June 2012 1. Welcome and Introductions SBDM Advisory Council Role in School Governance Vision and Beliefs Committees Open Meetings and Records

June June 20122012

1

Welcome and Introductions SBDM Advisory Council Role in School

Governance Vision and Beliefs Committees Open Meetings and Records

Requirements

Agenda

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Customer Service and Family/

Community Engagement Data Analysis Gap Analysis TELL Differentiated Instruction

Agenda

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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

The World’s

Simplest Quiz

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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

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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

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The Quiz

1. How long did the Hundred Years’ War last?

116 years, from 1337 to 1453

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The Quiz

2. In which month do Russians celebrate the October Revolution?

November (on the 7th) the old Russian calendar was 13 days behind ours.

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The Quiz

3. From which country do we get Peruvian Balsam?

El Salvador, it’s a medicinal herb grown.

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The Quiz

4. Which seabird has the zoological name Puffinus puffinus?

The shearwater. Puffins are genus Fratercula.

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The Quiz

5. From which animal do we get catgut?

the sheep

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The Quiz

6. Where do Chinese gooseberries come from?

They’re a fruit grown in New Zealand known as kiwifruit.

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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.”

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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.

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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.

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The Quiz

10. How long did the Thirty Year’s War last?

Thirty years, of course, from 1618 to 1648.

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Why do Kentucky

schools have councils?

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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

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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

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Why are you here today?

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The Main Responsibility for Every School

CouncilThe 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.

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First rule of holes: When you’re in one, stop digging.

Molly Ivins (1944-2007), columinist, commentator, humorist

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So, what can a

advisory council do? What is its role in

school governance?24

Provide informed,

sound, logical, clear, research-based, visionary

advice. 25

HOW?

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Papa John’s

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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

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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

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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

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

resources.

Vision

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The Inner VoiceThe Unhappy VoiceThe Successful Voice

Vision

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A core belief or value is a set of guiding principles that serves as a basis for decision making.

What do you believe?

Beliefs

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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

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

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

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

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KRS 160.345(2)(c)2-(e)Participation of all interested personsNumber of committeesJurisdiction of the committeesProcess for membership selectionFollow Open Meetings and Records Statutes

Committee Policy

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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

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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

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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

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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

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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

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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.

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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.

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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.

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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

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

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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.

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Open Meetings

Regular Meetings

Special Meetings

Open and Closed Sessions

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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.

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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

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Records Retention Schedule

Permanent RecordsSBDM Council and Committee MinutesOfficial CorrespondencesBudget AllocationsSchool Council Policies and Bylaws (including amendments/revisions)Annual School Report (presented to the local board of education)Annual Financial Audit Report

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Records Retention Schedule

Other Records with Retention Minimums Attached Retain 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 yearsBudget Expenditure Reports 5 years (destroy

after audit)Annual School Improvement Plans 5 yearsSchool Council Policy Appeals 5 yearsRequest for Waiver of Board Policy 5 yearsRequest for Professional Development 3 years

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BREAK

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“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

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Where are your families?

What is your school community?

Family/Community Engagement

Churches

Restaurants Malls Local Colleges

Retail Ball Games Banks Government and Civic Org.

Groceries

Music Venues Hospitals Courts

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Describe Evaluate Interpret Identify Improvement

Actions

Data Analysis

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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

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"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

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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

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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

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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

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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

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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

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REFLECTION: Which are you currently utilizing?

What other evidence could you provide to this goal?

Expectation #1

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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

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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

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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

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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

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TELLKENTUCKY

TEACHING, EMPOWERING,

LEADING AND LEARNING

www.tellkentucky.org

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TELL Kentucky Home Pagewww.tellkentucky.org

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

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Summary

Results

Summary

Results

Detailed ResultsDetailed Results

Response Rate

Response Rate

To View School or District Results: Click the blue icons to the right of name

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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

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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.

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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. Time2. Facilities and Resources3. Community Engagement

and Support4. Managing Student

Conduct5. Teacher Leadership6. School Leadership7. Professional Development8. Instructional Practices and

Support9. New Teacher Support

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It matters for KIDS!!

It matters for teacher retention.

Principals and teachers view teaching conditions differently.

What We Know About Teaching Conditions

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“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.


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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.


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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.

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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.


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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.


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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.

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

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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.


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Comparisons to other states- Some aspects of teaching

conditions are better than other states, some not as positive.


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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%

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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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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

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1.WHO the teacher teaches……

2.WHERE the teacher teaches…….

3.WHAT the teacher teaches…..

4.HOW the teacher teaches…..

Four Classroom Elements

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WHO

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WHERE

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WHAT

Curriculu

m101

The HOW we teach element is

DIFFERENTIATED INSTRUCTION.

HOW

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

Review

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What are some ways right now that KDE

can assist your advisory council?

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QUESTIONS

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Kentucky Department of Education

502-564-3791

Phillip Daugherty, SBDM [email protected]

Judy Littleton, Planning Branch [email protected]

Contact Info

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Documents

June 2012 1. Welcome and Introductions SBDM Advisory Council Role in School Governance Vision and Beliefs Committees Open Meetings and Records