Notes-+Nov.+5,+2009

Feeder Pattern Meeting November 5, 2009 Facilitator- Terry Henderson Note Taker- Laura Ware Process Person- Tina Sanders What is evidence of progress? Progress made since September meeting: · Shared results with faculty at elementary and middle school of dropout rates · Shared individual names of students · Teachers began to take ownership of their responsibility for these students at the elementary level · The beginnings of a mentor program are emerging. · High school had goal setting for students that have not passed the graduation exam. Teachers were chosen by the students to check on students’ progress. · Tracking tool for students in the individual schools · All schools looked at assessment results by subgroups and targeted students based on those scores and subgroups. · Counseling connection from test scores to real world; relating how decisions in school affect how you perform in the real world has been implemented at Concord and Hueytown. · There has been a bridge in the ownership and accountability across the feeder pattern from 12 – K.  Examining our feeder pattern work at multiple levels · How does our work affect student learning? · Example of goal setting with individual students for testing: o We need to follow up on an ongoing basis. o We need to try and target the student weaknesses that are interfering and equip the student with what they need to improve. o The conversation needs to be about more than just the score. o How do you implement a practice where the interferences are addressed and not just the scores? Ideas from meeting: · Let students or teachers present what is up ahead to the students and/or teachers below. Example: Middle school teachers come and talk to elementary students and voice expectations. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Team teachers from elementary and high school or elementary and middle school for a mentor process. <span style="font-family: Wingdings; mso-ascii-font-family: Garamond; mso-char-type: symbol; mso-hansi-font-family: Garamond; mso-symbol-font-family: Wingdings; msoasciifontfamily: Garamond; msochartype: symbol; msohansifontfamily: Garamond; msosymbolfontfamily: Wingdings;">J <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Turn tracking tool into a “growth plan” for individual students. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· We need learning for adults as much as we need learning for our students. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· When data becomes personal, it takes on a different perspective. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Ask each student at the end of the day, “What did you learn today?” This could easily be done in each teacher’s classroom at the end of each day/class. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Iceberg Concept: We often just address the tip of the iceberg. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· A mentor program is key in faculty members making connections and addressing individual weaknesses. Elementary and middle schools could facilitate the process that the high school has in terms of looking at student scores and having students choose a mentor teacher. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Parent Academy- Communicate to parents how to help their child based on their academic weaknesses. This could be done across the feeder pattern. Next Steps: <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Teachers will participate in walk throughs at feeder pattern schools. <span style="font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o All teachers and administrators will participate in a walk through at another school within the feeder pattern. (eventually <span style="font-family: Wingdings; mso-ascii-font-family: Garamond; mso-char-type: symbol; mso-hansi-font-family: Garamond; mso-symbol-font-family: Wingdings; msoasciifontfamily: Garamond; msochartype: symbol; msohansifontfamily: Garamond; msosymbolfontfamily: Wingdings;">J ) <span style="font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o A look for sheet will be utilized. <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ Each principal must communicate with their staff and get input on what look fors they would want others to look for when they visit their classrooms. <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">§ The feeder pattern committee will then compile the look fors into a question and feedback sheet. <span style="font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o Purpose is to communicate routines and procedures at various schools and develop an understanding of shared language across the feeder pattern <span style="font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o A schedule will be developed by the administrators at the schools to include all teachers. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Need to work on: <span style="font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o What will the result for students be that should come out of the walk through process? Feeder Pattern Committee Members Present: Melissa Pierce HES Tina Sanders HES Katina Cephus HES Renae Roszell CES HES David Foster CES Lynn Lett CES Gayle Gober HHS Sandy Roth HHS Marlee Neal HHS Carolyn Fain BS Deborah Clark BS  Carolyn Thomas BS  Blake Frazier FED PROGRAMS Terry Henderson HES Brett Kirkham HMS Angela Lindsey NHES Laura Ware NHES Kandy Streety NHES Members not able to attend: David Abbott HMS Valissa Bevis HMS David Sellers HHS