1. July 2014 1 SBDM Advisory Council Training

2. Agenda 2 Welcome and Introductions Objective Quiz What SBDM Councils Do Advisory Council Role in School Governance Vision and Beliefs

3. Agenda 3 Council Policies Committees and Consensus Customer Service and Family/ Community Engagement TELL Data Analysis Gap Analysis

4. Objective 4 To assist Fleming County High School’s Advisory Council in reviewing and establishing their role with SBDM and in preparing for the reinstatement of full school council authority.

5. The World’s Simplest Quiz 5

6. The Quiz 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?

7. The Quiz 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?

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

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

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

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

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

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

14. The Quiz 14 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.”

15. The Quiz 15 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.

16. The Quiz 16 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.

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

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 22 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.

23. Summary of School Council Work Develop and Adopt School Council Policy Make Budgetary Decisions Analyze Data, Develop a Needs Assessment, and Plan Professional Development Select a Principal Determine the Primary Program for Elementary Schools Adopt an Emergency Plan 23

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

25. Molly Ivins (1944-2007), columinist, commentator, humorist 25 First rule of holes: When you’re in one, stop digging.

26. Provide informed, sound, logical, clear, research-based, visionary advice. 26

27. HOW? 27

28. 28 “You cannot swim for new horizons until you have courage to lose sight of the shore.” ― William Faulkner

29. Comeback Stories 29 Walt Disney was told a mouse would never work and was fired by a newspaper because “he lacked imagination and had no good ideas.” Its also reported that while unemployed and unable to pay rent, he resorted to eating dog food. Elvis Presley was fired after his first performance and was told by the manager of the Grand Ole Opry “you aint goin nowhere, son. You ought to go back to drivin’ a truck.” The Beatles were dropped by their record label after recording 15 songs and told “we don’t like their sound, and guitar music is on the way out. They have no future in show business.”

30. 30 Oprah Winfrey was told she was “unfit for TV” when she was fired from her first TV job as a reporter. J.K. Rowling was a single mother on welfare when she wrote Harry Potter. Steven Spielberg was rejected from film school… three times. He eventually attended a different school before he dropped out and became a director.

31. What will Fleming County High School’s Comeback Story look like? 31

32. School Governance 32 School Councils, including the Advisory Council, are part of the school governance. However, the full authority of the school’s governance rests with either the Commissioner of Education or the district Superintendent. KRS 160.346(3)(a)4

33. Vision 33 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.

34. Vision 34 1. Vision starts from within. 2. Vision draws on history. 3. Vision meets others’ needs. 4. Vision helps you gather resources.

35. Vision 35 The Inner Voice The Unhappy Voice The Successful Voice

36. Beliefs 36 A core belief or value is a set of guiding principles that serves as a basis for decision making. What do you believe?

37. School Council Policies A policy is more than just a document. It is the guiding structure of how any given entity is organized and functions. In the case of SBDM, school council policy dictates the way the school operates. These policies guide the school. 37

38. It is important to note that the school council develops and adopts policy; however, the principal, with the teachers and other staff, implement the policy. School councils are not involved in the day-to-day operations in the school. 38

39. Required Policy Areas 39

40. BREAK 40

41. 41

42. Committees 42 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]

43. Committees 43 Committees can work on a variety of tasks 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

44. Committees 44 Committees come in two forms: standing and ad-hoc. Standing committees work with standard issues on 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.

