Questions from the members on ILT

O'Connell:
question on bell-to-bell teaching...never a moment that there isn't something to do
how do you get buy in?
"buy in is critical":shared leadership model; by consensus, decisions are made
"nearly every grade and subject is represented" at Clark Street this year
bell work on board once the kid walks in, 20 minute presentation, then differentiated instruction, then review (in each period in each subject)

Monfredo:
what are we doing with pre-K, kindergarten, grade 1?
Dibels (formative assessment)letters, reading words per minute, letter and sound recognition
PTO very involved: parents asked to bring a writing prompt to family involvement
double dosing of English and math in middle school? Yes(last year eliminated two English positions and added two math)

Foley:
creating on improved working conditions for faculty
"now the schools are becoming more cohesive"across grade levels-everyone getting a sense of where the school needs to move
(from teachers presenting)"I can find where the good work is going on"
have someone who is not an evaluator come in and "hone the craft" has been very helpful

Biancheria:
"clear focus in teaming and collaborating"
asking if community partners have been involved in getting the focus through the school
Yes, though it varies (Forest Grove doesn't have a community partner per se)

Novick:
How are ILT's initially set up?
volunteering, cajoling, donuts (!)
what data are we using?
some in house at Clark St, along with MAP, MCAS, Dibles
balance of reflection & introspection with bell-to-bell instruction?
"gives more time" says Boone

Presentation on Instruction Leadership Teams

WPS improvement strategy from the Instructional Leadership Teams
Focus on Results aligning instuction with data
Jeff Mulqueen introducing....Mark Williams and Marie Morse (principals of Forest Grove & Clark Street School, respectively)
Clark Street:
12 members of team @ Clark St: "what do we do well and what don't we do well"
reading critically to respond well in writing ("We read. We write. We learn.") : the kids pledge each day
sharing of ideas does not yield competition between teachers; horizontal and vertical
"data-driven assessments and data-driven.."
exemplars and rubrics
8 am ILT meeting in the library tomorrow

Forest Grove:
reading comprehension
Wristbands, skits, dances, cheers
"Focus on Reading Comprehension Everywhere" (yielding, yes, FORCE)
printed on agendas, newsletters, ConnectED
workshops
bell to bell teaching, Cornell notes, and short answer prep
32 different staff members have presented to the faculty
representing district at Focus on Results conference in Pasadena

Boone: break down some of the mystery
observe how the culture shifts when there is collective ownership
sustainable for improving student achievement
"less is more" theory; the less we focus on, the better we do at that.