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
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School District 91„
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- 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.)
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• 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.)