Melissa Altemose

Meeting and Activity Log

Participant
Date Meeting Type or Description
Facilitator
- Plan and facilitate individual or group meeting
Weekly Observation/ once a week for five teachers based on highest
(August – Feedback Facilitator leverage action step for week
June) Meeting - All meetings contain a practice session
- Sample meeting script in appendix A
- Set schoolwide action step focus for week.
Weekly Instructional - Determine best practices for ICs to execute to
(August – Coaching Participant help teachers master action step
June) Meeting - Norm on observations/spar over action steps
- Sample meeting agenda in appendix B
Weekly - Review upcoming tactical items for the week
Full Leadership
(August – Participant - Sample meeting agenda in appendix C
Meeting
June)
- Meet with my IC coach to practice my highest
Weekly
IC coaching leverage action step to grow as in my
(August – Participant
meeting instructional coaching practice
June)
- Sample meeting agenda in appendix D
- Plan and facilitate individual meetings once a
week where I work with teachers to break down
a standard highly missed on most recent
benchmark
Weekly - We then examine student work to see where the
Weekly Data
(November- Facilitator gap in understanding exists
Meetings
June) - Finally, we script out a targeted reteach for
teachers to execute to close the gap and
schedule dates to collect new data to see if
reteach was effective
- Sample meeting script in appendix E
- Review upcoming tactical items for the seventh
grade level team for the week
Weekly - Incorporate team building activities to build
Weekly Grade
(August – Facilitator culture of team
Level Meeting
June) - Engage in reflection and problem solving for
biggest gaps for teachers
- Sample meeting agenda in appendix F
- Work with veteran Grade Level Chairs to
Weekly
GLC Coaching problem solve biggest culture issues in seventh
(August – Participant
Meeting grade
June)
- Sample meeting agenda in appendix G
- Weekly Focus for upcoming week unveiled and
Weekly practiced
Full Staff
(August – Participant - PD delivered based on biggest need to the
Meeting/PD
June) week (instructionally, culturally, logistically, etc)
- Teacher spotlight of week celebrated
Full Network - Learn new focuses for school for upcoming
Monthly
Instructional month
(August – Participant
Coaching - Norm on practices
June)
Meeting
 - Receive and give feedback on coaching
practices
- Learn best practices for instructional coaching in
Want More, Do
quarterly 3 day trainings with instructional leaders
Quarterly More (WMDM)
across the state
(June – Instructional Participant
- Submit videos of my coaching meetings and
April) Leadership
receive feedback from a WMDM coach
Cohort Training
- Sample Feedback From Coach in appendix H
- Facilitated PD based on trend observed of
negative teacher talk in work room
December Teacher
Facilitator - Planned role play experience so teachers could
13, 2019 Mindsets PD
reflect on the power of their mindset.
- PD materials attached in appendix I
- As part of my Problem of Practice I planned a PD
for teachers to learn about the impact of
adverse childhood experiences on the
January 17, ACEs and Brain
Facilitator development of the brain and how ACEs can
2020 Science PD
show up in our classroom.
- Co-facilitated with our school Counselor
- PD materials attached in appendix J
- This PD was a follow up to the ACEs and Brain
Science PD
Resiliency and - Teachers learned resetting strategies to use to
February 7,
Resetting Facilitator reset themselves when working with triggered
2020
Strategies PD students.
- Co-facilitated with our school Counselor
- PD materials attached in appendix K
 Appendix A: Sample Observation/Feedback Meeting Script

GIVING EFFECTIVE FEEDBACK:

See it. Name it. Do it.
See it: Success, Model, & Gap
See the Success:

KP: You did a great job of working many opportunities to practice tall hands in the classroom. By asking for tall hands, you are
holding all students accountable for active listening and internalizing key information throughout a lesson.

Morgan: You are doing a great job of incorporating directions in for students that tell them what to do specifically with their
instruments. Having a lens for this 100% of the time will take you to even higher levels of the WC rubric. Great work with also using
this focus to brighten the lines in your class.

Marcia: You have been doing really well getting comfortable in the classroom and learning the power of power narration. You did a
great job getting the students to give you 100% of tall hands when you gave specific SSOC directions.

What has been the impact of these actions in the classroom?

See the Model:

Narrow the focus: “Today, we are going to focus the school focus for this week: using a full class reset to ensure 100% of students
meet and maintain the expectation for independent practice by.”
IC options (can highlight/denote/fill in/revise any part of this table which applies to your teacher):
Exact school foci Part of the school foci (make more bite sized)
Katie/Morgan Rafiq/Marcia

Use a full class reset to ensure 100% of students meet
and maintain the expectation for independent practice
by...
1. Square up stand still and scan for 100%
2. State what needs to be fixed
3. Give specific, sequential directions for how to reset
See It 4. Give clear cue and narrate the heroes
2-8 5. Follow up one on one with any students still not
mins meeting the direction
Use a full class reset to ensure 100% of students meet
and maintain the expectation for independent practice
by...
1. Square up stand still and scan for 100%
2. State what needs to be fixed
3. Give specific, sequential directions for how to
reset
4. Give clear cue and narrate the heroes
5. Follow up one on one with any students still not
meeting the direction

Why is enforcing a do it again during IP so important?

Kids are able to see that the expectations set by the teacher are not just important initially when asked but
are important to be continued throughout and entire lesson. If students have strong posture,

Which is the area of the action step you really want to hone in on to be consistent with this week?
Prompt the teacher to name the exemplar:

• What does it look like for students to do it again? (100% of students meet the expectation immediately without a response
following the reset)

• “What are the keys/criteria to using these elements?” (Make sure directions are really specific, need to name all parts of
whatever is being reset should look like, model, use nonverbal to fix, keep the tone positive and urgent)

• Why is it important to model what it looks like?” (a visual cue helps students both hear and see what the expectation is so
that they can check their posture to make sure they are matching the model.)

• What is the effect of naming the heroes? (inspires students to want to comply and inspires the heroes to be the model—
sways the 10% 80% 10% and decreases the % of kids you need to follow up with/redirect)

• What does marginal compliance look like, and why is it so important to redirect it until your full vision is met? (varies
depending on direction given)

(If unable to name the exemplar) Show a model—choose one:

 I’m now going to show three videos modeling how to facilitate a reset and then how to get students to continue to meet the vision
during IP.

• How does the teacher ensure 100% of students meet and continue to meet the expectation in a “wildcard” way that builds
positive energy and inspires students to want to meet the vision? How does the teacher’s redirections keep students off the
stage unless for a positive reason?

Say your lens back to me.

Clip 1/2 : Do It again

https://drive.google.com/drive/u/1/folders/1Df9EE7giFjsphYv2Xs5Nx4n91HoQuwQ6

https://drive.google.com/drive/u/1/folders/1Df9EE7giFjsphYv2Xs5Nx4n91HoQuwQ6

Clip 3: (29:40) maintaining the expectations

https://drive.google.com/file/d/1ZXoOXf_S5xFJ8YHXmzq5fQXWIm0tkElB/view?usp=sharing

CUT scene here.

See the Gap:

“How did these teachers do reach and maintain 100% during the Do it again, and how is it done in a “wildcard” way that builds
positive energy and inspires students to want to meet the vision? How did the teacher’s redirections keep students off the stage unless
for a positive reason?

• Reset was positive and quick, 100% of students were excited to meet the expectation. It was posed as a challenge not a
negative thing.

What’s the impact of these moves?

• Culture-wise, it communicates to students that expectations need to be maintained throughout an entire lesson. The most
this is reinforced, the more the habit forms and the less resets need to be facilitated in the future.
• Ultimately feeds learning because the stronger they track/posture/etc the stronger they can actively listen.

