SCHS Planning Retreat - May 2nd, 2000 Mark Gordon, Casey Evans, Ralph Cave, Ed Porter, Jack Mallory, Teri Virostko, Ron Nelson, Maureen Littlejohn, Mark Levy, Kim Cave, Robert Hatcher, Laurie Bare, Patrik Curry, Robin Mills, Ana Rasmussen, Dana Perez, Vicky Keith, Keith Wills, Ron Boortz, Kristin Sharp Objectives: Reaffirm and refine goals and future plans Set criteria for new principal leader Include shared staff leadership Discuss/set hiring process for leadership   Whip - things to consider or focus on for future planning   These lists represent individual's concerns or passions. They have been grouped according to themes. In general we did not discuss or debate the items. A number of ideas ran through this list. They include: raising performance and improving equity; building communication and collaboration; maintaining and supporting successful programs; improving our use of time; improving personalization and improving our staff development.     Student performance evaluate and support around equity - esp. in math/science summer programs/sdvisories/staff development in cultural sensitivity and teaching methods keep equity and personalization as our central goal regardless of program (AVID, PAAS, band, MBS, etc.) focus on equity - need to break away from amount of time spent on "higher academic" students and distribute time/energy to "low achieving" students (often lower socio-economic and/or students of color) need to consider the level of challenge given to students for graduation - where we let students "slip" by (ex. # of units for school service) need personalization to have high expectations and high standards students seem to be minimizing their senior year (what can I scrape by with) early graduation is problematic - esp. if students are graduating without appropriate skills   Classroom focus MBS has been important safety net for students - building relationships - keep and expand high intensity literacy piece needed for English Learners focus on staff development on teaching methods for block schedule - teaching strategies include information literacy   Organizational structures don't overlook support of current programs (ex. mainstreaming special needs students, DHS) focus on schoolwide communication (maybe advisory could support this) share the information of the community organizatiional system/support for collaboration and sharing program (TIME) continue to build electronic collaboration (chat rooms for collaboration, e-mail to turn in assignments) eliminate technology gap in the school setting look at data considering # of classes students take - what would we gain by limiting the number of students who take a 7th or 8th class look at schedule and evaluation Online Academy no longer exists - creates disappointment and disinclination to start something new language arts portfolio began with current sophomores - who does assessment? when? portfolio represents work across departments - should indicate "high 19th grade" standard need to prod district office regarding multiple assessments and standards (what modifications will be allowed for special needs students?) institute English tutorial organizational system to connect all students to programs, adult and school provide equity of programs - (ex. fine/performing arts - seek grant money to support programs) programs are often what attract and motivate students what systems will we use to identify and support students who are not reaching standards and performance assessments identify low achieving students and connect them with mentors support safety program - model of student involvement deal with attendance problems   Community participation support for community coordinators focus on Latino students and increasing parent participation need more student involvement in what students learn and how they are taught   Leadership couldn't hone in on future planning because we need more preparation on options maintain and expect shared leadership faculty doesn't seem interested in small schools - why is it mentioned again need to consider the grant application process and timing - what is reasonable for the staff to do with the timeline improve state of physical plant (cleanliness & upkeep)   After developing this list we broke into groups and each group identified an area of interest to explore. Ideas were then shared with the whole gorup. In some cases multiple groups discussed the same ideas. General concerns that need to be addressed under any changes include appropriate teacher compensation (time and/or money) incorporating student and parent voice into the development of the program building in evaluation of the program (internal and external evaluation) timely development and follow thorough of plans   Advisory Structural ideas Restructure classroom minutes to create one day a week with an advisory period or restructure schedule to provide daily advisory 15 students to 1 teacher (ideal ratio) communicate with students via e-mail group students by age/year in school (research effectiveness of different approaches to group formation) each advisory could have its own web page maintain the same advisor for four years Schedule advisory into the middle of the day Could start with target populations (students that have multiple measures required for graduation, only freshman at first, or low achieving students - concerns about each of these, what does everyone else do? problems with labeling students?) build staff development into the plan Purpose include scheduling, homework checks, time management, technology, school-to-career schoolwide communication - advisory web page shown on TV daily (replace bulletin) monitor portfolios early intervention - identify student needs and provide referals to appropriate support person parent contact person Literacy skills and SST (sustained silent reading) if advisory meets daily year/age appropriate curriculum (ex. scholoarships and college application info for senior year) monitor progress toward successful completion of multiple measures of performance for graduation incorporate parent involvement in school - either in planning of advisory and/or curriculum and strategies used during advisory   Concerns # of student contacts per teacher (could we look at # of students taking four classes and reduce overall ratio - do some data collection and analysis in this area source of funding - paid coordinator to develop curriculum packets purchase curriculum What is the incentive for students to attend? How is it integrated into culture of school? Teacher accountability to purpose and use of advisory How will we evaluate advisory structure? (What is/isn't working? Who is/isn't being served?)   