1. June 2012 1

2.   Welcome and Introductions  SBDM Advisory Council Role in School Governance  Vision and Beliefs  Committees  Open Meetings and Records Requirements Agenda 2

3.   Customer Service and Family/ Community Engagement  Data Analysis  Gap Analysis  TELL  Differentiated Instruction Agenda 3

4.  Objective To assist school-based decision making advisory councils in reviewing and establishing their role with SBDM and in preparing for the reinstatement of full school council authority. 4

5.  The World’s Simplest Quiz 5

6.  1.How long did the Hundred Years’ War last? 2.In which month do Russians celebrate the October Revolution? 3.From which country do we get Peruvian Balsam? 4.Which seabird has the zoological name Puffinus puffinus ? 5.From which animal do we get catgut? The Quiz 6

7.  6.Where do Chinese gooseberries come from? 7.What kind of creatures were the Canary Islands named after? 8.What was King George VI’s first name? 9.In what season of the year does William Shakespeare’s A Midsummer Night’s Dream take place? 10.How long did the Thirty Year’s War last? The Quiz 7

8.  1.How long did the Hundred Years’ War last? 116 years, from 1337 to 1453 8

9.  The Quiz 2.In which month do Russians celebrate the October Revolution? November (on the 7 th ) the old Russian calendar was 13 days behind ours. 9

10.  The Quiz 3.From which country do we get Peruvian Balsam? El Salvador, it’s a medicinal herb grown. 10

11.  The Quiz 4.Which seabird has the zoological name Puffinus puffinus ? The shearwater. Puffins are genus Fratercula. 11

12.  The Quiz 5.From which animal do we get catgut? the sheep 12

13.  The Quiz 6.Where do Chinese gooseberries come from? They’re a fruit grown in New Zealand known as kiwifruit. 13

14.  The Quiz 7.What kind of creatures were the Canary Islands named after? A breed of large dogs, the Latin name was Insula Canaria – “Island of the Dogs.” 14

15.  The Quiz 8.What was King George VI’s first name? Albert, when he came to the throne, he respected the wish of Queen Victoria that no future king should be called Albert. 15

16.  The Quiz 9.In what season of the year does William Shakespeare’s A Midsummer Night’s Dream take place? Spring, it takes place from April 29 to May 1. 16

17.  The Quiz 10.How long did the Thirty Year’s War last? Thirty years, of course, from 1618 to 1648. 17

18.  Why do Kentucky schools have councils? 18

19.  School councils are part of an overall concept to create schools that teach all students the knowledge and skills they need to be successful citizens. School Councils 19

20.  Specifically school councils determine the approaches that will benefit their school in order to meet that goal. The whole system is organized around the goals as established in Kentucky statutes and regulations. School Councils 20

21.  Why are you here today? 21

22.  The Main Responsibility for Every School Council The school council shall have the responsibility to set school policy consistent with district board policy which shall provide an environment to enhance the students’ achievement and help the school meet the goals established in KRS 158.645 and 158.6451. 22

23.  First rule of holes: When you’re in one, stop digging. Molly Ivins (1944-2007), columinist, commentator, humorist 23

24.  So, what can a advisory council do? What is its role in school governance? 24

25.  Provide informed, sound, logical, clear, research-based, visionary advice. 25

26.  HOW? 26

27.  Papa John’s 27

28.  Anyone can dabble, but once you’ve made that commitment, your blood has that particular thing in it, and it’s very hard for people to stop you. Bill Cosby 28

29.  School Councils, including the Advisory Council, are part of the school governance. However, the fully authority of the school’s governance rests with either the Commissioner of Education or the district Superintendent. KRS 160.346(3)(a)4 School Governance 29

30.  Vision is everything for leadership. Vision leads the school. It paints a target. It sparks and fuels the fire within, and draws others forward. A school without vision isn’t going anywhere. It is traveling in circles. Vision 30

31.  1.Vision starts from within. 2.Vision draws on history. 3.Vision meets others’ needs. 4.Vision helps you gather resources. Vision 31

32.   The Inner Voice  The Unhappy Voice  The Successful Voice Vision 32

33.  A core belief or value is a set of guiding principles that serves as a basis for decision making. What do you believe? Beliefs 33

34. 34

35.  Committees School councils have the option to create committees. If committees are created and charged with a task, then the school council must have a policy for committee structure, authority and membership. [KRS 160.345(2)(c)2] 35

36.  Committees Committees can work on a variety of task that include:  Researching specific topics or best practices  Soliciting and analyzing input from stakeholders  Design policies and procedures  Monitoring and evaluation of programs and initiatives 36