What was the difference between what you just saw and what moves you typically use in your classrooms?
• Not done when needed, more about putting out individual fires
• Not done in a positive or challenging posing way
• Not on radar to sustain throughout IP

What’s the impact it would have if you consistently do this every single time?
• Culture-wise, it set the bar as a class of what it means to participate in a positive/inspirational way vs the “terminator” way
while still being held to the highest expectation
• Ultimately feeds learning because the stronger they track the stronger they can participate
Action Step: What & How
Name the Action Step:
• “Based on what we discussed today, what do you think your action step should be?”
Punch it:
Name • “So your action step today is …….
it
2 mins Use a full class reset to ensure 100% of students meet and maintain the expectation for independent practice by...
• Square up stand still and scan for 100%
• State what needs to be fixed
• Give specific, sequential directions for how to reset
• Give clear cue and narrate the heroes
• Follow up one on one with any students still not meeting the direction

Plan, Practice, & Follow Up

Do It Plan before Practice:
Let's pull up your IPP for tomorrow.
Rest of Take 1 min to quickly denote the key expectation during IP you’ll be looking for.
meetin
g Talk through the times you denoted.
Take 3 min to plan how you will go through steps 1-5 (steps 1-4 for Rafiq and Marcia) in these times of the
day (just need one set of scripting)

Script how you will:

1. State what needs to be fixed

2. Give the verb based/SSOC direction for how to reset
3. Determine cue
4. Positively narrate
5. least invasively redirect

CFU: How will you...(steps 1-5) (give feedback and revise/perfect script and incentive system)
Let's take it live. RTF cues will be the same as discussed on Friday:

Written
“scan” = scan for 100%--missing some people
“again” = do it again
“reset ____” = reset that behavior
“+” = positively narrate and build energy by spotlighting the heroes

Gesture
pointing to 4 corners = scan
Finger replay loop = do it again
thumbs up 3 times = positively narrate and spotlight the heroes

Verbal
Whisper to the teacher to reset _________ (posture, eyes down, specific work habit, urgency, etc)
“Mr./Ms.____ who do you see that is the model right now?” to cue the teacher to positively narrate

Round 1: Circulate during IP and then facilitate the do it again—give verb based directions, narrate the
heroes
Round 2: Circulate during IP and then facilitate the do it again -- you will need to redirect 2 students not
meeting the expectation
Round 3: Same as round 2, but student needs to be moved to the side.

IC Lens: inspirational way to achieve 100% with incentive/challenge, and follow through with the 1% who
do not comply.

Follow up:
I will next observe all tomorrow and this will be my lens.
 Appendix B: Sample Instructional Coaching Meeting Agenda

Do Now: 10 min (3 min complete, 7 min discuss)

1) What data from teachers/departments you work with from BM #2 is strong?

2) Which data needs the most response/intervention to improve?

3) What are you going to do about it? (could be big picture end in mind, specific steps, or immediate next steps to get in the right direction)

Above and Beyonds:

1. What “Wild Card’ activities have your teachers done in class so far this year? Add as many as you can add to the list
below since last meeting--however large or small.
o Miller-planned a gallery walk to expose kids to primary sources
o Melissa-Tullos did a series of lessons in chemistry-demoing physical and chemical changes.
o Morgan-hyped kids regarding history of music to invest kids in the process (kids wrote on the side walk)
o Katie/Mel-dressed up the Elders.
o Kayla- writing about storm and showed videos for each type
o Allie classroom theme investment
o Mel/Katie: doing “southern mixer” earn it as the 50+ classes wrap up
o Tricia-curtain in 7th grade
o Kelsey-writing surgery
o Tabin-Farmer outfit

2. Update the “Whetstone Hub” with any recent action plans you’ve given teachers.

Leadership Norms Enduring Understandings

1) We step up to the plate even if we don’t know the
outcome and empower other players to do so as well.
2) We hold each other and the people we lead
accountable.
3) We model the vulnerability that forms deeper
relationships between each other and the people we
lead.
4) We are consistently modeling the values and
behaviors we want to see from our staff and students.
5) We step back to listen actively, step up to share
ideas and ask questions, and suspend absolution.
6) We rumble with conflict when making a decision
and then Rep the Room once a decision is made.
7) We intentionally reflect on decisions in a way that
drives us to improve in the future.
8) Find joy in the GRIND
9) FINISHIT
1)“The courage to be vulnerable is not about winning or losing, it’s about the courage to
show up when you can’t predict or control the outcome.” -Brene Brown
2) “Not finance. Not strategy. Not technology. It is teamwork that remains the ultimate
competitive advantage, both because it is so powerful and so rare.” – Patrick Lencioni
3) “Daring leaders work to make sure people can be themselves and feel a sense of
belonging.” -Brene Brown
4) “Before you become a leader, success is all about growing yourself. When you become
a leader, success is all about growing others.” – Jack Welch
5) “Great leaders don’t tell you what to do. They show you how to do it.” – Anonymous
6) A leader is anyone who takes responsibility for finding the potential in people and
processes, and who has the courage to develop that potential.” -Brene Brown
7) “It’s the little details that are vital. Little things make the big things happen.” – John
Wooden

Area Details
Quick Hits/ 1. Grading Backwards Planning Deadlines to communicate to teachers
Reminders • Friday 1/24 by 5pm: 5 Grades per strand entered into Powerschool
o If any teacher misses this deadline, send a follow up email and CC Mel by Saturday at 12pm
(5 min)

2. IPP 5 Keys Tracker Quarters 2-4

• Deadline every Saturday by 12pm. → Google sheet linked here and in the “IPP Tracker” folder of LT
drive.
• Needs to be filled out so that you can track teacher’s progress for EOY evaluation of “submission
quality” and so you can see trends with IPP prep in case you need an action step or the staff needs a
PD that stems from this internalization prep
 3. Whetstone Expectations Week of 1/27
• Normal expectations
• If NOT UTZ certified, need to attend a session with Coach or an UTZ/Wildcard teacher on Friday if
we have IC/teacher meeting time

5. WDM Strengths and Next Steps to Codify/Sharpen Irons

Strengths Next Steps

• Sharp lens for question/standard • Use your analysis of the student error to make
alignment (Melissa 12/20 submission “pop” in your leader exemplar to drive the rest
with Tullos from 11.15) of the meeting’s targeted lens and efficiency

• Take the time to compare the teacher
exemplar to the leader exemplar
(Melissa 12/20 submission with Tullos
from 11.15)
• Prioritize Practice (Amanda gets
multiple rounds in both videos)
• Use the “reteach resource” as guiding
questions you can copy/paste right into the
reteach section to guide the teacher on correct
thinking and build capacity for when they plan
re-teaches solo

Goal #1: IC End in Mind: Gain clarification on best practices for facilitating IC/Teacher Mid-Year Evaluation
Mid Year Meeting
Rubric “See
It”
Protocol:
(15 min) • 5 min: See it

Notes:

• 3 min debrief what made the meeting effective

• 5 min: Round robin clarifying questions
• 5 min: Open discussion: Additions/revisions/deletions

Goal #2: End in Mind: Gain full clarity on What Q3 “Rigor Goals” should be and how to push teachers to
Review Rigor achieve
Rubric
Baseline
Ratings and Q3 Protocol:
Goals • 2 min: Read through the baseline ratings and denote trends using the table below
Which rows on this What are the What are the What do we do with
rubric are the most strongest Rubric weakest Rubric this information?
(10 min) important rows to Rows based on rows?
moving Q3 BM ratings??
data?

• Student • Text Dept • Evidence • Create action

work/Agmo Questions steps around this
• Evidence for for teachers
answers • Revising plan for
5, 6 that focuses
on goals for
AgMo/Student
work/Evidence

Notes space:
•

What if my teacher hasn’t mastered their Q2 Culture Rubric Row?

