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School Improvement Monitoring Meeting

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Meeting Notes
Purpose and overview- Ron Morris
First of two meetings
SIP Plan Overview
Reading
Guided Reading PD for 1-3
Collaborative Planning
Differentiated support
Helping teachers looking long and hard at classroom structure
Teachers need classroom management to have transitions and independent work
Data discussions
Just beginning to teach teachers formative assessments during guided reading
Math
Cross grade level observation
Instructional Team
Level changes based on data
Dr. Hickey asked for clarification- Heather mentioned the protocol teachers are aware
Maisha- what were teaching should be from Canvas
Caroline Walker- suggested planning with team from central office
Susan- spoke to using CO human resources resources
Staff engagement
Rebecca
Student engagement
Book cart
Ron- any concerns about students not being able to afford?
Ron- other schools using tickets to purchase a book
MAP ELA benchmarks
Caroline Walker
Ron- why is 4th grades growth more?
One reason- 4th grade does goal setting
Ron- is goal setting documented, is there a way administratively that you know that all students
are involved in the goal setting
Susan- 14 kindergarten moved from supportive reasoning (Ron asked what that was- lli)
Dr. Hickey- clarification if this change was new for this year or not.
Susan- first graders coming out of reading recovery are supported by the title one tutor
Maisha- while those students were served, we didnt have enough staff to serve kids. It would
help if we can
MAP MATH benchmarks

Caroline- 52% of students are aa


Ron-are there any discrepancies in males and females?
Ron- while we are away from the county benchmark, we are dead on in the expected growth.
Sometimes reading the benchmark target helps
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Caroline- what does the bell curve look like
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Ron- if we have two classes with a similar profile of student and determine which teachers need
to improve on their instruction
Access to Above/GT
1. picked from map scores and SLO conference

2. Ron- are the conversations occurring individually? are conversations occurring around data?
Sometimes, if we look at the names of kids you may made a different decision than if you
looked just at the data
g. Gallup
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Ron: If you are able to make .2 increase that is huge
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Caroline: especially if its something that you
h. Professional Development
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Culture proficiency
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Dr. Hickey- reminder that self assessments are not
i. Framework for teaching questioning
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Ron- liked the audio recording activity
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Dr. Hickey- peer observations
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Gifted student- want the language of talent spotting verses characteristics of gifted students.
A Gifted student
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Judith- we should celebrate the completion of Aleishas book club
j. Collaborative planning
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Ron- good, when should we do it more, how often
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Maisha- hopefully a master schedule
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Ron- likes the I can statements and the kids being o articulate the purpose of their lesson, a
layer of accountability
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Caroline- weekly planning is super important
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Ron- whats the current structure of weekly planning
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Heather- each team has two days of planning
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Ron- 55 min- before school, after school, and 30 min recess time (administrative time)
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Maisha- building capacity of the team leader
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Caroline- what skills to teachers have to have to use a better master schedule- team leaders,
teachers, what do they need to have done
1. What this looks like: basic planning structures, moving towards understand by design look at
desired results, how do you assess this, and then look at student work.
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Ron- you def want to make sure you clearly define your pip time.
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Maisha- providing departmentalization
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Judith- Talk about teaching class, also a book http://www.amazon.com/Talk-About-TeachingProfessional-Conversations/dp/1412941415
k. Data Monitoring
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Special ed- still a huge shift, Judith and Rebecca agreed that our special educators need
assistance with data monitoring
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Ron- Are special ed students serviced by reading specalists? Rebecca-very little
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Caroline- how are interventions monitored? Heather- its an area of growth
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Ron- is there a regularly standing meeting to discuss students who are struggling. Maisha and
Heather- monthly, but its not functioning as effectively as it should. Caroline offered to provide
support for this. Rons question- is there a master list of students receiving interventions? No.
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Maisha- is ESOL an intervention? Caroline: By law, it is a intervention. You need to help ELL go
from where they are and where they need to go.
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Ron- you dont want to have kids who are lifelong interventions.
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Ron- data monitoring is three- struggling, SST/IIT, team level chats. What about where you look
at the whole school? Almost like what were doing right now. Maybe at the ITL meeting, look for
school wide trends.
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Caroline- data management seems like an area where we need to grow. At ITL meetings. There
is a need for structures.

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Areas of Need
UDL for the school building-access Laurie Silver
Plan for bringing in little bits. Working with SES through the course of the year.
Next Steps
Erica Aument-coming to support Swansfield
Data Process/Management-Schoolwide, Intervention, Individual Students-bringing this to
classes
PIP time-use more effectively
Identification of Interventions-release, etc.
Look at instructional practices that engage students-making sure students are having dialogue,
working collaboratively, involvement, etc. These practices will affect no matter who the student
is.
Cultural Proficiency-Relationships with students & Believing in students
Keep it simple. Use good teaching practices. Care about kids.
Classroom Instruction = #1
Being intentional about reaching out to those families that are harder to reach
Model at Stevens Forest-Very intentional in tracking. There was a team, a list, and
responsibilities.
Electronic sign in sheet-go back and look at who came. Who came and who did not come?
Making phone calls. Having a plan in place to address and reach those harder to reach
families.