37.  Committees Committees come in two forms: standing and ad-hoc. Standing committees work with standard issues of a continuing basis. Ad-hoc committees are formed for specific purpose and for a limited timeframe. Ad- hoc committees deal with issues that do not fit into a standing committee’s authority or charge. 37

38.   What are some common standing committees? Why are these good examples of standing committees?  What are some common ad-hoc committees? Why create ad-hoc committees in these areas? Committees 38

39.  KRS 160.345(2)(c)2-(e)  Participation of all interested persons  Number of committees  Jurisdiction of the committees  Process for membership selection  Follow Open Meetings and Records Statutes Committee Policy 39

40.   Give each committee a significant issue to address.  List any factors and deadlines you want them to consider in a clearly written “charge”.  Ask for reports from each committee on how the work is going. Committee Charge 40

41.   Consider committee proposals thoughtfully and fully.  Ask for input from the committee before you make significant changes to their proposals, thanking each committee for their work. Committee Charge 41

42.  Kentucky statutes do not specify how a school council will make its decisions. That means that a school council can make all of its decisions by taking a vote. However, a school council can make its decisions by consensus. Consensus 42

43.  Consensus does not mean that everyone agrees to the decision, but that it is the best option. However, consensus does mean that everyone sees the process as fair and the final choice is one that all are willing to help succeed. Consensus 43

44.  The biggest benefit of a consensus-made decision is that the decision has broad support and understanding and are more likely to succeed when put into action. An additional advantage is that all council members can feel that their concerns have been heard and valued. Consensus 44

45.  Open Meetings Kentucky’s Open Meetings laws protect the rights of the general public to know the actions and decision of its public agencies. School councils, Advisory Councils, and their committees are public agencies and therefore are required to comply with all aspects of the Open Meetings laws. 45

46.  Open Meetings All meetings where a quorum of the membership is present, where public business is being discussed or at which time actions or decisions are made are open meetings to the public. 46

47.  Open Meetings The council must be assembled and act in accordance with the requirements for open meetings in order to conduct official business. The legal requirements governing the conduct of council and committee meetings are found in the Kentucky Open Meetings statutes. 47

48.  Open Meetings Statutes  KRS 61.810 – Exceptions to open meetings  KRS 61.815 – Requirements for conducting closed sessions  KRS 61.820 – Schedule of regular meetings to be made available  KRS 61.823 – Special meetings, Emergency meetings  KRS 61.835 – Minutes to be recorded, open to public 48

49.  Open Meetings Statutes  KRS 61.872 – Right to inspection  KRS 61.874 – Abstracts, memorandums, copies  KRS 61.876 – Agency to adopt rules and regulations  KRS 61.878 – Certain public records exempted from inspection  KRS 61.880 – Denial of inspection 49

50.  Open Meetings Open Meetings Statutes apply whenever: 1.A majority of the council or committee is present. 2.Business is discussed even if no action it taken. 50

51.  Open Meetings Regular Meetings Special Meetings Open and Closed Sessions 51

52.  Open Records A “public record” is open to inspection by any persons unless the records are exempted by the terms of the Open Records Act. The Open Records Act ensures that public agencies, including school-based decision making councils and their committees, are accountable to the people they represent. 52

53.  Open Records Statutes  KRS 61.835: Minutes to be recorded – Open to the Public  KRS 61.870: Definitions for KRS 872 to 61.884  KRS 61.872: Right to inspection – Limitations  KRS 61.874: Abstracts, memoranda, copies  KRS 61.878: Certain public records exempted from inspection 53

54.  Records Retention Schedule Permanent Records  SBDM Council and Committee Minutes  Official Correspondences  Budget Allocations  School Council Policies and Bylaws (including amendments/revisions)  Annual School Report (presented to the local board of education)  Annual Financial Audit Report 54

55.  Records Retention Schedule Other Records with Retention Minimums AttachedRetain for: Teacher and Parent School Council Representative Election 3 years after election SBDM Council and Committee Meeting Announcements 3 years SBDM Council and Committee Meeting Notifications 1 year General Correspondences 5 years Budget Expenditure Reports 5 years (destroy after audit) Annual School Improvement Plans 5 years School Council Policy Appeals 5 years Request for Waiver of Board Policy 5 years Request for Professional Development 3 years 55

56.  BREAK 56

57.  “Schools should view developing and intentional focus on cultivating relationships and providing great customer service in schools as the foundational piece for truly making a difference.” Who Cares? Improving Public Schools Through Relationships and Customer Service by Kelly Middleton and Elizabeth Petitt Customer Service 57

58.  Where are your families? What is your school community? Family/Community Engagement ChurchesRestaurantsMallsLocal Colleges RetailBall GamesBanksGovernment and Civic Org. GroceriesMusic VenuesHospitalsCourts 58