Communication and Collaboration Minimum day weekly for collaboration restructure classroom minutes to allow a "restructured day" each week of the month would have a different structure (ex. departmental meeting, thematic meetings, integrated curriculum, interdepartmental, schoolwide) Structure and organiza CPT with vision and evaluate effectiveness of CPT identify staff needsd for CPT early and build these in Use CPT for departments to identify program - How well do we meet needs? - Where do we need to focus our efforts? Develop more effective administration and support service communication practices Use electronic collaboration - develop a school culture that uses technology Develop an advisory that meets four days a week and has one day a week for teacher CPT   Integrated and thematic curriculum Structure Ninth grade - integrate core class and English initially, add math and science Tenth grade - integrate English and World Cive Eleventh grade - integrate English and US History (or MBS) don't forget possibilities of integrating fine arts (with World Civilizations perhaps) consider other possible pairings of our unique courses use grant $ to develop curriculum Purpose increase collaboration between teachers - around curriculum and individual students help students build connections between different disciplines focused adult attention on a smaller gorup of students (for example of three teachers are working with ninety students - each may focus on 30 - parent contacts, etc.) create coherence in "core" curriculum builds relationships between students (MBS students spoke very positively of this) Concerns Scheduling (may help in some areas. complicate in others   Attendance Questionable number of excused absences Culture of school need consequences/strategies to deal with poor attendance patterns how do state laws support this Accountability of teacheers to follow practices Need to better inform parents of poor attendance patterns Need to apply attendance policies consistently Names remain on roll sheet after check out why? High correlation between low achieving students and poor attendance - This is an equity issue - What is the cause and what is the effect?     Criteria for a new leader   Shared-decision making practices (9) Leader that facilitates shared-decision making - understands and can plug into management team system (4) Can work with and involve student voice (4) Able to clearly communicate with parents and cultivate parent involvement (4) Welcomes and supports student and parent involvement in program development and decisions (3) Leadership style - coach not sage-on-stage (1) Recognizes what needs to be challenged - when leadership is needed and when facilitation is needed Willing to take causes to district office - acts as a laison with district office Develops a two-way dialogue     Shared vision of reform and equity (10) Supports CES principles (10) Honors history/culture/work of school (8) has a contemporary curriculum vision - classroom educational leader rather than a manager (6) Has experience working with language minority students and supports primary language development (6) Wants to be at a restructuring school (4) Acknowledges and supports diversity at SCHS (1) Either a person of color, or experienced with involving people of color (2) Grasp on evaluation/statistical data keeping (regarding evaluation of program and equity) Ideally bilingual (Spanish) Identifies what is and isn't working (rewards what is working and does creative problem solving for what isn't)   Communication and management skills which support cohesive staff and program development (9) Provides strong leasdership - not only facilitates and listens, but will challenge us to grow and improve (7) Open door policy for students, staff and parents (4) Able to hook into other sources of funding (grants, private sector) Builds business/school partnerships in program and funding (3) Follows up on accountability of staff (2) Builds an effective management system (assessible records/minutes, continuity of process, follow through, team player) (2) Technology savvy (1) Clearly communicates with and supports new teachers (2) Someone who reads, makes lists Clearly communicates policies that are aligned with the school Team building with staff Good listener - facilitates vision of staff Shows appreciation of people Provides approriate and timely notification/communication (regarding employment) Advocates for SASI access Able to use the knowledge and skills that are here   Communication and management skills that support a positive school climate and culture (7) Supportive of student activities/government (3) Visible presence on campus and in classrooms (3) Will deal with physical plant (1) Sensitive to the culture of the school. Identifies and supports safe, warm, friendly, respectful climate Good PR skills Comprehensive understanding and support of school safety Supports dances Has a long-term committment to the school Has experience outside of SCCS         Hiring Process Timeline May 8th: Posting of opening (statewide advertisement in administrative journal, Ed Week advertisement, internet posting, Colleges and University placement services, BayCES web page, June 5th: Application closes ÷ June 9th: Paper screening ÷ June 15th Invitations for interviews ÷ June 22nd Interviews   To include information about what we want we may: revise district brochure develop an insert for district brochure include something on our web site   How are references checked? check references listed networt with people in district ask references for other contacts   What if the superintendent wants someone different than the panel recommendations? It isn't to the advantage for the superintendent to pick someone the staff won't get along with. There is no recent history of this happenng   What is the composisiton of the panel? principal from another comprehensive high school district personnel teachers from site classified from site students from site parents from site   Who sets up panel? Our site can set up panel. If we want to include a large number of participants we may consider having two panels - creating multiple stations for the candidates to complete.   Who decides the questions? We can set our questions. We should consider our criteria when doing this.   What is Roy looking for? someone who has checked out the school and who matches the school vision (relationship with DO is less important than positive relationship with staff/school communitiy)   Who is on the final interview? (I'm not sure I recorded this correctly) Roy another principal someone from another district   What happens during board approval? closed session board typically wants to know who the recommendation/s is/are and why this recommendation is being made. Process recommendations of group weave criteria into questions "power vote" on criteria to narrow focus include representatives from this group or management team as a majority of interview panel consistent participation from paperscreening on include criteria in job description include parent and student input (including parents/students of color) include outreach to reform organizations if a decision contradictory to the interview teams recommendation were to be made this would be checked with the panel before a job is offered