• If UTZ/Wildcard certified but didn’t meet personal goal, remind them of it, tell them their
progress, and tell them they’re ready to move on to rigor goal but should keep pushing to
master their stretch goal
• If NOT UTZ/Wildcard certified, tell them that they still should be working to master this
and will be invited to Friday practice sessions when we have IC meetings to continue
practicing and pushing towards mastery
• Last few weeks of Q3 will have 3rd UTZ/Wildcard round and have opportunity to be more
formally assessed to see if met goal
• **When you meet with your teacher and they aren’t UTZ/Wildcard certified include their
UTZ goal in the meeting and put in the final comments so they have it in one space)
Goal #3: End in Mind: Map out Q3 “Matrix” so that Leaders and Teachers can gain stability in knowing
when they will have recurring standing meetings/IPP meetings/Obs/Feedback Meetings/WDMs
Increasing
Leader/Teache Protocol:
r Recurring
Meetings • 2 min: Denote when you either TYPICALLY meet with teachers you coach and/or would
ideally meet with teachers you coach on a weekly basis on the “weekly schedule” below:
Mel example filled in on next page
(20 min)
Monday Tuesday Wednesday Thursday Friday

Before School

Planning
 After School

Mel Example:

Master Recurring Meeting Doc (After School):

Monday Tuesday Wednesday Thursday Friday

18 min: Open discussion as LT puzzle piecing how to make meetings work

Appendix C: Sample Full Leadership Meeting Agenda

Do Now: (4 min to complete, 4 min to share out)

1. Write down a shout out for a member of the LT for demonstrating one of the HC norms, LT norms, or LT
EUs.
PARAMETERS: When you share out, you can only say 3 words: Person’s name, # of the Norm/EU, and 1
word that describes why you’re shouting them out.
Example: Instead of saying, “I would like to shout out EBM for modeling Norm #4 by going all in with finding
teachers and recording the parts of their class that modeled the weekly focus and then dropping into the drive.
This has meant a lot to teachers like Simko who made the highlight reel and helps teachers see the bar we are
pushing to...” I would just say “Ella Bess, Norm #4, VIDEOS”

2. Pull up the GLUTZ data and look through the grade level you work with--Mel/Coach/Jess/EBM look with
Macro view--and answer the two questions below:

1. What does this data show you about your GL’s current “UTZ” status?

2. How does this data inform you? (What 1-2 next steps with your GL in the next week to keep improving the data?)

Leadership Norms Enduring Understandings

1) We step up to the plate even if we don’t know
the outcome and empower other players to do so
as well.
2) We hold each other and the people we lead
accountable.
3) We model the vulnerability that forms deeper
relationships between each other and the people
we lead.
4) We are consistently modeling the values and
behaviors we want to see from our staff and
students.
5) We step back to listen actively, step up to
share ideas and ask questions, and suspend
absolution.
6) We rumble with conflict when making a
decision and then Rep the Room once a decision
is made.
7) We intentionally reflect on decisions in a way
that drives us to improve in the future.
8) Find joy in the GRIND
9) FINISHIT
1)“The courage to be vulnerable is not about winning or losing, it’s about the
courage to show up when you can’t predict or control the outcome.” -Brene
Brown
2) “Not finance. Not strategy. Not technology. It is teamwork that remains the
ultimate competitive advantage, both because it is so powerful and so rare.” –
Patrick Lencioni
3) “Daring leaders work to make sure people can be themselves and feel a
sense of belonging.” -Brene Brown
4) “Before you become a leader, success is all about growing yourself. When
you become a leader, success is all about growing others.” – Jack Welch
5) “Great leaders don’t tell you what to do. They show you how to do it.” –
Anonymous
6) A leader is anyone who takes responsibility for finding the potential in
people and processes, and who has the courage to develop that potential.” -
Brene Brown
7) “It’s the little details that are vital. Little things make the big things
happen.” – John Wooden

NEW ALL:
Additions: 1. Read through and bring any questions you have to Friday 11/22’s LT meeting about the Thanksgiving Luncheon (In
“norms and one pagers”) or the PPN schedule post turkey break (in Parent Pride Night folder). If you read through
before then and want to bring up/discuss at any standing meetings this week that’s completely fine.

2. Mel will do calendar check at 6pm on Sunday and provide feedback for items that need to be accomplished for the
Weekly Win Week 5 from the 9 week plan doc (in 9 week win plan folder). LT members can expect email feedback.
3. Updated Friday Schedule:
 GLCs:
1. Katie/Izzy/Melissa/Alex: Since Melissa/Katie/Izzy will be in the IC PD on Tuesday right up until
dismissal, the following people should call/walk buses:
o Alex
o Allie Aponte
o Brie Tabin * Izzy have Mychell/Jada/Zach/Jon prepped and ready to cover these two HRs
from 3:15-3:25 until buses are out in whichever way makes the most sense
2. Be ready to share progress on next steps from Quick “GLUTZ” data analysis Friday 11/22

ICs:
1. Weekly Whetstone Observation Stats: Linked here.

2. Answer to question from IC Meeting about IPP-Styled Meetings in Whetstone:

o All “IPP” styled meeting should be logged into Whetstone once ICs begin leading these styled
meetings with UTZ/Wildcard certified teachers. Regardless of whether the meeting is style #1 or
#2 from the document Frank shared with ICs two weeks ago, they can all be logged in Whetstone
as the normal “IPP” format.

3. UTZ/Wildcard Rubric #2:

o Email UTZ/Wildcard Rubric #2 to teachers in exact same format as Rubric #1 and have them
bring any questions about it to their standing meeting this week.

Ops:

1.

Full LT 1. Pride Post:

Items: Will be attached to the lupdates.
o All: Please provide any feedback by 10:00am on Sunday morning.
Mel goes o GLCs: Please double underline in Pride Time Monday:
through 1- i.Hype the winners of canned food drive
8 (5 min) ii.Announce the 1st/2nd/3rd place earners if was your pride
iii.Make connections to the mission/pride values of the school
Discuss 10
(10 min)
2) Tutoring Video Next Steps
Internaliz o ICs: Follow up with people you coach, watch and provide either “spotlight” or “reflection” time
e the rest stamp that they should reflect on during GL meeting (IC do by 11/15 at midnight) --let Mel know
if waiting on a video. Google doc linked here
o GLCs: Facilitate tutoring reflection the week of 11/22 in GL meetings using time stamp for each
of the people they coach in the “tutoring” google doc linked here (housed in GLC Resources
folder of LT drive) to denote either a “spotlight” or “gap” stamp.
▪ a “see it” with the spotlight, then letting teachers watch their own videos and reflecting
on their biggest push for tutoring.

3) What do weeks 5-9 look like after the UTZ/Wildcard push?

• In the “9 Week Win Plan” folder for each person’s role the next 5 weeks
• Use as “execution tracker” informant that informs how you set your calendar each week
• For all LT:
o If you do not want to use execution tracker as tool, do not need to
o Everyone DOES need to set calendar based on the items they must complete in their “weekly
win” section
▪ Mel will use calendar to cross against what you are supposed to do that week in order to
support and help get it on the calendar to make it happen
▪ GLCS will check in about items in GLC check in or LT meeting
▪ ICs/DOS/DOO will check in about items in Standing Meeting
▪ Principal will check in about items in Standing Meeting with PM
o Starting next Friday, come with your calendar 1.0s of the next week to LT meeting--similar to
“coverage needs” section, if anyone is struggling to achieve items on their weekly win plan, we
will have each other’s backs and see what can be done to spread the load and accomplish the end
in mind for the upcoming week
▪ Hall Coverage
 ▪ Schedule Coverage
▪ Weekly Win Items

4) The Redeem Team Living (New laces on UTZ kids shoes) *Roll out to students after
Thanksgiving Break
• Starters (earn their starters’ jerseys at the Q2 BM Celebrations)
o Average a 85% or higher on work habits strands on report cards and killer work habits on
benchmarks
• Captains (Top 3 Paychecks from each Pride earn at the Quarter 2 Awards Ceremony)
• MVPS
o Top 5 achievement and growth on all benchmarks (earn at Q2 BM Celebration)

5) IPP Deadlines This ensures that no IPPing is done when you are giving thanks and spending
time with fam/friends
o IPPs (2 LPs and CWs) for week of 11/25 due on THURSDAY 11/21 by 7:20am
o IPPs (5 LPs and CWs) for week of 12/2 due on TUESDAY 11/26 by 7:20am
7) Quarter 2 Grading Schedule Update:
o Monday 11/4: 1 Grade per strand entered into Powerschool
o Tuesday 11/12: 2 Grades per strand entered into Powerschool
o Tuesday 11/19: 3 Grades per strand entered into Powerschool
o Monday 1/13: 4 Grades per strand entered into Powerschool
o Monday 1/20: 5 Grades per strand entered into Powerschool

Powerschool has another maintenance weekend this weekend

• Teachers should have until Tuesday by go time to enter grades in
• GLs should staple any day week of 11/20, 11/21, or 11/22 and give kids progress reports
o Jess can have the cover sheets ready by 11/20 by 8am, so if stapling on 11/20, would be in PM
o GLCs should collect for 100% completion and keep for records
8) Thanksgiving Break Packets
• Reading and Math
• Due to Katie/EBM by deadlines in their email (11/19)
• Give out to kids Monday 11/25
9) Time Management PD
• Should happen Friday 11/22--who would like to lead it? Any teachers that could be “see its”, case studies, or who might
help lead it? Should it be “roam around” style like we’ve done at LT retreats or no?

