LIMA NORTH MIDDLE SCHOOLBLT

DATE: 2/17/16

Coll

Norms to Guide Our Work:Start and end on time Take phone calls away from the work

Ensure everyone has a voice Work towards consensus so implementation can succeed

Monitor side conversations

Grade Level Team MembersJulie Stewart x

Teresa GantzJackie Boatman xAmy Boley xKim Myers x

Elizabeth Sides xBrian Mears x

Denise Kruse x Trent Miller x

Lindsay Sullenbergerx

Michelle Roberts x

Agenda Notes

Meeting Objectives:

1. PBS Share out2. Share out Math Solutions informal assessments3. Article – “Oops! The Value of Mistakes, Failures, and Wrong Turns”4. 2nd Quarter TBT data5. TBT exit slips6. What does BLT need from DLT?

Facilitator: Julie

Timekeeper: Kim

Note Keeper: Jackie

5 Step Process Checker:

Reflective Questioner:

Chair:

1. PBS Share out Meets next Tuesday -

2. Share out Math Solutions informal assessments:

MyersSidesKruseBoatman

Myers – running recordsSides – checklistKruse – running checklist (google drive)Boatman – checklist (google drive)

3. Article – “Oops! The Value of Mistakes, Failures, and Wrong Turns”

4. 2nd Quarter TBT data

5. TBT exit slipsSee info below

6. What does BLT need from DLT? TBT needs to know about 4th quarter assessments – when will they be given to staff. ELA has been given (topic)

Step 1: Collect and chart adult implementation and student performance data

Data is available from all TBTs for all students and subgroups

Analysis is done Data provided prior to

meeting

Data is available from the BLT and/or building personnel

Analysis is done Data provided prior to meeting

What data have been collected by:TBTs?BLT Members or building personnel?

Step 2: Analyze adult implementation and student performance relative to the data

Determine overall student strengths and areas of concern by grade levels, subject areas, etc.

Are there patterns, trends and urgent needs?

Identify points of possible replication, e.g., high performing grade/subject areas, strong performance in skill/content areas, etc.

Determine overall adult performance strengths and areas of concern by grade levels, subject areas, etc.

Are there patterns, trends, and urgent needs?

Identify points of possible replication, e.g., high performing TBTs, effective instructional strategies, etc.

Develop feedback to TBTs relative to:

Growth/areas of concern in student performance

Growth/areas of concern in adult performance

Grade-levels, subject areas that may be worthy of replication

Specific professional development/support that the district or building will provide

Expectations for improvement/changes

What does the data tell you about the students’ learning and adult performance within and across grade levels, subject areas?Step 3: Review and/or refine the building focused action steps relative

Develop or refine the following if needed: Adult implementation indicator(s)/”look fors” Student performance indicator(s)/assessments(s) used

to the data and TBT needsWhat changes to the plan need to be made to ensure fidelity of implementation and desired results?Step 4: Establish building-wide implementation and monitoring actions/tasks for Step 3.

Develop or refine actions steps to implement/maintain/monitor professional learning based on building and TBT data and/or instructional needs – aligned to plan, job embedded and ongoing, differentiated based on student and adult data

Administrator walk-throughs are tied to the strategies/actions

Determine how the BLT will execute the action steps/tasks

Determine how and when feedback is provided to TBTs (see Step 2)

What does the DLT/CSLT need to change to ensure district-wide implementation?What will administrators observe in the classrooms?Step 5: Define adult and student data for review at next meeting

Everyone comes with the data ready

Best practices shared from TBTs that had high student results on post-test

Includes pre data and post for all students and any subgroups

Data from TBTs provided on common form

What does the post-data look like? What proved to be successful?

Teams Rubric/Support needed

Boley 6th ELA

Finishing step 5, pre-test 24% in blue/green, 42% posttest…a lot of growth, posttest was very rigorous. Strategy – setting objectives and providing feedback, used graphic organizers also. Give students feedback with rubric and have them rewrite them during academic assist. Cite evidence is where most students did not do well.

Roberts 5th ELA

Opinion writing and point of view – step 1, pretest, have work to do; conversation about not everyone needs to be in exact date to give posttest….just one final date that all data needs to be brought to team. Full implementation, had samples and lesson plans. Lengths of posttest – overwhelming but needs to be done so that they are prepared for end of year test.Next year – figure out how to have silent reading in your ELA block? Something to look at?

Myers 5th

Math

Create next assessment – frustrated since they can’t create it on connect ed and share it. Julie will meet with Cathy tomorrow to see where support is needed. Coordinate grids. All members on same page and closing gap on curriculum map. Final data posttest next Wednesday. Aleks going well need to clean up class lists.

Kruse SCI/SS

Chunking – website: shows self-reflection – learning sciences international. Using it to guide lesson plans. Science – non-linguistic, no samples, no lesson plans, all have different representations of what the standards mean. Conversation about what worked in the classroom that was finished – frequency of using non-linguistic every day. Science blueprint – need to look at this because of end of year testing – what needs to be covered more heavily this year.Social Stds – chunking with think, pair, share…looked at what students needed to know because of overwhelming abundance of information. Used tbt and old assessments…will look at the blueprint at next tbt meeting.Since ahead – is there any tbt that needs to be re-taught?

Sides 6th

Math

Good on pacing calendar, different parts of teaching ratios. Waiting on one to posttest inequalities, waiting on one to administer pretest on ratios. Step 5 – inequalities – not as much growth as we wanted to will work on this during academic enrichment time. Decision making strategy, partial because did not have all of data

Sullenberger Focus

Health/PE – pretest, scaffoldingStep 5 – Art/Music – graphic organizers…all classes showed growth