You are on page 1of 8

SSD Partner District Curriculum Advisory

(Click on the link for the website)

The SSD Partner District Curriculum Advisory will collaborate to support rigorous
curriculum and instruction so all students will graduate prepared for college and
careers.
Meeting: Monday, April 18, 2016
SSD Learning Center at the Crossings | 11969 Westline Industrial Dr. | St. Louis,
MO 63146
3:00 5:00

Next meeting:
June 20 from 9:00-11:00 at the SSD Central Office Board Room

Attendees: Sherri Sampson (Riverview Gardens), Sheila Green-Samuels (Riverview Gardens),


Marie Burke (Affton/SSD), Stephanie True (Affton), Tina Maksche (SSD), Jennifer Macalady (Ferg
Flor/SSD), Cheryl Perry (SSD), Jenny Grigsby (Bayless/SSD), Julie Schroeder (Valley Park/SSD),
Jen Leaders (Neuwoehner/SSD), Mollie Bolton (SSD), Mark Sharp (Southview/SSD), Carla Addoh
(SSD), Jessica Spencer (SSD), DeAndria Player (SSD/Normandy/Jennings/Clayton/University
City), Kim Meyers (SSD/Kirkwood/Mehlville), Amber DelGaiso (SSD), Carla Vasser(SSD), Catina
Lyles (SSD/Lindbergh/Ladue/Webster Groves), Brenda Brown (SSD/Brentwood), Tiffany Base
(Pattonville), Kathleen Vierod (SSD/Ferg Flor)Holly Putnam (Hazelwood), Scott Crooks (SSD),
Kris Weingaertner-Hartke (SSD)
Time
3:00

3:15

Agenda Item and


Outcome
Welcome, Review
Agenda Assign Roles
& Introductions

Review Working
Agreement

Notes
Goals:
1. Promote a smooth transition to Standards-Based IEPs
2. Create a forum for effective problem-solving
3. Learn from each other regarding assessment, teaching,
learning and curriculum, especially in connection to the new
Educator Standards and the Teacher Performance Based
Evaluation (PBE), including Student learning
objective/student growth
4. Least Restrictive Environment/ Learning within a continuum
of services
Open and honest dialogue
Honest, open dialog opportunities
Open dialogue that addresses our issues
Promote equal voice for all advisory members
All voices heard use strategies to gather
Openness

Meaningful agendas and work


Open dialogue that addresses our issues
Set meaningful goals that lead to action and change
Define actions to be completed
How to measure what were doing
Ensure that each district have a great knowledge of SSD resources
Agreed actions between meetings with follow up conversations
Action Between meetings-follow a student and report experience
back
Progress would keep me coming back
Data to drive decision making
Partnership and participation
Attend all or most meetings if possible for more continuity
Stick to Monday meetings
Collaborate then share
All districts represented
Work on ways to increase partner district presence
Invite engagement strategies for balanced participation
3:20
3:25

Andanything else?
1. The new
standards and how
might this impact
Standards based
IEPs?

Questions to Consider:
What are the implications for standard based IEPs? For instruction?
What are the implications for reading levels as it relates to
implementing standards-based IEPs?
How does this relate to inclusive education?
How do we grade them or provide feedback without using the
asterisk?
What does the asterisk mean on grade cards or transcripts?
Notes:
High school math goals are still a need
Districts that are going to standards-based report cards it is
hard to address GPA, valedictorian, etc. and the implications
for the software you will use
At an IEP that I was at it helped us focus on what the
student really needed to know and be able to do, especially
in second grade. What was the focus that was needed.
We hope to have standards-based IEPs and that we promote
better collaboration. Measuring collaboration is the hard
part.
During the meeting, there is more collaboration. Not sure

4:00

2. Dyslexia How
are they identifying
and providing
interventions for
students might have
Dyslexia, as it
relates to a specificlearning disability?

so much about the before.