10) What needs to be accomplished next week? Who can help accomplish it?

-Hall coverage
• Sign up for 5 Hall Presence slots for the week of 11/17 by 6:00pm on Sunday 11/17 and add to your
calendars. Mel will check the doc at 6:00pm.
• If anyone is unable to sign up for all 5, just needs to be proactively told to Mel
• Week 5: Can sit and do work in back of rooms/areas if able (expect interruptions in the rooms of high
support teachers)
o Non Negotiable hot spots to support
o GLCs need to enlist teachers to plan in rooms if no leadership is able to sign up in that slot, and
empower them to be the leaders on their team--Brie and Allie were the models of this in past
years--can still plan, but should just be added presence/support for teachers
*If the teacher says that they have a meeting/etc during that time, please reach out to me to flag
it and problem solve before go time on Tuesday 11/12
▪ 7th sci
• 8:05-9:08 (Thursday)
• 9:11-10:14
• 10:17-11:20
• 2:10-3:10
▪ 6th eng
• 8:50-9:50 (Thursday)
• 1:05-2:05
▪ 8th Math 2
• 8:00-9:05 (Rafiq when here)
▪ 8th History
• 10:20-11:25
 ▪ 5th Grade (Sit in hallway looking into 5th NF/Math and 4th TS or sit on one of those
two classrooms)
• 1:00-1:30
• 1:30-2:00
• 2:00-2:30
• 2:30-3:00

-
11) Next Friday Afternoon Schedule 11/22
o Will be updated on the team google calendar by noon on Sunday and if updated after that, GLC will let team
know via text of screen shot and/or text to refer to the updated google calendar if needed. Tentative
Schedule:

12) Tuesday GL HDHs Practice Clinics: Tuesday 11/19 will be in GLs at 4:35-5:00pm since 27/25 will be in their FPN.

13) Upcoming Dates to add to Calendar:

o November 19th: 2027 and 2025 Full Pride Night
o November 20th: Progress Reports go home
o November 21st: 2024 and 2026 Full Pride Night
o November 26th: Early Dismissal Day 12:30pm
o November 27th-29th: Thanksgiving Break
o December 20th: Parent Pride Night
o 19-20 LT Mid-Year Retreat: January 10th and 11th, 2020
o 20-21 LT BOY Retreat: July 16th and 17th, 2020

14) Q2 Schedule:
o November 15th: Diamond F., Tullos, Brie, Marcia, Katie P
o November 22nd: Diamond B., Tullos., Parker, Switts, Morgan B.
o December 6th: GLC Q2: Cheek, Tullos, Jon, Alex H, Kim
o December 13th: Dee Via, Abi, Zach, Jessica M., Amanda

GLC 1) FPN Food sheets:

Specific • need to get back to Ops by the Tuesday of the FPN so they know what additional food to order.
Items:
2) Cultural Loop Data Week 5
Mel goes • GLCs enter the % of kids who have earned the weekly incentive into the google sheet based on cultural loop by
through 1- Saturday, 11/16 by 12pm.
14 (5 min)
3) *6th and 8th Grade “Memphis” Trip for performing Arts: March 27th
Discuss 15-
16 (10 4) Execute FPN Items according to when your GL’s FPN date is
min) • Use FPN folder in LT drive for the one-pager and systems/deadlines as well as the google slides template and other
resources
Internaliz
e 17
5) Parent Conferences: Are these closed out?
• 4th: 4
• 5th: done
• 6th: 4
 • 7th: done
• 8th: done

6) PPN Shirt Designs: Is this completed for all GLs? (emailed to Mel/Jess)
• 4th:
• 5th:
• 6th:
• 7th:
• 8th: done

7)PPN Timeline Reminder

GLCs bring this focus to GL huddle on 10/4 and give team the homework of bringing ideas to the work day
team meeting so the team can decide on exact theme/outline and then decide ownership of:
i.Script (10/25)
ii.Auditions take place 10/28 and 10/29
iii.Begin practice with Prides: Week of 10/28

Items needed to be complete by 11/22:

1. Script completely finalized and given to kids to memorize/internalize
2. The Pride has consistent practice with the meat of the performance ( at least 2 practices during “PT”)
3. Lead roles have meaningful time to practice their scripts/lines
o After school
o During performance one teacher takes
4. Use PPN Rehearsals Folder in LT drive (In Parent Pride Night Folder) to help with practices/investing
students
8) Cultural MW Best Practices and Next Steps
• GLCs: Based on the best practices/next steps you heard last week, drop off 1 copy of your cultural MW from 11/18 onto
Mel’s desk by EOD

9) Contingency Plans for a teammate being absent

• GLS need 2 types of contingency plans readily accessible if a teammate is going to be out:
o 1 plan that is a meaningful review that can be run/facilitated by anyone with an exemplar if an AT is able to
cover
o 1 plan that has the class out of the rotation and a solid (30 min min) chunk of planning time for all teachers,
preferably not during Pride Time as much as possible so that teachers aren’t missing cultural reinforcement
• GLCs can create or delegate someone with logistics wheelhouse on team for class out of rotation plan
• GLCS have teachers create 1 basic review by November 26th at go time and upload to GL shared drive in “review
packets” hub so anyone can easily access and print if needed

10) Fall Break Packet Grades Spotlight on Pride Post

• If you haven’t done this already put it in the plan to be done no later than the PP given on 11/25 to hype before the next
break packet happens
 11) Dismissal Plan Continued
• GLCs should have the “bus” excel doc and have it updated the rosters with what their grade level needs (delete kids in
their pride, organized by homerooms if you want etc)
• During dismissal, teachers should have the route that was just called projected on the whiteboard similar to how we did
for FFD so that teachers can see who should be leaving/who shouldn’t be leaving.
• Week of 11/18 start this with teams, so can plan to go over more in depth with teams at 11/15 GL huddle

12) Thanksgiving Meal details to go over with teams on 11/22

• Details linked in the google doc here (In “Norms and One-Pagers” Folder of LT Drive)
• GLCs should create GL specific details that coordinate with the full school details and roll out to teams next Friday to
look over/internalize

13) PPN GL Schedules Coming back from Turkey Day Break

• Look through the linked/attached suggestions and bring questions to either GLC check in or Friday 11/22 LT Meeting

17) Attendance Texts

• between 8:05 and 8:10 Ops will send a text to the team strand
• by 8:15 One person on team (either first period planning or 1 person on 26/27 in PT) needs to text Ops back
• Ops will follow up by 8:20 if there has not been a response to the GLC

18) Weekly Attendance Information to hype with Prides for top attendance in Q2:

IC
Specific 1. New IC Meeting Time will be Mondays from 10:25-11:25 Starting week of 11/18
Items
2. Next IC PD with Eric/Carice/Frank:
o November 19th, 2:00-3:15pm
4. Update “Action Step Report” Each Thursday by 5:00pm

5. Whetstone Lenses for week of 11/12: Please have/use these headers when observing teachers this
week
o Weekly focus

o Action Step (if zoomed in from weekly focus)

o Other “Wildcard/UTZ Feedback”

▪ student work completion should be a +/^ you give based on what you see

o Quick Technical Feedback:

▪ Daily Data boards updated based on the minimum your department requires for daily
data--give +/^ feedback based on what you see
▪ Minimum should be Oral Drill/Do Now/Exit TicketTo keep the “Wildcard Poster” living
and updated more throughout the week, ICs should just do 3 quick checks a week:
Sometime Monday, Wednesday, and Friday for 5 min, and put up any stickers on the
tracker for people who have observations
Appendix D: Sample Instructional Coaching Meeting

Week of 1/13
Part 1: Follow • Melissa/KP check in about Assessment Data
up from last
meeting (5 min)

Part 2: Quick Mel:

Hits/Questions • Mid year evaluations clarification/questions/next steps
(5 min) • Mid Year survey data/next steps
• Clarification/reminders on items to complete this week for weekly win plan
• What do do if teachers didn’t earn wildcard status--UTZ/Rigor Goal
• Miller leaving letter
• 7th Discipline plan
• Testing problem solving (more admin/back up coordinator/more rooms)
• Mid year glc/ic rubric
• Rigor rating for teachers reminder
• Grade Check for people you coach--any next steps?
• Any next steps for GLCs for biofeedback?
• Q3 Schedule to prepare for Week of 1/27 *need to have strong
• Any PDs to put on the Hub?
• Q2 Attendance: You/Team/PD conflict
• system/plan with 8th lunch/recess (they do recess first then come in)

Melissa:
• Testing problem solving (more admin/back up coordinator/more rooms
• History plan week of 1/27 onward (keeping in mind that is also Q3 switch so 7th
grade will also be transitioning to band.

