5:35 pm
Setting the stage and Introduction of Protocol: Michael (5 minutes)
5:40 pm
Introduction of Principle 2 and Indicators: Asha (3 Minutes)
Principle 2: Ensure that teachers are effective and able to improve instruction by:
A. reviewing the quality of all staff and retaining only those who are determined to be effective and have the ability to be successful in the turnaround effort;
B. preventing ineffective teachers from transferring to these schools; and
C. providing job-embedded, ongoing professional development informed by the teacher evaluation and support systems and tied to teacher and student needs.
Indicators
· Professional development is aligned with identified needs based on staff evaluation and student performance.
· School provides all staff high-quality, ongoing, job-embedded, differentiated professional development.
· The school sets goals for Professional Development and monitors the extent to which staff has changed practice.
5:43 pm
School-by-school presentation of self-assessment, next steps, and goals related to principle 2 and indicators (5 minutes for per school) Clarifying questions from Board (2 minutes following each school) (approximately 30 minutes total)
6:13 pm
Board discussion & reflection on presentations (10 minutes)
6:23 pm
Roundtable conversation by Schools/District regarding what they heard from the board (5 minutes)
6:28 pm
BREAK
6:40 pm
Introduction of Principle 3 and Indicators: Asha (3 Minutes)
Principle 3: Redesign the school day, week, or year to include additional time for student learning and teacher collaboration.
· The school monitors progress of the extended learning time programs and strategies being implemented, and uses data to inform modifications.
· The school has established a team structure for collaboration among all teachers with specific duties and time for instructional planning.
6:43 pm
7:13 pm
7:23 pm
7:28 pm
7:40 pm
Introduction of Principle 7 and Indicators: Asha (3 Minutes)
Principle 7: Provide ongoing mechanisms for family and community engagement.
· The school’s key documents (Parent Involvement Policy, Mission Statement, Compact, Homework Guidelines, and Classroom Visit Procedures) are annually distributed and frequently communicated to teachers, school personnel, parents (families) and students.
· The school’s Compact includes responsibilities (expectations) that communicate what parents (Families) can do to support their students’ learning at home (curriculum of the home, with learning opportunities for families to develop their curriculum of the home).
· Parent (family) representatives advise the School Leadership Team on matters related to family-school relations.
· The School has engaged parents and community in transformation process.
7:43 pm
8:13 pm
8:23 pm
8:28 pm
Board review of protocol and process
8:35 pm
Recess to Executive Session
8:50 pm
Adjorn