLT would identify top 2 strengths, obstacles as building for share out to DLT13Lakewood City SchoolsOur Repurposed StructureWe had some early successes with this model. Direct reports from each level to the next Helped identify areas for professional development (SMART goal training was identified in March 2011 DLT meeting, SMART goal training on May Waiver Day)

But some issues evolved that we didnt see. DLT was a large group to process the meaty topics of professional development, improvement plan changes, BLT share outs became repetitive and meaningless, DLT members didnt see relevance to larger work, BLTs and DLT were asking TBTs to follow 5 step process but werent following it themselves. Teachers became resistant to TBT protocol

14Lakewood City SchoolsTweaking the Process for CommunicationTBTs established common protocol for allBLTs review TBT protocols within meetings; follow question protocolDLT follows 5-step process; no BLT share out from all; data review and group processingDLT Steering follows 5-step process; reviews analysis from DLT and makes decisions DLT steering streamlined to 4 administrators, 4 teachers (SST facilitates)professional developmentDistrict improvement plan(adult implementation, student performance, action steps)What data will be analyzed at next meeting15Lakewood City SchoolsMonitoringAdult Implementation Indicator Baseline dataAt least 64% of classrooms will show evidence that students can fully articulate the learning objective as measured by McREL classroom walkthroughs68.4%2011-20122. 100% of TBTs will monitor students in performance groups through formative assessments as measured by completion of all 5 steps of TBT protocol.NA3. Grade levels/content areas will engage in the three highest levels of Blooms Taxonomy (Analyze, evaluate, create) 30% of the time as measured by McREL classroom walkthroughs.27.2%2011-124. 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. NALakewood City SchoolsMonitoringCentral office participationBLT meetingsPD early releaseSuperintendent data meetingsOPES

In ConclusionBased 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, RooseveltReading: Harrison 4th, Hayes 5th, Garfield 6thHS 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 protocolAdd longitudinal dataStudent interview may not support monitoring planStudent performance indicators:Fine with collection need to use better across levelsRIMP dataRtII dataAdd longitudinal dataCorrelation:There is a direct correlation - >.6With change to DIBELS composite, is there a greater correlation?Instructional strategies:BLTs use TBT protocols to identify strategies examine with walk-through dataReport to DLT and DLT steeringDrill 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 growthLakewood City SchoolsImproving, but will continue to tweak5 straight years of Above expected growth4 straight years of increases in Performance IndexMoved from Medium Support to Low Support per improvement in AYP

Questions, Comments, Advice?