Need perfect plan for 7th grade to seamlessly go to 7th band /Discipline Plan
• Need to rebuild the “it’s cool to be smart/do the right thing” culture and completely
take “the wrong thing” off the stage

Pride Time Pro-Active Teacher Leadership/Master Other/notes

Lessons Reflection and teacher support
action
steps/behavior
to promote

Mel/Katie/Melissa/Alex Melissa fills in Mel and coach discuss Mel will

meeting “pride time” at standing meeting start filling in
meeting possible supports to and will
put in place finalize at
Mel/Katie/Melissa Q3 meeting
Scheduling meeting

Part 3:
Developmental • RTF Practice during observation: 100% collection/tracking do now/oral
Activity (20 min) drill/exit ticket
o Trends? Next Steps? Celebrations?
Part 5: Lock it Melanie:
in/Follow up (5 • Discuss with katie and izzy the 7th room conflict and help problem
min) solve between 8th/6th rooms to communicate back to melissa
• Discuss more with Coach systems and supports to put in place for 7th grade
switch week of 1/27

Melissa:
• Follow up with KP about reteach data
Appendix E: Sample Weekly Data Meeting Script

PLAN YOUR MEETING:

WEEKLY DATA MEETINGS
TULLOS 11.15
See Past Success, See the Exemplar, and See and Analyze the Gap
See Past Success (1 min):

Looking at your reteach data, you were able to raise your data on insulators and conductors from 54% on
the BM to 84%.

What made your insulator/conductor reteach so effective?

See the Exemplar (7-10 min):

Today we are going to focus on standard

5.P.2 Understand the interactions of matter and energy and the changes that occur
· 5.P.2.1 Explain how the sun’s energy impacts the processes of the water cycle (including, evaporation, transpiration,
condensation, precipitation and runoff).

Unpacked Standard
Students know that the sun provides the energy that is a driving force for most biotic and abiotic cycles on the surface
of the earth. Students know that the sun’s energy fuels the water cycle and impacts different aspects of the water
cycle (evaporation, transpiration, condensation, precipitation).

In your own words, what would a student have to know or be able to do to show mastery of this standard?
- Know:
o The sun drives the water cycle
o Evaporation = heat added, liquid – gas, earth to atmosphere
o Condensation = heat removed, gas – liquid, atmosphere
o Precipitation = no heat change, liquid, atmosphere – earth
o Transpiration = heat added, liquid – gas, plant to atmosphere
- Do
o Draw a mental movie of the water cycle
o Label each part of the water cycle
o Label how energy is changing (due to the sun)
See It
o Label where water is moving
13-18 mins
o Label the state of matter change

Now that we have a strong list of standard mastery, lets’ take a look at number 26, from the Benchmark.
How well does this question assess with mastery of the standard?
- Very aligned because it requires students to recognize which step in the water cycle moves water
from the earth to the atmosphere. It does not address how the sun’s energy impacts the cycle.

Take notes for Tullos in the google doc

Thinking back to our standard list – what is the evidence we would want to see in student work to show
mastery of the standard for these three questions?
- Draw a mental movie of the water cycle when they see it is a water cycle question
- Label the 4 steps of the water cycle, how the energy changes, how the state of matter changes,
and where the water is moving.
- Mark up the question to show that the question is asking for movement from earth to atmosphere.
- Disprove answer choices

Take a look at my exemplar for these questions, what do students need to know and do? Tie this back to
the list we created for standard mastery.
- Draw a mental movie of the water cycle when they see it is a water cycle question
- Label the 4 steps of the water cycle, how the energy changes, how the state of matter changes,
and where the water is moving.
- Mark up the question to show that the question is asking for movement from earth to atmosphere.
- Disprove answer choices

How does the high student sample compare to the teacher exemplar?
- Describes the phase change for transpiration
- Describes how water moves (from earth to air) during transpiration
- Question is annotated to show where water is moving.

What’s missing from the standard mastery list?

 - No mental movie is drawn
- All steps of the water cycle aren’t listed out.
- Incorrect answer choices aren’t disproven

ID the gaps
Take two minutes to read through the mid and low student samples and look for trends that allow us to
articulate the error being made and the larger conceptual misunderstanding. *refer back to the list we
created from the standard.
- Seeing the word “return” and assume the question is asking for when water returns to the earth.
- Most aren’t drawing a diagram/mental movie
- Some clearly aren’t understanding what happens in each step of the water cycle.
- Some think condensation is the answer because it is in the clouds/atmosphere.

State the Error and Conceptual Misunderstanding

Name the Error and Conceptual Understanding:
What is the error?
- Students are not drawing the water cycle and labeling what is needed to answer the question.
- Students aren’t recognizing what they need to demonstrate from the question.

What is the larger conceptual misunderstanding?

Students are struggling to understand where exactly water is moving during each step of the water cycle.
Students don’t understand the difference between water moving from the earth to the atmosphere
(evaporation/transpiration) and water changing state while in the atmosphere (condensation)

Name It What will students need to be able to know and do to close this gap?
2 mins 1. Recognize this is a water cycle question
2. Draw the water cycle
3. Label each step of the water cycle and how the energy, phase, and location changes at each
step
4. Read the question and annotate exactly what the question is asking for.

Summary: List out the steps of the water cycle and label for all possible information you would need to
know about water at any step. Evaporation and transpiration move water from the earth to the
atmosphere, precipitation moves water from the atmosphere to the earth, water stays in the atmosphere
during condensation, it just changes from a gas to a liquid.

Make sure Tullos has recorded in google doc.

Plan the Reteach, Practice, and Follow Up
Plan the Reteach (8-10 mins):
When will this reteach take place?

What are the key points that need to be emphasized during the reteach?
1. Recognize this is a water cycle question
2. Draw the water cycle
3. Label each step of the water cycle and how the energy, phase, and location changes at each
step
4. Read the question and annotate exactly what the question is asking for.
5. Evaporation and transpiration move water from the earth to the atmosphere, precipitation moves
water from the atmosphere to the earth, water stays in the atmosphere during condensation, it
just changes from a gas to a liquid.
Do It
Rest of the Which question will you reteach with and how will you reteach?
meeting - 35% -- model

Name the Gap: Students are not recognizing which steps of the water cycle move water between the
earth and the atmosphere.

Most of us made the same error when answering this question, In order to show you how to answer a
question like this, I will be doing a think aloud. That means that you will be able to hear what I’m thinking
as I answer this question.

As you watch, you will be listening to see: how do I use a mental movie to help me answer the question.

CFU: What are you listening for? (how do I use a mental movie to help me answer the question.)
Humm, looking at question number 26, I immediately recognize from the question that it is asking me
about water moving in the water cycle. I know there is a lot of information that goes into understanding
the water cycle, so I’m going to draw a water cycle so I can get all my thinking out before I look at the
question and potentially get tricked by an answer choice.

<draw water cycle diagram>

I know that when water goes from a lake to the atmosphere that’s’ evaporation. I also know the sun
needs to heat up the water to do this, so I’m going to also label this step as heat added. I’m then going to
also label how the state of matter changes during this step. Water goes from liquid water to water vapor,
so it’s going from a liquid to a gas. I’m also going to add one more step here. I see the question is asking
me about water moving between the earth and atmosphere, so I’m also going to label that movement in
my diagram so that I don’t get confused. In evaporation, water moves from the Earth to the atmosphere.

<repeat for all 4 steps of the water cycle>

Ok now that I’ve drawn a complete water cycle diagram, I’m going to jump into the question. I know I
can now use my diagram to answer any question that comes up about the water cycle.

