WEBVTT 00:00:05.390 --> 00:00:09.540 Laura Thorne: My name is Laura Thorne and I am the Building Leadership Team Facilitator 00:00:09.540 --> 00:00:11.620 from Southern Local High School. 00:00:11.620 --> 00:00:14.549 Kristy Sampson: I'm Kristy Sampson. I am our Federal Programs Coordinator at Southern 00:00:14.549 --> 00:00:15.779 Local School District. 00:00:15.779 --> 00:00:22.199 Thorne: The role of the Building Leadership Team at Southern Local is basically a forum 00:00:22.199 --> 00:00:29.199 for us to gather data from our TB team meetings, which are teacher-based teams. 00:00:29.199 --> 00:00:37.559 We have members that are facilitators of those teacher-based teams. They are sort of like a department 00:00:37.559 --> 00:00:44.269 head and they attend the Building Leadership Team meetings and bring data from those departments. 00:00:44.269 --> 00:00:47.000 Today we will be discussing Pathway to Proficiency data. 00:00:47.000 --> 00:00:49.789 Thorne [to group]: Do you want to talk about the high school math data? 00:00:49.789 --> 00:00:54.530 Greg Sabbato: We did the 10th grade, the sophomore...the class that's going to be taking the OGT. 00:00:54.530 --> 00:01:01.530 We had 66 students; 43 of them were proficient. We had 12 of them that were on IEPs that were 00:01:02.390 --> 00:01:07.410 under-proficient. So what we did with that data is we decided—we ran a couple pretests, 00:01:07.410 --> 00:01:13.200 we ran two or three OGT test packets and found areas that we struggled in, and then we designed 00:01:13.200 --> 00:01:16.380 the next couple of weeks to hit on those areas in our regular lesson plans. 00:01:16.380 --> 00:01:20.210 Sampson: Throughout our five-step process that we used during the Building Leadership 00:01:20.210 --> 00:01:25.610 Team meetings, the teacher-based teams first have to populate Step 1 of the form, which 00:01:25.610 --> 00:01:32.430 is their data. So they populate that form on an online shared document that the teachers 00:01:32.430 --> 00:01:38.950 can get on, insert their own data. They actually then can move to Step 2 on their own—analyze 00:01:38.950 --> 00:01:44.000 their student data. Then when the meeting actually takes place, all of that information 00:01:44.000 --> 00:01:49.469 is already on the form and the discussion then is focused around Step 3 and 4 of the 00:01:49.469 --> 00:01:54.539 process, where we are looking at specifically what strategies are working, what the students 00:01:54.539 --> 00:02:00.590 are doing, what the adult implementation level is of the strategies that they're using, 00:02:00.590 --> 00:02:03.829 and then we can continue with what are our next steps in Step 5. 00:02:03.829 --> 00:02:09.820 Thorne [to group]: Does anybody else have any student strengths or weaknesses that you 00:02:09.820 --> 00:02:16.700 didn't already identify that you want to add? I can tell you, in the Social Studies 00:02:16.700 --> 00:02:22.810 department we have really, really, really been pushing vocabulary, and we feel like 00:02:22.810 --> 00:02:27.870 it's finally becoming something that our students are strong in. 00:02:27.870 --> 00:02:32.290 Shannon Rogers: We have also been...with the vocabulary we have been making—at least 00:02:32.290 --> 00:02:37.209 I have—making them prove. We did context clues last week and not only just choosing 00:02:37.209 --> 00:02:40.680 the correct answer, but we made them go back into the passage, find the proof, and they 00:02:40.680 --> 00:02:43.610 had to have the evidence. That way we knew they didn't guess on their answers. 00:02:43.610 --> 00:02:48.620 Thorne: Our Building Leadership Team has definitely focused our data collection a lot more and 00:02:48.620 --> 00:02:55.620 focused us so that we are able to provide our staff with professional development that's 00:02:56.260 --> 00:03:00.940 necessary, different things of that nature. Our Building Leadership Team, I would say—at 00:03:00.940 --> 00:03:07.940 first it was kind of confusing because most staff meetings are led by an administrator 00:03:08.099 --> 00:03:14.000 and this was a team that had teacher leaders on it. There are administrators that are members 00:03:14.000 --> 00:03:20.879 of it; our Federal Programs Coordinator is a member of it. But this is a teacher-led 00:03:20.879 --> 00:03:26.790 team; the teachers are making the decisions. As far as the School Improvement Grant, our 00:03:26.790 --> 00:03:33.790 Building Leadership Team even makes the decisions on what monies are going to be spent for what 00:03:33.860 --> 00:03:40.860 programs, as in technology, resources, professional development for our staff—all of the trainings 00:03:41.799 --> 00:03:47.129 that we would need to be able to help our students to be successful.