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 11/27

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 “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 Establishment of TBTs became district goal for

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 TBTs BLT DLT

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 I NDICATOR 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% % 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% 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 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?