I see the question is asking me which process returns water to the atmosphere. So to summarize that, the
question wants to know which process moves water from the Earth back to the atmosphere. Huh that
word “returns” was kind of confusing, but I can see I just need to identify a step that goes from the Earth to
the atmosphere. I can see here from my diagram, that both evaporation and transpiration move water
from the Earth to the atmosphere. When I look at the answer choices, I see that only transpiration is an
option so that must be the correct answer. I’m also going to disprove my incorrect answers as well just to
be sure.

Pause: Write down what you saw me do to draw a mental movie to help me answer the question.
- Listed all steps of the water cycle, the energy change, phase change, and movement
Stamp it: When we are answering water cycle questions, we need to make sure we take time to draw out
the steps of the water cycle so that we don’t get the different steps confused. We need to recognize that
Evaporation and transpiration move water from the earth to the atmosphere, precipitation moves water
from the atmosphere to the earth, water stays in the atmosphere during condensation, it just changes
from a gas to a liquid. We must also summarize what the question is asking us to make sure we aren’t
getting confused about what information we’re being asked for.

Let’s practice:
You are all going to practice answering a different question that you’ll need to list out all of the steps of
the question in order to answer. Go to the Bull Dog problem of the day.

Lenses: As I come around, I’ll first be looking for you to create a diagram/mental movie of the water cycle.
If I draw a box, you need to create your diagram, If I draw an arrow, you need to add to your diagram (P
= phase changes, E = energy change, L= location change).

The second time, I will be looking to see if you answered the question correctly.

Practice (remaining time):

Read through first out loud to run out the kinks

Then take it live

Lenses:
- Emphasizing the key points
- Stamping the summary – what do I need to do every time
- Lenses during the reboot

Follow up
1. Reteach will occur _______
2. Data will be collected _____
3. Send me the updated data for this concept by ______
Appendix F: Sample Grade Level Meeting Agenda

2025: Shattering Paradigms 11/8/19

Agenda:
Do Now (10 minutes)
Quick Hits (30 minutes)
PPN (20 minutes)
- Final planning
- Shirt (design and colors)

Do Now
1. Write a shout out for the teammate to your right.

2. How well did you do with the weekly focus of “100% of students will have strong posture” this week?
If you were successful, what contributed to that success? If you want to improve, what areas would
you like to improve?

3. Finish the lyrics challenge! Let’s see if anyone can beat Ms. Milly at this challenge!

1
2
3
4
5
6

To Dos Fill out the Teacher Facts google form

1. Complete the new teacher fact form here.
2. Shout out to Hopkins and Switts for filling out the form already!

Tutoring Video:
1. ALL- record one of their tutoring sessions by 11/8 and upload to the google folder linked here
2. This HAS to be done so IC’s can provide feedback.

New Updates Schoolwide Focus for Week:

Next Friday Afternoon Schedule (11/15

Lock Down Drill:

- November 13th: 9:10am

Tuesday GL HDHs Practice Clinics: Tuesday 11/12 is with Gl this week from 4:35-5:00

Previous Tutoring:
Updates - Tutoring pickup is creating a backup in the HS pick up line.
- Tutoring Teachers: please tell students to tell families to not get in the pickup up line until 4:10.

Counseling Updates (From Mollie’s email)

- A google calendar has been created and shared (MS.Counseling) with intervention groups. Please
subscribe to this calendar.
- Each student will have a laminated pass for each student to keep, with the day and time on it. The
groups will stay the same for all of Q2. At the time of the appointment on the google calendar,
please:
o send the students, with their pass, to meet Mollie in her office
 - This will begin Tuesday, October 29th.

Full Pride Night:

- Will be November 19th
- A letter will be going home Monday for students to sign up to bring something
- Milly: Collect all forms and track forms, note what people are willing to bring and create
assignments (Option1/2, and Assignment column of form tracker)
o Entrees: at least 75 (per pride)
o Salad/bread: 15-20
o Desserts: 5-10

Taking Pictures on Trips/Events

- Norm is minimum of 25 pictures per teacher uploaded to Snapfish by the end of the week of that
trip/event
- Within one week of pictures being updated, pictures need to be printed and posted on board.
- Snapfish one pager coming soon!

Grades Deadlines Q2:

• Monday 11/4: 1 Grade per strand entered into Powerschool

• Tuesday 11/12: 2 Grades per strand entered into Powerschool

• Monday 11/18: 3 Grades per strand entered into Powerschool
• Monday 1/13: 4 Grades per strand entered into Powerschool
• Monday 1/20: 5 Grades per strand entered into Powerschool

Bathrooms and Drills

• Kids should not be sent to the bathroom before a drill
• While we cannot plan for this in the real event, we want to ensure we have all students in rooms
during drills

Consolidation Dismissal Plan

o ALL- teachers should treat as a homeroom environment, and once LP teacher is there, they
leave (not hanging out with kids)
o 4:15 teachers are consolidated kids to one room and Ops owns
o Dismissal Consolidate Late pick up teacher is 4:30-4:50
o Office late pick up teacher is 4:50-when kid gets picked u

Can Wars Clarify

One pager found here.
Recurring
Updates Weekly Goal: The Pride will transition at zero, with not more than two full class redirections per transition.
• We will achieve this by:
- Being at doors or in hallways for every transition
- Positively narrate those meeting the expectation
- Moving students who need a better spot in line
- Asking students to have one foot in the gold and one in the gray
- Engaging classes in subject battles when transitions are long and students need to be
waiting a while.
- Moving classes quickly from one space to another

Pride Time Schedule Week of 11/12:

• Monday:
o No School
• Tuesday:
o AR, Announcements
• Wednesday:
o PPN, Bench
• Thursday:
o PPN, Bench
• Friday:
 o Earn It

Transition Focus
• Details attached here.

PPN
7th Grade highlights student’s perspective of Henderson and how struggles take place but they overcome
- Owning Auditions- Rafiq/Miller
- Support Alex with script- Morrison
- Practicing with singers- Milly/Switts
- Props- (will fill in as needed)

Updated Recess Plan

• As a school, we decided to norm the consequence for missing homework. Therefore, we decided
that moving forward, across the school, students will miss recess only for missing homework. They will
be allowed to engage in talk time during lunch.

Indoor Recess Plan

• Please familiarize yourself with this document to be executed once needed based on weather.

Tutoring
• Will begin the week of 10/21 for Q2
• You will give a tutoring invite sheet during parent conferences. Family will sign one copy and leave
in meeting and take the other copy home.
• Schedule for Tutoring (was created by leadership to accommodate IPP meetings)
- Monday: Switts
- Tuesday: Tricia
- Wednesday: Alex
- Thursday: 7th Science (Rafiq owns until position is filled)
- Friday: Miller

• Tutoring Details
- Tutoring is held from 3:30-4:10pm daily (1:00-1:40 on Friday)
▪ Because tutoring occurs within the framework of dismissal, teachers keep kids in
their homeroom and dismiss as car riders, and can dismiss any Boys and Girls club
bus riders if that applies
▪ Tutoring teachers need to have their discord on at 4:05 so that they can hear
names starting to come in, and at 4:10 can start calling student names to head
right outside to dismissal
▪ ALL- record one of their tutoring sessions by 11/8 and upload to the google folder
linked here

Melissa Schedule for Week:

• Monday: Normal
• Tuesday; Out in AM for ES Staff Culture Inspection
• Wednesday: Normal
• Thursday: Out for NELA
• Friday: Normal

PPN Roll Out Calendar

Week PPN Progress
Script Finalized
10/18 Ownership Finalized
Complete backwards plan to have kids ready finalized
10/25 100% of students auditioned and roles ready to role out
Students know their roles
11/1
Students have begun practice
11/8 Students have scripts memorized and have consistent practice
11/15 Pride has run through entire performance with quick tweak feedback
Pride able to completely run through performance without any
11/19
intervention
 *about to go on T-
Day Break
12/6 Performance Ready
12/20 PPN performance

Q2 Schedule:
- November 15th: Diamond F., Tullos, Brie, Marcia, Katie P
- November 22nd: Diamond B., Kayla W., Parker, Switts, Morgan B.
- December 6th: GLC Q2: Cheek, Tullos, Jon, Alex H, Kim
- December 13th: Dee Via, Abi, Zach, Jessica M., Amanda