59.   Describe  Evaluate  Interpret  Identify Improvement Actions Data Analysis 59

60.  The Unbridled Learning accountability model will be applied for the first time to test scores and other data from the 2011-12 school year. Public school students begin taking the new Kentucky Performance Rating for Educational Progress (K-PREP) tests in reading, mathematics, science, social studies and writing in the Spring of 2012. Students also have participated in end-of- course assessments in specific subjects at the high school level. Scores from these tests, along with data on closing achievement gaps, student academic growth, graduation rates and college/career readiness, will be used to determine school and district accountability designations. Closing Achievement Gaps 60

61.  "Achievement gap" means a substantive performance difference on each of the tested areas by grade level of the state assessment program between the various groups of students including male and female students, students with and without disabilities, students with and without English proficiency, minority and nonminority students, and students who are eligible for free and reduced lunch and those who are not eligible for free and reduced lunch. [KRS 158.649] Achievement Gap 61

62. 62

63.  1.Provide information about the overall academic and social status of Kentucky schools and districts in a format that is useful and accessible to the public. 2.Ensure that all students, regardless of race, gender, ethnic background, disability or socioeconomic status, have access to a rigorous curriculum and get the support necessary to be successful in a rigorous curriculum. 4 Expectations 63

64.  3.Create an environment of high expectations, with administrators, teachers and staff taking ownership for meeting the needs of all students. 4.Create open, honest communication about the work of the Kentucky Department of Education, individual districts and schools with all stakeholders. 4 Expectations 64

65.  Goal #1: Utilize information from school and district report cards when developing focus points for District and School Improvement Plans. Goal #2: Develop district and school improvement plans in such a way that they provide necessary details to encourage student, parent and community participation in student and school improvement efforts. Goal #3: Develop appropriate responses to information provided on report card. Expectation #1 65

66.  Sample Evidence to keep in mind while developing your School Improvement Plan: 1.Prioritize data to emphasize proficiency, gap and group growth. 2.Show how current and longitudinal data from the KDE is utilized to inform decisions. Expectation #1 66

67.  Sample Evidence to keep in mind while developing your School Improvement Plan: 3.Develop Improvement Plans with user-friendly language with clear explanations of terms for public review. Plan developed in ASSIST. 4.Make the Improvement Plan available in several formats that create easy access for all stakeholders. Expectation #1 67

68.  REFLECTION:  Which are you currently utilizing?  What other evidence could you provide to this goal? Expectation #1 68

69.   Provision of increased instructional time in reading, mathematics, other basic skills.  Use of challenging curricula and instructional strategies that engage students' interest, promote inquiry/discovery, and provide students with a sense of satisfaction from their own efforts. Goal #1 Strategies 69

70.   Application of in-depth, appropriate, and ongoing assessments of the performance and progress of each student--including grades, test scores, classroom behavior, extracurricular activities, and conduct--to determine class, program placement, and the types of individual supports should be given. Goal #1 Strategies 70

71.   Decision making based on data collection/analysis, including review of schoolwide data—current/past test scores, course enrollment patterns, and disciplinary actions— including a comparison of the data with those of other students, schools, and areas to help determine what overall school changes are likely to improve student performance. Goal #1 Strategies 71

72.   Highlight the strategies you believe to be most beneficial for preparing your plan.  Can you think of other strategies you might want to consider? Goal #1 Strategies 72

73. TELL KENTUCKY T EACHING, E MPOWERING, L EADING AND L EARNING www.tellkentucky.org 73

74.  TELL Kentucky Home Page www.tellkentucky.org www.tellkentucky.org 74

75.  To View Statewide Results: View the state results by clicking on the blue icon to the right of “Kentucky” 75

76. Summary Results Detailed Results Response Rate To View School or District Results: Click the blue icons to the right of name 76

77. The TELL Kentucky 2011 School Improvement SBDM Training is intended to assist school councils in using their own TELL Survey data, along with data points, in determining action steps to follow towards improving teaching conditions over the next year. Become familiar with your school’s TELL data and Web site Understand the drill down process in order to analyze the data Be able to unpack, disseminate and discuss teaching conditions data to create action items for school improvement Engage in a process to improve teaching conditions in the school for all teachers. Identify council policies which may require revision 77

78.  TELL History  The first TELL Kentucky survey was opened on March 1, 2011. The survey was conducted during the month of March and results were released in May, 2011 to the public.  The next TELL Kentucky survey will open March 1, 2013 with results released to the public in May, 2013. 78

79.  Approximately 6-9 questions asked on TELL Kentucky in each of the nine constructs  The unit of analysis is the school- not any individual  Survey is externally validated and used nationally What Do We Mean When We Talk About Working Conditions? 1.Time 2.Facilities and Resources 3.Community Engagement and Support 4.Managing Student Conduct 5.Teacher Leadership 6.School Leadership 7.Professional Development 8.Instructional Practices and Support 9.New Teacher Support 79

