Keokuk School Improvement Advisory

Council (SIAC)11/04/2013

Overview of current/future district work Update on Teacher Leadership and

Compensation System 2013-2014 District Site Visit SINA/DINA Plan overview/discussion District Mission/Vision work ideas Future meetings

Agenda

Iowa Code 280.12 Representation of:

Students Parents Community Members Teachers Administrators

Determine/examine: Educational needs Long-range and annual improvement goals (Reading, Math, and

Science) Behavior programs/data Character education

Purpose of School Improvement Advisory Council (SIAC)

2012-2013 Report to the Community Professional Learning Communities Gradual Release of Responsibility Response to Intervention (RTI) KUNO tablets Positive Behavior Intervention and Supports

(PBIS)

Overview/Update of Current District Work

See district website http://www.keokukschools.org

Copies of PPT at District Office

2012-2013 Report the Community

Based on the work of Rick/Becky DuFour, Robert Eaker and others

Four Guiding Principles:1) What is it we expect students to know,

understand, and be able to do?2) How do we know if a student has learned it?3) How are we going to respond if a student has not

learned it?4) How are we going to respond if a student has

already learned it?

Professional Learning Communities (PLC’s)

Teachers are using time provided during the student day, Wednesday early outs, and their own time to collaborate on: Common formative assessment Iowa Core Curriculum Highly effective instructional strategies Examining student data (Academic and Behavioral) to

make informed instructional decisions based on student readiness

Creating and monitoring the progress of targeted student interventions based on academic and/or behavioral data

PLC’s Cont.

Based on the work of Doug Fisher and Nancy Frey Better Learning Through Structured Teaching

(2008) The Purposeful Classroom (2011)

Lesson Structure Purpose/Goals Focus lesson (I do it) Guided Instruction (We do it) Collaborative Learning (You do it together) Independent Practice (You do it)

Gradual Release of Responsibility (GRR)

Addresses guiding questions #3 and #4 How will we respond if a student has not learned it or

already knows it Consists of Core, Supplemental, Intensive levels

Focusing on essential content Time set aside during school day TAG services Utilizing programs such as Measurement of Academic

Progress (MAP) data and Skills Iowa Different then simply having a student stay after

school when invited

Response to Intervention (RTI)

Android based device 1:1 at HS and will transition to MS and

possibly GW and HAW next year if not then they will be the following year

Curriculum Loft (Online system where students and teachers can share assignments, web links, etc.)

KUNO Tablets

Positive Behavior Intervention and Supports (PBIS) uses same model as RTI however focuses mainly on behavior

Main emphasis is a positive approach to school/classroom discipline in regards to: Determination of teacher managed vs. office managed Determining and Teaching expected behaviors Re-teaching behaviors Recognizing positive behaviors Creating systematic targeted interventions to improve

behaviors (Ex. Check In-Check Out)

Positive Behavior Intervention and Supports (PBIS)

Jessica Koehler Cheri Kemp

High School PBIS Coaches

See Teacher Leadership and Compensation System PPT

Teacher Leadership and Compensation System

April, 2014 Members of SIAC will be an interview team I will send out information when set up

2013-2014 District Site Visit

See SINA/DINA Plan

SINA/DINA Plan

See District Mission/Vision materials

District Mission/Vision

January 21st March 24th May 5th Survey will be issued soon to receive

feedback on future items

Future Meetings