The beginning of the year and right before testing is when
the real issues of what is on the IEP. And when parents
come in and there is a concern.
Might there be some check points throughout the year to
ensure/force collaboration and accountability.
How might the collaboration be promoted at the progress
monitoring, in coteaching situations, bring in the building
administrator,
What is the level of understanding and awareness of our
partner district principals?
How do we ensure their awareness?
What specifically are you going to be accountable for? Are
you doing what you are going to be doing?
How might area coordinators be responsible for the sbieps
action plans
Everything we can do to help teachers understand know
there is a continuum of learning rather than a straigtht A, B,
C, D and F.
What can we learn from the districts that are using
standards-based grading and what can we learn from them?
Possibly provide educational pieces on IEP process and/or
Special Education Law for building principals
Possibly add SB IEP refresher training for 2016-17 school
year with collaboration as a part of the training, progress
monitoring, and matching data to goals
SB IEP has helped to narrow goalsparents are very
appreciative of this

Notes:
Scott Crooks presented Legislative update on Dyslexia.
Here is the link to the Google Slide presentation he shared with the
group.
There was some question about who would be responsible,
although we think this will be defined by the legislation.
Overall this may have major implications and, yet, it might not.

4:30

3) Updates from the


last meeting

If they dont qualify for a specific learning disability, but the


screening use for screening dyslexia or a related disorder indicates a
concern, then what?
Notes:
CI3T All Means All Summer Conference (See attached Save the Date
Flyer)will take place June 21st at SSD Learning Center (all day)

Updates from the last meeting about Sexual Health Curriculum


Mollie Bolton, SSD Curriculum Coordinator, spoke about the
sexual health curriculum used within SSD school buildings. If
Partner Districts are interested in learning more about this
curriculum please contact her for additional information.

4:45

Plus/Delta/Rx
Next Agenda
To Dos

Plus:

Opportunity to chunk and chew with partners, variety of


voices in the room, glad to be part of the conversation,
received dates for next years SSD curriculum advisory
meetings, snacks provided, always learn something new here,
SB IEPscontinued conversation, interns attending todays
meeting, learned lots, room setup, roundtable discussion,
agenda sent prior to meeting, timely topics, high attendance,
dyslexia presentation, time and input, previous agendas
provided, variety of people in the room

Delta:
Make a larger rectangle so everyone can fit, increase number
of districts participating, invite general education teachers,
email reminder prior to meeting with place, time, and
location
To Dos:
Next agenda: June 20, 2016 9-11am @ SSD Central Office Board
Room
Next years dates 2016-17
All at the Learning Center
Mondays from 3:00 5:00
Oct. 10, 2016
Dec. 12, 2016
Feb. 13, 2017
April 10, 2017
June 12, 2017 9:00 11:00

Notes from the Last Meeting March 3


SSD Partner District Curriculum Advisory

(Click on the link for the website)

The SSD Partner District Curriculum Advisory will collaborate to support rigorous
curriculum and instruction so all students will graduate prepared for college and
careers.
Meeting: Thursday, March 3 at the SSD Learning Center, Room 1
SSD Learning Center at the Crossings | 11969 Westline Industrial Dr. | St. Louis,
MO 63146
3:000 5:00

Next 2015-16 Meetings:


April 18 from 3:00-5:00 at the SSD Central Office Board Room
and June 20 from 9:00-11:00 at the SSD Central Office Board Room

Attendees: Sheila Green Samuels (Riverview Gardens), Chad Lent (Riverview/SSD), Tonya
Clinton (Ferguson Florissant/SSD), Taryn Gaskill (SSD), Kris Weingaertner-Hartke (SSD), Carla
Addoh (SSD), Michelle Levi Perez (SSD), Kathy Kras (SSD), Marie Burke (Affton/SSD), Stephanie
True (Affton), Jessica Spencer(SSD), Kim Meyers(Mehlville/Kirkwood/SSD), Carla Vasser(SSD),
Vicki Rees (Brentwood),
Time
3:00

3:15

Agenda Item and


Outcome
Welcome, Review
Agenda Assign Roles &
Introductions

Review Working
Agreement

Notes
Goals:
1. Promote a smooth transition to Standards-Based IEPs
2. Create a forum for effective problem-solving
3. Learn from each other regarding assessment, teaching, learning
and curriculum, especially in connection to the new Educator
Standards and the Teacher Performance Based Evaluation (PBE),
including Student learning objective/student growth
4. Least Restrictive Environment/ Learning within a continuum of
services
Open and honest dialogue
Honest, open dialog opportunities
Open dialogue that addresses our issues
Promote equal voice for all advisory members
All voices heard use strategies to gather
Openness