45. Committees 45 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?

46. Committee Policy 46 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

47. Committee Charge 47 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.

48. Committee Charge 48 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.

49. Consensus 49 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.

50. Consensus 50 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.

51. Consensus 51 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.

52. 52 If you think you’re a leader, and no one is following you, then you’re only taking a walk oAfghan Proverb

53. Customer Service 53 “Schools should view developing an 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

54. Is Your School Friendly? Family Friendly School Checklist Already doing this: 4 Could do this easily: 3 This would take some time: 2 This would be really hard: 1 54

55. Is Your School Friendly? Family Friendly School Checklist A70-80You’re a Family Friendly School! B60-69With a little more work, you’ll be there. C50-59Focus on the easiest areas, and then tackle the harder ones. D40-49You may need outside help. Pull together an action team. 55

56. Reflection: What are the barriers for family and community engagement at your school? How can you address these as a school council member? 56

57. Family Engagement Policies and Plans Research shows when schools work together with families to support learning, children are inclined to succeed not just in school but also throughout life. Participation of families is critical throughout a child’s entire academic career. 57

58. Alphabet Elementary School’s Parent Involvement Policy Strengths? Loopholes? Limitations? 58

59. Family/Community Engagement 59 Where are your families? What is your school community? ChurchesRestaurantsMallsLocal Colleges RetailBall GamesBanksGovernment and Civic Org. GroceriesMusic VenuesHospitalsCourts

60. TELL KENTUCKY T EACHING, E MPOWERING, L EADING AND L EARNING www.tellkentucky.org 60

61. TELL Kentucky Home Page www.tellkentucky.org www.tellkentucky.org 61

62. TELL History 62 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 most recent TELL Kentucky survey opened March 1, 2013 with results released to the public in May, 2013.

63. 63  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 Support and Involvement 4.Managing Student Conduct 5.Teacher Leadership 6.School Leadership 7.Professional Development 8.Instructional Practices and Support 9.Overall

64. What We Know About Teaching Conditions 64 It matters for KIDS!! It matters for teacher retention. Principals and teachers view teaching conditions differently.

65. It matters for KIDS!! 65 “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.

66. It matters for KIDS!! 66 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.

67. 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. 67

68. 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. 68

69. 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. 69

70. 2013 TELL Survey Data for Fleming County High School 70

71. Current 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 – 85.9% Teachers are encouraged to try new things to improve instruction – 95.2% Overall, Fleming County is a good place to work and learn – 84.1% (up from 77.8% in 2011) 71

72. 72

73. 73

74. BREAK 74

75. Data Analysis 75 2012-13 Fleming High School Report Card

76. Achievement Gap 76 "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]

77. 77

78. 4 Expectations 78 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.

79. 4 Expectations 79 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.

80. Expectation #1 80 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.

81. Expectation #2 Ensure that all students, regardless of race, gender, and ethnic background, disability or socioeconomic status, have access to a rigorous curriculum and get the support necessary to be successful in a rigorous curriculum. 81

82. Expectation #2 Goal 4: All schools and districts will foster the development of environments that result in respect of all socio-cultural differences. Goal 5: engage in collaboration with parents and community members to address the academic and social (environmental) needs of the school and its students. 82

83. Expectation #3 Create an environment of high expectations, with administrators, teachers and staff taking ownership for meeting the needs of all students. 83

84. Expectation #3 Goal 6: Utilize available Interventions Research provided by the KDE or other agencies. Goal 7: Reinforce the implementation of professional development at all levels. Goal 8: Administrators and teachers should be intentional about changes to help students in the classroom. 84

85. Expectation #4 Create open, honest communication about the work of the Kentucky Department of Education, individual districts and schools with all stakeholders. 85

86. Expectation #4 Goal 9: Provide open communication with all stakeholders on the details of the new reporting system. Goal 10: Collaborate with the media outlets to educate the public on new process and its purpose. 86

87. Next Steps Strategies that the school has already implemented with fidelity. Strategies that have been considered in the past and currently are not being implemented. Strategies that need to be researched as options. 87

88. 88 REFLECTION: Which are you currently utilizing? What other evidence could you provide to this goal?

89. Review 89 Vision and Belief Policies Committees Customer Service Family/Community Engagement TELL Data Analysis Achievement Gaps

90. What are some ways right now that KDE can assist your advisory council? 90

91. QUESTIONS 91

92. Contact Info 92 Kentucky Department of Education Zack Marinelli, SBDM Program Consultant zack.marinelli@education.ky.gov 502-564-3791 ext 4007