Upcoming Dates:
o November 13th: Lockdown Drill Time 9:10am
o November 11th: Veteran’s Day: No School
o November 14th: 2028 Full Pride Night
o November 19th: 2027 and 2025 Full Pride Night
o November 20th: Progress Reports go home
o November 21st: 2024 and 2026 Full Pride Night
o November 26th: Early Dismissal Day 12:30pm
o November 27th-29th: Thanksgiving Break
o December 20th: Parent Pride Night
o 19-20 LT Mid-Year Retreat: January 10th and 11th, 2020
o 20-21 LT BOY Retreat: July 16th and 17th, 2020

Recurring
Reminders
Form Tracking (Reminder)
• Please continue to track forms as they come in in the form doc (found here).
• All forms needs to be collected at 100% within 48 hours moving forward.
• In order to achieve this the following steps need to be taken by all homeroom teachers:
1. Proactive calls: before the forms go home (morning they are handed out) proactively call
parents of students who consistently struggle to return forms. Let families know there is an
important document coming home and that it needs to be signed and brought back in
homework folder.
2. Distribute forms in HR like normal. Place extra copies in the form bin in the hall (Switts can you
add a labeled bin to the stack for forms please?)
3. Forms are collected in HR the next day and tracked in the form tracker (found here).
4. HR teachers staple a new form into the planner of student’s missing forms. Text SL strand to
denote student earned silent lunch.
5. Alex asks Pride during lunch if anyone has a form to turn in, incase students arrived later.
6. During EOD planning, Alex goes through list and checks students who have not turned in form
to ensure all have one stapled to planner and calls families to remind them to sign and send to
school with student.
7. Alex then emails HR teachers to check the form list doc to remind them to follow up with
students the next day.
8. If students still does not have form on Day 2, they will be sidelined until the form is brought in.
Form must be stapled to planner each day and steps 3-7 should be repeated.
9. By the 3rd day, if still at 100%, HR teacher texts Ops the name of those who have not returned
and Ops will call families to come in to sign the form.

Late Pick Up
- After dismissal, students are brought to afterschool pick up at 4:15. Ops arrives at 4:30 to own pick
up until 4:45. Late pickup begins at 4:45.
- In order to minimize the number of teachers on afterschool pickup (4:15-4:30) a rotation calendar
has been created that accommodates IPP schedules. Please see October schedule below:

Morning Work Rotation

*The expectation is that MW is delivered to homerooms by 7:10 and a teacher exemplar is provided. Please
also note on your exemplar if the MW will be graded or not, as that will impact how teachers give feedback
during the AM while aggressively monitoring.

• Monday: Cultural (Alex)

• Tuesday: Math (Alex)
• Wednesday: English (Tricia)
• Thursday: Math (Alex)
• Friday: English (Tricia)

Hallway Work Rotation

Week Of Owner
Sept. 23 Milly
Oct 21 Switts
Nov 4 Hopkins
Nov 18 Morrison
Dec 2 Miller
• Please add these dates to your personal calendar to remember

Bench Action Plans

• Need to be filled out with fidelity
• Need to be filled out before end of class

Inflated paychecks
• Paychecks were slightly inflated last week. Positive comments were great but based on texts and
feedback from team, not all negative comments were added
• Please have a lens and track for these items
o Untucked necklace
o Double bracelets on wrist
o Earrings larger than quarter
o White on shoes
o Talking in hall
o No pencils
o Gum
o Missing Homework
Appendix G: Sample GLC Coaching Meeting Agenda
1/24
What “wins” should you celebrate Win:
with the Pride from this week?
2 min
What Pride Times need to be
executed next week?
5 min
What Misc. Action Items need to
be executed next week?
3 min
What cultural win do you want to
accomplish in 2025 this week?
5 min
What paycheck lens should
Coach have this week?
1 min
What cultural support do you
need next week?
2 min
No bench texts/Focused in benchmark rooms
Mechanism to celebrate:
Pride TIme on Monday-name 3 leaders shouted out 2025 for focus
and have 3 kids stand who were rocks
PT: Teacher vs Terminator
Date: 1/30
Leader: Melissa
Next Steps:
Send to Katie for feedback-before Tuesday at 8pm
Item: Pride Culture/Discipline re-set with Team in GL meeting
(Melissa/Alex in GL huddle 1/24)
Owner:Melissa
Next Steps/Deadline:
• Truth or dare follow up in GL meeting
• Pull up text strand between coach and GLC
• Alex does paycheck analysis for negative comments (ensure
teachers are including comments that are sent between him
and Coach)
Mollie-starting a boys lunch group :) hold off on the boys incentive
group
Name it by….Bringing strong energy in classes at appropriate times
Incentivize it...Hyping in Pride Time/Put on Monday’s MW a spot to
determine the options kids can choose for earned Pride Time
Celebrate it by….Naming it in PT throughout the week
Address breach in culture by…Having a strong teacher own
nonearners
Follow up on data/name next lap by...Celebrating those who
earned it and name what they did to earn it
Participation lens next week of
1/27
In Pride Time on ⅔ (Coach/Mel/Katie)
Lunch as a hot spot time in 7th grade
Pull the weeds walkthrough (pull it and fix it)
Texting the leadership strand if you are getting a lot of texts from a
teacher
Leadership at transitions
Appendix H: Sample WMDM Video Rubric Feedback

Name of ILC Cohort Name of Coach: Date Rubric was Scored: Rubric Score
Member: 3.5 - 4.0 = 4 1.50 - 2.49 = 2
2.5 - 3.49 = 3 1.0 - 1.49 = 1
Melissa Altemose Mel Johnson 1.6.20 1.33 = 1

Rubric Row (1) (2) (3) (4)

Exemplary Proficient Foundational Attempting

1. PREPARA a. DATA ANALYSIS a. DATA ANALYSIS a. DATA ANALYSIS: a. DATA ANALYSIS:

FOCUS: The leader has FOCUS: The leader has The leader has identified The leader has not
TION
identified the highest identified a high leverage a low leverage focus identified a focus for

The leader leverage focus (e.g., focus (e.g., question, rubric (e.g., question, rubric analysis
of the
question, rubric strand) for strand) for analysis that may strand) for analysis b.
weekly data EVIDENCE OF
meeting analysis based on analyzing be based on analyzing the b. EVIDENCE OF LEADER PROCESS: The
requires
the standard, scripting or standard, scripting or LEADER PROCESS: The leader has taken 1 or
participants
and reviewing an exemplar and reviewing an exemplar, leader has taken at none of the following steps
him/herself
reviewing student work and reviewing student work taken at least 2 of the to prepare: a) scripted an
to do pre-
work to b. EVIDENCE OF b. EVIDENCE OF following 5 steps to exemplar, b) identified
ensure
LEADER PROCESS: The LEADER PROCESS: The prepare: a) scripted an student exemplars and
success
leader has a) scripted an leader has taken at least 3 exemplar, b) identified gap work, c) pulled

exemplar, b) identified of the following 5 steps to student exemplars and upcoming lesson plan(s),

student exemplars and gap prepare: a) scripted an gap work, c) pulled d) has pertinent prompting

work, c) pulled upcoming exemplar, b) identified upcoming lesson plan(s), guides/resources and e)

lesson plan(s), d) has student exemplars and gap d) has pertinent meeting roles, timer, and

pertinent prompting work, c) pulled upcoming prompting charting materials. The

guides/resources and e) lesson plan(s), d) has guides/resources and e) leader does not have

meeting roles, timer, and pertinent prompting meeting roles, timer, and documents prepared for

charting materials. The guides/resources and e) charting materials. The the meeting.

leader has all documents meeting roles, timer, and leader has documents c.EVIDENCE OF PARTICIPANT
prepared for the meeting charting materials. The prepared for the meeting PROCESS: The participant

c.EVIDENCE OF PARTICIPANT leader has all documents c.EVIDENCE OF has between 0 to 1 of the

