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HomeMy WebLinkAbout2012_08_14-15 Board MinutesBOARD OF TRUSTEES — SPECIAL WORK SESSION JOINT PRINCIPALS' MEETING HILTON GARDEN INN — 700 LINDSAY BLVD., IDAHO FALLS, ID 8:00 A.M. — 4:00 P.M. AUGUST 14 & 15, 2012 Present from D91 Board of Trustees: Present from D91 Administration: Dave Lent, Chairman Superintendent George Boland Lisa Burtenshaw, Vice Chair Lisa Sherick, Assistant Superintendent of Elementary Education Deidre Warden, Treasurer Trina Caudle, Assistant Superintendent of Secondary Education Larry Haws, Clerk Gail Rochelle, Director of Student Achievement & School Improvement Brian Hillman, Trustee Carrie Smith, Director of HR & Finance Camille Wood, Director of Technology Services Margaret Wimborne, Communications & Community Engagement Debbie Wilkie, Recording Clerk Building Administrators in Attendance: Diana Molino, Sarah Sanders, Dave England, Mike Marshall, Lance Lindley, Kelly Coughenour, Tammi Utter, Kris Smith, Dona Applonie, Terry Miller, Natalie Clement, Robin Busch, Randy Hurley, Aaron Jarnagin, Haley Baker, Matt Hancock, Scott Miller, Bill Cairns, Jeff Sanders, Heidi Crouch, Chad Martin, Kathy Smith, Vince Howard, Shelly Smede, Matt Bertasso and Michael Jacobson. John Murdoch Jr was excused for military duty and represented by Dave Webster the school counselor. A group photo was taken and introductions were made prior to the presentation given by Chairman Dave Lent about synergy and visionary leadership. A discussion was held regarding the shift necessary to make a system- wide change to develop a culture that empowers, instruction that engages and technology that enables. Chairman Lent closed by expressing the board's appreciation for everything this group does every day for the district stating that together we can make this happen. Board members joined district and building administrators, as their time permitted, during the two day retreat for discussions and activities that helped identify a common focus, based on our data, for improving student achievement and preparing students to become college and career ready. A written summary of the meeting, created by Margaret Wimborne, is attached. 08/14-15/2012 District 91 Board Minutes Page 1 of 1 :.: 4 i» ` '. •Idaho galls School District 91„ ca`. A WbrW Ouss Education - Our Vision - • Culture that empowers • Instruction that engages • Technology that enables - Our Skinny - - Purposeful collaboration based on relevant data to improve student achievement • Engaging Instruction • Technology as a Tool - Our Goals - Raise the bar, close the gap 1. Each school will improve achievement for all students while closing achievement gaps for identified student groups, with particular focus on sub -populations. Empower school leaders 2. Idaho Falls School District 91 will be account- able for developing essential leader, teacher and staff competencies and optimizing all resources to achieve each school's strategic goals and outcomes for student success. Build strong communities 3. Idaho Falls School District 91 will create opportunities for parents, community and business leaders to fulfill their essential roles as ac- tively engagedpartners in supporting student achieve- ment and outcomes for stu- dent success. Support excellent teaching 4. All teachers will engage every student in meaningful, authentic and rigorous work through the use of innovative instructional practices and supportive technologies that motivate students to be self- directed and inquisitive learners. Measure achievement 5. Idaho Falls School District 91 will develop and implement a balanced assessment system that accurately reflects student demonstration and mastery of the Common Core State Standards for Literacy and Mathematics. Create lueh-achieving schools 6. Idaho Falls School District 91 will provide intensive support to schools that are in school improvement and re- structuring status as identi- fied by state accountability measures. Retreat In Brief — Words, Notes & Notable Quotes — gall, 2012 The Skinny - The essence of something. Ie: The fewest number of key things leaders have to address in order to get substantial improvement. Defined Autonomy - The expectation that building principals and other district administrators lead within the boundaries defined by the district's goals. Ie: Building leaders must lead within the confines of the nonnegotiable district goals for achievement and instruction and the constraints those goals place on principal leadership autonomy at the school level. Technical vs. Adaptive Challenges — Technical problems are ones in which current knowledge is suf- ficient to address the problem; adaptive challenges are problems that are more complex and go beyond what we know. Adaptive work is more difficult, more anxiety producing and takes more time. Coherence -Making - Change processes that help connect elements of reform so that groups gain shared clarity and shared commitment. Implementation Pip - The inevitable bumpiness and difficulties encountered as people learn new behav- iors and beliefs. Moral Imperative - It is a deep commitment and corresponding strategies essential to realizing our goal of "Raising the bar and closing the gap "for ALL students. Purposeful Abandonment — The deliberate act of abandoning those things that aren't essential to achieving our goals and vision. le: Identify what is important. Eliminate everything else. Collaborative Competition — A growing movement in which networks ofschools compete with each other to do better, and then share what they have learned in the spirit ofpursuing moral goals like improving student achievement. Ready, Fire, Aim • Focus on the rightpriorities • Attend to relationships, but get action sooner and treat it as a learning period • Go light on judgment Technology -A manner of accomplishing a task using technical methods or knowledge. SAM -A model used to guide teachers as they inte- grate technology into schools and classrooms. • Substitution - Technology acts as a direct tool sub- stitute, with no functional change • Augmentation - Technology acts as a direct tool substitute, with functional improvement • Modification - Technology allows for significant task redesign • Redefinition - Technology allows for the creation of new tasks, previously unconceivable - Quotes - The size and prettiness of the plan in inversely related to the quality of action and the impact on student learning. - Reeves 2009 There is evidence that schools are well served by one-page plans that are clearly focused and sufficiently simple so that all participants in the process understand their role in executing the plans. - Reeves 2009 The rule of thumb here is that if you want to challenge someone to do better, you'd better build a relation- ship first. - Fullan 2011 The one factor that stands out as twice as powerful as any other factor with respect to the principal's impact on student outcomes is the extent to which he or she participates as a learner in helping teachers figure out how to improve instruction. - Fullan 2011 - Star Ratings - Idaho's new accountability sys- tem to determine school perform- ance. Star ratings are based on student proficiency, student aca- demic growth, student growth to proficiency, and postsecondary and career readiness metrics such as graduate rates, enrollment in and completion of advanced courses and scores on college entrance exams. • Student Growth Percentiles or SGP: A normative measure. It compares students with other like - performing students across the 1 Star - < 39 2 Stars - 40-53 3 Stars - 54-66 4 Stars - 67-82 5 Stars - 83-100 percentile score such as 70th per- centile that tells the student that they scored better than 69 percent of students who had scores like them in the previ- ous year in the state. (The SGP will also be used as the basis for the state's Pay -For -Performance Plan, along with achievement.) Lew n1n9 61 ZIo; rt9 - bu_ �iLtr • Adequate Student Growth Per- centiles orAGP: A criterion, refer- enced measure relative to proficiency. It measures how far away from proficiency a student is and answers: "How much growth would a student have to make to reach proficiency in three years or by 10th grade?" A student can make 70th percentile growth and still not meet AGP goals. • Mediation Student Growth Per- centile or MGP: A median of SGPs within a particular group of inter- est, ie: a school, minority students within a school, etc.)