Board Academic Steering Committee Meeting Report – December 11, 2017

Those in attendance: Toni Billings, Rita Walsh, Debbie McCullar, Dana Howie, Clark Jensen, Walt Wilcox, Rick Skatula, Dirk Andrews, Danna Anderson, Angela Hensley, Angela Coleman, Dave Applegate, Tanya Southerland, Steve Hopkins, Kevin Christopherson

Collaboration/Professional Learning Communities Update

  • To align employee efforts and commitments with the NCSD #1’s Strategic Plan and to improve the performance and capacity of NCSD #1.
  • The purpose of this protocol is to provide guidelines for the deployment of collaboration time.
  • Documents the improvement efforts from April 2016 and April 2017.
  • Guidelines for Collaboration (from the Ad-Hoc)

o Principals /Teachers – Across all of these successful schools there is evidence of several important structures and cultural practices that support collaboration:
o All teachers participate in multiple teams- linked to the school’s strategic improvement plan.
o School leaders gradually release responsibility to teacher leaders.
o Teams serve as an important vehicle for two-way communication.
Teacher leaders serve as connector ensuring that all groups contribute to common school-wide goals.
o Leaders develop a team culture – create and protect meeting time in the schedule, set expectations for how that time will be used, provide protocols and common language, and model norms for productive conversation.
o Teachers also work together to develop their practice.
Teachers frequently seek out peers for advice on classroom challenges. Peer to Peer collaboration
o Leaders consider school culture with each new hire. Seek new staff who are ready to work in a collaborative setting

• Five to fifteen percent (5%-15%) or 105-315 minutes of a classroom teacher’s work week is to be devoted to collaboration.
• Collaboration has been implemented at varying levels at NCSD
• In 2014-2015 an ad-hoc committee made up of teachers, principals, district-level administrators and trustees developed guidelines and language in the Certified Professional Employment Document (CPED) in order to ensure equity and to support the implementation efforts.
• In January 2016, a general survey was given to teachers, tutors and principals in order to receive feedback on the initial implementation of collaboration,
• The feedback in the responses was used as the first step in improving implementation.
• In January 2017, a Solution Tree Professional Learning Community monitoring survey was given to administrators and certified staff in order to receive school-level feedback on the continued implementation of collaboration.
• Feedback in the responses is being used by school teams to improve their professional learning communities. Aggregrated district level feedback was used to determine next steps in improving implementation.
• 2017 Collaboration Survey Review Data – https://www.boarddocs.com/wy/ncsd1/Board.nsf/files/ATUPYJ66C1D2/$file/Collaboration%20Report%20to%20BASC%202017.pdf
School Improvement/District Support Update – Policy & Regulations 6220
• There were nine schools (32%) that showed an increase in performance level, four schools (14%) that showed a decrease in performance level, and fifteen schools (54%) that remained the same. Comparisons to 13-14 school year. – https://www.boarddocs.com/wy/ncsd1/Board.nsf/files/ATVL7Z553F35/$file/8.30.17%20-%20Memo%20to%20board%20WAEA%20SPR%202017.pdf
• Academic Recognition and Support 2016-2017 – Evansville Exceeding status 3 years or more
• Discuss was had about being able to recognize there will likely be changes to school improvement and performance levels due to the closure of 5 schools over 2 academic years. Students and staff are transitioning and will need time to acclimate to their new school environments and work on collaboration/school environments/etc.
• District Assessment Update
• All District Assessments are housed on a District Assessment Website accessible through a link on Infinite Campus. This is to ensure that the assessments are password protected through the teachers’ Infinite Campus Log-In.

ELA

  • 2016-17 District Assessments were written by the Subject Area Committee
  • August 2017 Training and roll out of ELA District Assessments by the Subject Area Committee at each grade level
  • 2017-18 Assessment Validation Year
  • ELA Teachers will give the ELA Assessments throughout the first year based on the following schedule. Teachers will give validation feedback via the link on the website and in the staff news. Assessment Validation Feedback Link. The Subject Area Committee will reconvene May-June 2018 to review the feedback and revise as necessary.

 

Health

  • 2016-17 District Assessments were written by the Subject Area Committee
  • August 2017 Training and roll out of Health District Assessments to K-12 Health Teachers
  • 2017-18 Assessment Validation Year
  • Health Teachers will give the Health Assessments throughout the first year based on the following schedule. Teachers will give validation feedback via the link on the website and in the staff news. Assessment Validation Feedback Link. The Subject Area Committee will reconvene May-June 2018 to review the feedback and revise as necessary. The reporting schedule does not contain specific dates because each school teaches the Health Curriculum in a different manner within the master schedule.

• Bring back the grid that shows the representation of assessments within the District
• Continual understanding and reminder of the guidelines and productivity of assessment within the district
• Articulation committees were started last year – 2016- 2017 – Articulation Committees
o Math Articulation Committee Agenda and Minutes
o ELA Articulation Committee Agenda and Minutes
o Health Articulation Committee Agenda and Minutes

• Additional discussion on articulation will occur next meeting.

The next Board Academic Steering Committee Meeting is scheduled for January 8, 2018 at 3:00 p.m.

 

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