Transcript 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 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:
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for the main point(s)
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for supporting points
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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
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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.
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NA
3.
Grade levels/content areas will engage in the three highest
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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
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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?
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Learn from:
 Math : Lincoln 4th, Hayes 5th, Harding 7, Roosevelt
 Reading: Harrison 4th, Hayes 5th, Garfield 6th
HS
English dept.
 LHS science dept.
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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
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Student performance indicators:
 Fine with collection – need to use better across levels
 RIMP data
 RtII data
 Add longitudinal data
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Correlation:
 There is a direct correlation - >.6
 With change to DIBELS composite, is there a greater correlation?
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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?