Freedom Elementary School
Building Leadership Team
January 20, 2016
The Seven Norms of Collaborative Work
Pausing / Paraphrasing
Putting inquiry in the center / Probing
Placing ideas on the table / Paying attention to self and others
Presuming positive intentions
Freedom Elementary Norms
Start and end on time / Active Participation
Limit side bars
Be professional / Come with a positive attitude
Have an agenda
Building Leadership Team
X / Chandra Nuveman / Susan Neumeier / X
X / Kristal King / Jennifer Rope / X
X / Julie Bauer / Mary Barbian / X
X / Holly Bowersock / Miranda Meffley / X
X / Stephanie Ruvoldt / Alison Hedges / X
X / Melissa Sweeny / Angie Meyer / X
X / Jackie Blosser / Shelley Drury
Caryn Timmerman
Facilitator: ______Chandra______
Recorder: ______Julie__Miranda______
Time Keeper: ______Angie______
5-Step Process Checker: ______Missy______
Reflective Questioner: ______Kristal______
Freedom - BLT Agenda – 01/20/2016

Step 1: Collect Common Data ( 5 minutes) TBT cycles data
Grade Level / Strategy / Met Goal
K - sounds a-z and diagraphs / Small group and arc / 16% to 81% met goal
1 – social studies - mapping / Modeling and repeated practice / 11% to 100% met goal
2 – science – force and motion / Hands on / 91% Met goal
3 – math – multiplication with word problems / Graphic organizer / 36% to 89% met goal
4 – math – double digit multiplication / Used a familiar strategy, multiple strategy and lots of manipulative / 3% to 95% met goal
Step 2: Analyze the Data – (10 – 15 minutes)
Strengths:
Every grade level met the goal and each grade level saw great growth
Some of the strategies that are proven highly effective are small groups, modeling, hands on and graphic organizer (4 step model). These strategies and very effective with our SWD population – of the TBT cycles shared today all of the SWD students also met the goal. Another strategy that comes along with our small groups is that a lot of time we are front loading our students so they are learning the content before the whole class instruction takes place – this develops confidence especially with our SWD population
  1. What is/are the area/s and locations of highest need?
White subgroup – we may have a white sub group this year - just need to keep tabs on this group as well as our AA and SWD
Is there a trend?
Small groups are working – we are all using the same format in all grade levels
Use of manipulatives in math is becoming common practice and is having a positive impact on student achievement
  1. Prioritize needs for next step.
Writing is our new priority – the new state tests are asking students to write a multi-paragraph response and we need to better prepare our students Callie will be sharing the RACE format in classrooms next week
Step 3: Plan Support Strategies (15 – 20 minutes)
  1. As the Building Leadership Team, what strategies will we use to support the Building’s needs?
Math tasks are being loaded onto google docs from Cohort 1
BLT members have a conversation with their team about how RACE is working and also make sure that we continue to use the small group format from Cecilia
  1. Determine length and frequency of strategies.
We’ll check on the progress of TBT cycles weekly and have a conversation next month during BLT to see how the cycles are going
  1. What support / training is needed?
More time to work with google docs so lesson plans are easily shared with support staff
  1. How will we know that the support provided is making improvement and what will be our post-assessments?
TBT cycles, agendas and BLT share out of TBTS monthly – we’ll continue to see successful TBT cycles
Step 4: Implement
How will we know that the support strategies are being implemented?
Agendas from TBT meetings
Step 5: Evaluate (10 – 15 minutes)
1.What was our level of implementation? Fully , Partially X__ , Not at All _ .
From last BLT on DORS reports – new classes for 4th grade have been made. We have had a discussion with special teachers about planning a performance/show of the skills that they are learning in class. Kendall and Angie continue to support special teachers especially during 3rd and 4th grade
  1. What we learned (Successes and Obstacles)
The support by Kendall and Angie are effective. We’ll have to give the new classes more time to see if that helps.
3.Our recommendation: (Continue with this strategy for…, Get additional PD, Abandon, Select alternative, Adapt)
If referrals from special classes continue to be high we will look at more training for staff.