Meaningful agendas and work


Open dialogue that addresses our issues
Set meaningful goals that lead to action and change
Define actions to be completed
How to measure what were doing

Ensure that each district have a great knowledge of SSD


resources
Agreed actions between meetings with follow up
conversations
Action Between meetings-follow a student and report
experience back
Progress would keep me coming back
Data to drive decision making
Partnership and participation
Attend all or most meetings if possible for more continuity
Stick to Monday meetings
Collaborate then share
All districts represented
Work on ways to increase partner district presence
Invite engagement strategies for balanced participation
3:20

Sex Education
Curriculum and
Supplementary
Materials

Essential question: How might we differentiate sex education


instruction, curriculum and materials to support the learning
needs of all students?
Michelle Levi Perez, Administrator, Parent Education and Diversity
Awareness
Notes:

Some middle school special education teachers have


attended EdPlus professional learning.
Some concern that training is so explicit.
They identified that this is a need.
Michelle talked about some training she attended.
How do we approach the discomfort that some teachers
have about teaching this content.
The people to go to are the Health teachers, for instance,
provide a survey.
We ensure that we teach is tied to the Missouri Standards.
Parent, Guidance Counselor, the Resource Teacher and
the Health Instructor need to have a close connection.
The trust between the teacher, the parents and the
administrator on the information they get.
Trust is established, too, by asking parents to complete a
permission slip.
In some districts, the students get pulled out.
All students get the information.
It starts in 4th and 5th grade and goes through 12th.
Who is presenting the material? Do they know how to
collaborate with the other folks in the quad of supports?

How do we address the decision making about moving


from Tier 1, to Tier 1, to Tier 3?

Actions:
1. Find out what is the current process and practice with our
own SSD teachers? What are their needs?
2. Send out an email to our partner district attendees to find
out what the needs are from their guidance counselors?
From the Health teachers?
3. Contact Jen Tiller about getting access to guidance
counselors and health instructors
4. Touch base with the SSD counselors in our department.
3:45

MTSS/CI3T
Overview and Progress in St. Louis County
(Multi-tiered Systems of
Support/Comprehensive www.ci3t.org
Integrated Three
Tiered System)
Taryn Gaskill, PBIS Facilitator, presented an overview.
May 10 4:30 6:30 Empowerment Session and this topic will be
low level interventions.

4:15

Partnership Agreement

Category 4 Student Services


What might be some ways we could partner in alignment to these
indicators?

4:45

Plus/Delta/Rx
Next Agenda
To Do;s

Equal access to Career Technical Education (CTE)


How do we revise programs of study booklets to ensure access for
all students?
How do we partner about a process for professional
development?
The agreement can be used as a touch-point for how we partner
annually with new staff/administrators.
It pushes conversations with others about access to resources
such as Title I for students with disabilities.
Putting into writing something that is existing.
It might be something to bring up with our administrators in our
summer retreats.
Conversations are happening.
New continuous improvement training is needed for the new
administrator, too, in Affton.
Plus:
The model of CI3T because it is addressing a need we have
and have started the work and this model is exactly what
we are trying to do.
The Principals Advisory will be addressing Trauma

informed care on April 4 from 4:00 6:00 at the Learning


Center.
Appreciate from benefiting from others people
experience to use the Partnership Agreement to plan.
Information on the sexual health and learning from what
others are doing and we are talking about spec ed teacher
engagement in that
The topic range was great and I felt involved and
knowledgeable and could contribute.
Hearing from others make
Great conversation
The variety of topics
Hear the language change to be all inclusive and want to
pay attention to that
Gratitude to be able to listen to others perspective
And, what else

Delta:
More voices at the table needed
Challenge the other partner districts to join us at this
Advisory.
Next agenda:
1. We will have an answer on the standards and how might this
impact Standards based IEPs?
2. Dyslexia How are they identifying and providing interventions
for students might have Dyslexia, as it relates to a specific-learning
disability?
3. How are teachers implementing standard-based IEPs with the
concern about reading levels? What are the implications for
reading levels as it relates to implementing standards-based IEPs?
How does this relate to inclusive education? How do we grade
them or provide feedback without using the asterisk to provide an
excuse?
What does the asterisk mean on grade cards or transcripts? What
are some other options that wouldnt put the scarlet letter on
their transcript? How do we educate students without using their
deficiency to grade them; to teach them?