WEBVTT

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[Narrator reading on-screen text]

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Hi, my name is Danielle Butler. I'm a Transformation
Specialist with the Ohio Department of Education.

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Today I'm meeting with Dallas Saunders,
Principal of Southern Local Jr. High, High

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School. This is a conclusion of our typical
meeting, so we're going to review all the

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things we've seen in the classroom, his
Indistar evidence, and the things that he

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needs to prepare prior to our next meeting.

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Butler: Classroom rounds. Let's discuss.
Are they still being conducted on a daily...daily?

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Saunders: Yes.

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Butler: Are they current in Indistar?

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Saunders: Yes.

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Butler: What trends are you noticing?

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Saunders: You know, student engagement is
up. One of the things that we've been talking

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about and really looking for is the connection
from previous lessons to future lessons and

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how we are integrating that material. And,
you know...and I think our math department

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is extremely strong in that area, with having
the ability to lay the foundation for some

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of the basic skills that are taught at the
beginning of the year, refresh and remind

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as we progress through the year. That's
an area of strength, especially in that department.

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Butler: What are your focuses for next week's
classroom walkthroughs or instructional rounds?

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Saunders: I think—maybe you can help me
with this—I think that since we're doing

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our testing this week, I'd like to implement
how we're using that data in the classroom

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this week; whether it is... What are your
thoughts? How can we...how can we implement

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the STAR testing and all the information we're
getting into follow-up from the administrative end?

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Is it through differentiation and observing
how we take that data and apply it?

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Butler: How soon will it be analyzed and ready
for teachers?

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Saunders: Probably by Monday morning. When
they're done testing, when they're completed

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testing. So probably this afternoon.

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Butler: So, and your next TBT is Tuesday,
right?

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Saunders: Mm-hmm.

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Butler: I would start there. I would take
that information to the TBTs and see how they...because

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they're not new at this process anymore.
Saunders: Right.

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Butler: They own the data, they actually want
to see how well their students are progressing.

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So I would pose that to them. How...when we
are coming in for classroom walkthroughs,

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what could you be doing or what are the children
doing that is evidence that this data is being

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implemented in the classroom?

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Saunders: Mm-hmm. I can do that.

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Butler: I would pose that question to them.

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Saunders: And one of the other areas that
we talked about at our building leadership

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team meeting was...we're having some difficulty
with short-answer and extended-response questions

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on our state testing. And one of the things
that we decided to do was to make sure that

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we were implementing our extended response
setup when answering those questions, and

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that's a schoolwide concept. So we call
it Rock You and I told our building leadership

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team that we are...that I'll check that.
Anytime we're doing a written response or

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extended response we will use that concept
and integrate it into science, social studies,

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math, everywhere.

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Butler: This concludes our site visit. This
is a typical site visit for a transformation

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specialist and a principal in school improvement.
Today we discussed a specific topic to strengthen

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the school's ability to provide special
education services for those students requiring

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them. We conducted classroom walkthroughs,
we discussed potential professional development,

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looked at the school's data, and planned
for our next visit.

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[Narrator reading on-screen text]

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