80.  It matters for KIDS!! It matters for teacher retention. Principals and teachers view teaching conditions differently. What We Know About Teaching Conditions 80

81.  “Teacher teaching conditions are student learning conditions.” With the 2008 survey data, the New Teacher Center analyzed the relationship between survey responses aggregated to the school level and student performance as measured by the performance composite (the percentage of students at or above achievement level III/proficient) and whether or not schools met student learning growth targets set by the state. It matters for KIDS!! 81

82.  In examining the correlations between teaching conditions and student achievement, Decision Making, Leadership, Time and Facilities and Resources are significantly correlated with higher school level achievement for elementary, middle and high schools. Higher teacher turnover and the percentage of teachers on lateral entry licenses are correlated with lower student achievement as measured by the Performance Composite. It matters for KIDS!! 82

83. It matters for teacher retention. Teachers with positive perceptions of teaching conditions are much more likely to stay at their current school than are teachers with negative perceptions. The areas of School Leadership and Teacher Leadership had the largest effect on teacher retention. 83

84. Everyone sees things differently, not just administrators and teachers. Elective teachers have different perceptions than core subject teachers. Elementary teachers view conditions separately from high school teachers, and newer teachers have an outlook on their schools that differs from veterans. Principals and teachers view teaching conditions differently. 84

85. There can be many different reasons for this, ranging from ownership to empowerment to specific skill sets. What is critical about this point is the need to open dialogue about this issue and find common ground. Principals and teachers view teaching conditions differently. 85

86. 86 Uses of the TELL Data  as a baseline for improvement  as a way to measure improvement  as a way to help us prioritize our needs to inform our school improvement plan Our goal is to change the teaching conditions in this school for the better, so that teachers want to come to work every day and teach ALL students to achieve at high levels.

87.   School-level student performance- the construct most strongly connected to student performance is Community Support and Involvement, followed by Managing Student Conduct.  Teacher retention- School Leadership and Community Support and Involvement are critical influences on teachers’ future employment plans. Highlights of Some Key Findings 87

88.   New teachers- Many beginning teachers are reporting that supports are in place to help them adjust to their new work environment and enable them to do their best work.  Principals- Principals are positive about district supports and are more positive than teachers about whether conditions are in place across schools. Highlights of Some Key Findings 88

89.   Comparisons to other states- Some aspects of teaching conditions are better than other states, some not as positive. Highlights of Some Key Findings 89

90. Other Findings: Overall, educators are positive about their teaching conditions, for example: (percentages indicate rates of agreement) Teachers have access to reliable communication technology – 95% The physical environment of classrooms in their school supports teaching and learning – 95% The school leadership facilitates using data to improve student learning – 94% 90

91. Other Findings: Overall, educators are positive about their teaching conditions, for example: (percentages indicate rates of agreement) Teachers in this school work in an environment that is safe – 93% Teachers are encouraged to try new things to improve instruction – 92% The school council makes decisions that positively impact instruction (i.e. curriculum and instructional practices) – 86% 91

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94.  Differentiated Instruction is teaching in different ways to maximize each student’s progress by offering learning experiences that meet the students’ varied needs. Differentiated Instruction 94

95.  Differentiated Instruction is teaching in different ways to maximize each student’s progress by offering learning experiences that meet the students’ varied needs. Differentiated Instruction 95

96.  Differentiated Instruction is teaching in different ways to maximize each student’s progress by offering learning experiences that meet the students’ varied needs. Differentiated Instruction 96

97.  Differentiated Instruction is teaching in different ways to maximize each student’s progress by offering learning experiences that meet the students’ varied needs. Differentiated Instruction 97

98.  1.WHO the teacher teaches…… 2.WHERE the teacher teaches……. 3.WHAT the teacher teaches….. 4.HOW the teacher teaches….. Four Classroom Elements 98

99.  WHO 99

100.  WHERE 100

101.  WHAT Curriculum 101

102.  The HOW we teach element is DIFFERENTIATED INSTRUCTION. HOW 102

103.   Vision and Belief  Committees (Record Keeping)  Customer Service  Family/Community Engagement  Data Analysis  Achievement Gaps  TELL  Differentiated Instruction Review 103

104.  What are some ways right now that KDE can assist your advisory council? 104

105.  QUESTIONS 105

106.  Kentucky Department of Education 502-564-3791 Phillip Daugherty, SBDM Consultant Phillip.daugherty@education.ky.gov Judy Littleton, Planning Branch Manager Judith.littleton@education.ky.gov Contact Info 106