+Angela Byrd-Wright, Principal Lindsay Middle School (Hampton City Schools)

SURN Leadership Academy June 23 Round-table Discussions

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+ CIA Professional Development Initial Proposal

PURPOSE: School Resident Experts will demonstrate classroom strategies that are research- based best practices that have resulted in significant growth gains in our students. PROFESSIONAL DEVELOPMENT AREAS: o Charles Jones - Social Studies Strategies o Paige Parker - How to Support the Core as a PE/Elective Teacher o NancyDiggsand Reginald Crawford - Science Strategies o Stephanie Roe - Math Strategies o Emily Kelly - Interactive/Hands-On Activities Stations o Mary Johnson - Discipline o Natalie Clark - Reading Strategies o Sonya Gordon and Diane Foster - Writing Strategies o Christina Grady - Technology Integration o Maria Torrens and Paige Davis - Working with the ESL population o Paula Brown - Creating and designing rigorous assessments PRE-SERVICE ACTIONS (Conducted the week of August 20th): o Instructional Staff rotated to four one-hour long sessions using Google Drive to sign-up.

The to each hour long session using the Google Drive link. o At the conclusion of PD, an evaluation was provided to staff in order to provide feedback

to RE to help them plan for future sessions.

+ CIA Professional Development Training & Implementation

YEAR-LONG INSTRUCTIONAL STAFF PROFESSIONAL DEVELOPMENT: o Resident Experts will provide on-going professional development sessions

throughout the year to reinforce the laser focus of CIA. o PD sessions were held after school for an hour (4 5 pm) September 11, November

13, January 26 [during the day for PLC Division-wide PD], March 12, and April 16. A link through Google Drive will be provided to sign-up prior to each session. An evaluation was provided after each session to help plan for future sessions.

YEAR-LONG LEADERSHIP PROFESSIONAL DEVELOPMENT: The Instructional Leadership Team and CIA Resident Experts engaged in a book study: o to make connections between student engagement performance indicators, our

planning, our instruction, and our assessments; o to better inform and to reflect on our practice as educators; o to align our work with the focus of our School Learning Plan Indicators (VA05, VB08,

and VC03)

CONCLUSION: Based on evaluations collected throughout the course of this school year, teachers and CIA Resident Experts have expressed a continuation of the CIA PD series as it has been empowering to facilitators and to staff hearing how to make observable changes to enhance their instruction, rigor, and assessments.

+How the Instructional Leadership/ CIA RE Team incorporated the book study into our current work

o During PLC Team Meetings, Instructional Leaders, will engage their department in a dialogue of posed reflection questions to help guide future planning, instruction, and assessment practices. They will add questions that support the dialogue during the discussion.

o CIA Resident Experts will be provided with a specific quote in which to extend into their professional development sessions. CIA REs should also find and use any other content within the text that is applicable to their research and development. This began with the November 13th PD session.

+ CIA/Instructional Leadership Team Professional Development Example Book Study Reflection Questions

+Interactive and engaging conversations

+Support and collaboration

+Intentionality in planning

+Technology used to enhance learning!

+ Discipline strategies to maximize student engagement Love and Logic Series

+ Rich dialogue and role-play of student conversations centered around content.

+Presentations on how to build stronger writers.

+ Discussions about student surveys to get feedback to steer instructional delivery!

+ Incorporating core instruction into PE/Electives to extend the content.

+All sessions are shared on Google Drive for any time access to strategies!

+

+Funeven AFTER SCHOOL!

+Leading to increased student dialogue and less teacher talk.

+Unconventional teaching/learning dynamics to engage students.

+Students having more of an awareness of where they are, what they are doing well, and where to next?

+Observation Data Summary: Student Indicators of Engagement

High-Yield Practices Percentage of High-Yield

Indicators (FALL) 133 Observations

Percentage of High-Yield Indicators (SPRING)

206 Observations

1. Engages in setting learning goals. 4% 4%

2. Engages in making choices. 6% 6%

3. Engages in reading. 4% 4%

4. Engages in writing. 4% 3%

5. Engages in discussing text or other input. 5% 5%

6. Engages in problem solving. 10% 9%

7. Creates products. 6% 7%

8. Cooperative group structures. 8% 9%

9. Applies meta-cognition strategies. 12% 8%

10. Creates/uses learning tools. 20% 19%

11. Engages in self-assessment of work, what they learn, and how they learn. 7% 8%

12. Engages in asking for and giving specific feedback to peers and to the teacher. 14% 18%

+Observation Data Summary: Student Indicators of Engagement

NOTE: In some instances the %age reflects higher although # of instances is lower.

Low-Yield Practices

Percentage of Low-Yield

Indicators (FALL) 49 Instances

Percentage of Low-Yield

Indicators (SPRING) 26 Instances

1. Completes worksheet, homework.

29% 23%

2. Engages in oral turn taking. 12% 27%

3. Responds orally. 33% 23%

4. Engages in listening. 14% 15%

5. Engages in off-task behaviors. 12% 12%

+As a result of the CIA Professional Development, Instructional Leadership Team Book Study, and laser focus on STUDENTS and embedding high-yield best practices into our planning, instruction, and assessment of student learning, the following data was ascertained from our most recent Instructional Staff Climate survey conducted by Hampton City Schools:

LINDSAY INSTRUCTIONAL STAFF CLIMATE SURVEY RESULTS NOTE: Results are reported as % Agree and Strongly Agree out of 100%

QUESTION 1314SY 1415SY % DIFFERENTIAL High standards and expectations are set for all students at this school. 85% 89% +4% Learning standards and expectations are clearly explained to students at this school. 95% 96% +1% Curriculum, instruction, and assessments are aligned to support student learning at this school. 89% 93% +4% Helping students meet challenging academic goals is a primary focus of this school. 83% 93% +10% Students at this school are learning what they need to know to be success in the next grade level and after graduation.

73% 91% +18%

Teachers at this school work together to ensure student success. 86% 92% +6% Teachers at this school give timely and appropriate feedback on student work. 86% 87% +1%

This school provides a satisfactory work environment. 78% 92% +14%

The school provides a safe environment for teaching and learning. 61% 83% +22%

+QUESTION 1314SY 1415SY %

DIFFERENTIAL

The principal provides effective leadership for this school. 89% 93% +4%

Overall, this school provides the necessary supports to students. 97% 98% +1%

Overall, this schools operations support an effective learning environment. 89% 96% +7%

This school provides technical support and professional development to use technology effectively in teaching and learning.

86% 93% +7%

INSTRUCTIONAL LEADERSHIP (1415SY): Overall, the instructional staff at Lindsay believe that the leadership, logistics, operations, and support are strong. Each area of school leadership and support demonstrate gains in all areas with the highest gains evidenced in both school operations and technical support (7% increase). It is to be noted that in the area of School Leadership only one individual responded in disagreement to all indicators. ACADEMIC PREPARATION/ENGAGEMENT (1415SY): Instructional staff at Lindsay believe that the academic preparation that students receive is aligned to the focus areas of our building (1) moving our kids forward, (2) taking our students from where they are, (3) CIA alignment, and (4) designing meaningful formative/summative assessments. Collaboration is at the center of our PLC environment with the united efforts to make our 70/70/70/75 accreditation performance indicators in conjunction with tiered intervention. There were double-digit gains in response to areas 4 and 5 of the survey with all Academic Preparation questions showing positive growth in comparison to the 1314SY.

+The impact on student performance was evident. Check out preliminary SOL Data!

+ CONTACT INFORMATION

EMAIL: abyrdwright@hampton.k12.va.us TWITTER: @abyrdwright_LMS PHONE: (757) 825-4560