PROCESS: The participant prepared for the meeting PARTICIPANT PROCESS: following documents

has documents and/or c.EVIDENCE OF PARTICIPANT The participant has and/or materials ready –

materials ready – a) PROCESS: The participant evidence of at least 2 of a) teacher exemplar, b)

teacher exemplar, b) has evidence of at least 3 the 4 following student exemplar, c)

student exemplar, c) of the 4 following documents and/or student work and d)

student work and d) documents and/or materials ready – ) upcoming lesson plans, e)
 upcoming lesson plans– materials ready – a) teacher exemplar, b) meeting roles, d) timer

indicating norms for an teacher exemplar, b) student exemplar, c) and charting materials –

established process and student exemplar, c) student work and d) indicating norms for an

expectation student work and d) upcoming lesson plans,– established process and

upcoming lesson plans– indicating norms for an expectation

indicating norms for an established process and

established process and expectation

expectation

1. SEE IT – a. UNPACK THE a. UNPACK THE STANDARD: a. UNPACK THE STANDARD: a. UNPACK THE STANDARD:

UNPACK THE STANDARD: The leader The leader prompts The leader identifies the The leader does not
STANDARD:
identifies the “know”: participants to define what standard but does not reference the standard.
The leader
leads the ● Prompts participants to a student would have to prompt participants to
group in
define what a student know or be able to do to define what a student
naming
what would have to know or show mastery of the would have to know or
students
be able to do to show standard be able to do to show
have to
know and mastery of the standard in mastery. OR the
be able to breakdown of the
precise and specific
do to show
mastery of ways. standard is a repetition of
the ● Has someone write down the language of the
standard
or chart these criteria for original standard.

reference throughout the

conversation.

Notes:

Seems like teacher goes right to the “knows/dos” for the specific question

Can use language like “Not thinking about this. Question at all yet, and looking at parts of the entire standard first, what is the list of
knows for this entire standard? What would they have to do to show mastery on this standard then?

2. SEE IT - a. SEE PAST SUCCESS: a. SEE PAST SUCCESS: The a. SEE PAST SUCCESS: The a. SEE PAST SUCCESS: The

SUCCESS & The leader connects leader connects praise to leader provides praise leader does not begin
EXEMPLAR:
authentic, data-based academic goals already that is not connected to with any praise.
The leader
leads the praise to academic goals met. any academic goals. b. SEE THE EXEMPLAR: The
group in
already met and provides b. SEE THE EXEMPLAR: The b. SEE THE EXEMPLAR: The leader does not start with
naming the
keys to an an authentic moment for leader leader does not get a teacher or student
ideal
reflection. ● Leads participants participants to isolate exemplar
answer and
connects b. SEE THE EXEMPLAR:
through unpacking the the specific key skills/
component student exemplar characteristics the ideal
The leader identifies the
s to the
interpretatio “show”: answer should include to
 n of the ● Efficiently leads ● Helps participants isolate show conceptual

standard participants through the specific key understanding of the

unpacking the student skills/characteristics the standard

exemplar ideal answer should

● Helps participants isolate include to show

the specific key conceptual

skills/characteristics the understanding of the

ideal answer should standard

include to show

conceptual

understanding of the

standard

● Connects exemplar to

interpretation of the

standard

Notes:

You asked him here “what did we both do?” “did you see anything else that you did that I didn’t or that I did that you didn’t?

Pointed out a key work habit you both did

Could also follow up here with “which work habits do you think were KEY here? What understanding did this show we had?” to use that
as the. Ideal list to compare student work against in the “see the gap” section

You did this when looking at the exemplar student work “what were the key things that these students
did?”
3. SEE a. IDENTIFY THE GAP: The a. IDENTIFY THE GAP: a. IDENTIFY THE GAP: a. IDENTIFY THE GAP: The
IT/NAME IT leader asks targeted The leader asks probing The leader asks probing leader asks probing
The leader is
probing questions of the questions that might be
able to questions of the student questions of the student

facilitate student work samples that work samples that allow work samples but the confusing or not focused
participants
allow participants to see participants to see questions do not allow on the highest leverage
to see and
name a the conceptual and conceptual and/or participants to effectively student errors, and does
conceptual
procedural gap(s) procedural gap(s). analyze the highest not get to the gap
gap
b. MODEL ANALYSIS: When leverage student b. MODEL ANALYSIS: The
b. MODEL ANALYSIS:
necessary, the leader misconceptions/errors, leader does not model
When necessary, the leader
models expert analysis to the gaps that affect the analysis
models expert analysis to
illuminate the gap. The illuminate the gap most students, or the gap c. NAME THE ERROR: The

leader follows up his/her identified is procedural. participants do not name

c.NAME THE ERROR: The
analysis with questions that a specific error
leader prompts participants b. MODEL ANALYSIS:
prompt the group to reflect d. EFFICIENCY: The leader
to name the precise The leader does not
does not use any time
 on the moves the leader student error before model analysis OR the limits or tools to ensure the

made planning the re-teach leader’s analysis does not meeting meets goals

c. NAME THE ERROR: The d. EFFICIENCY: The allow the group to see a within efficient time

leader prompts participants leader manages time limits specific gap

to clearly and concisely to ensure the meeting c.NAME THE ERROR: The
name the precise student meets goals within participants struggle to

error and conceptual designated time describe the error and

misunderstanding before the related conceptual

planning the re-teach. The misunderstanding

leader punches the error for evident in the error

the group by restating and before planning the re-

charting the error teach OR the

d. EFFICIENCY: The leader participants do not name

tightly sets and manages a precise error

time limits, including using d. EFFICIENCY: The

timers, to ensure the leader struggles to set or
meeting meets goals within manage time limits to
designated time ensure the meeting

meets goals within

designated time

Notes

Have teacher chart the procedural/conceptual gap themselves and then restate it for you to punch it

Because of the list you made at the beginning of the meeting and it was clearly one key PU work habit to look for, finding the gap was
much more efficient in this meeting I think it was a full 10 min earlier than the last meeting
4. NAME IT - a. HIGH LEVERAGE: The error a. HIGH LEVERAGE: The error a. HIGH LEVERAGE: The error a. HIGH LEVERAGE: No key

HIGH and misunderstanding and misunderstanding and misunderstanding error/misunderstanding is

LEVERAGE
identified is the highest identified represents a high identified does not identified
The leader
names the leverage gap leverage gap to fix represent the highest
error and
leverage gap to fix either
the
conceptual because it is heavily
understandi
procedure-based without
ng
fixing an underlying

conceptual

misunderstanding or

because it does not

represent the critical

mass of error
 5. DO IT – a. EXEMPLAR: The leader leads a. EXEMPLAR: The leader leads a. EXEMPLAR: The leader a. EXEMPLAR: The leader

PLAN & the group in scripting an the group in scripting an does not lead the group does not lead the group in
PRACTICE
exemplar for the next exemplar for the next in scripting an exemplar scripting an exemplar for
RETEACH:
The leader applicable applicable for the next applicable the next applicable
leads the
problem/question/prompt. problem/question/prompt problem/question/promp problem/question/prompt
group into
planning a The leader ensures the b. LESSON PLAN: The leader t b. LESSON PLAN: The leader
re-teach
exemplar addresses the works directly with the b. LESSON PLAN: The leader does not lead the group in
lesson
conceptual error participants on revising an leads the group in talking talking through an

b. LESSON PLAN: The leader upcoming lesson plan OR if through an upcoming upcoming lesson

works directly with the no lesson plan exists, leads lesson at a high-level. No c. RE-TEACH STRUCTURE: The

participants on revising an the group in selecting a re- lesson plans or resources re-teach structure

upcoming lesson plan OR if teach structure: modeling are used to plan the selected is not the most

no lesson plan exists, leads or guided discourse lesson efficient way to address

the group in selecting a re- c. RE-TEACH STRUCTURE: The c. RE-TEACH STRUCTURE: The the error OR a re-teach

teach structure: modeling re-teach structure selected re-teach structure structure is not selected

or guided discourse. may not be the most selected is not the most d. ERROR-DRIVEN: The re-

c. RE-TEACH STRUCTURE: The efficient way to address the efficient way to address teach lesson does not

re-teach structure selected error the error OR a re-teach address the error identified

is the most efficient way to d. ERROR-DRIVEN: The re- structure is not selected in the See It

address the error teach lesson addresses the d. ERROR-DRIVEN: The re- e. GET SPECIFIC: The leader

d. ERROR-DRIVEN: The re- error identified in the See It. teach lesson addresses does not push the group

teach lesson addresses the e. GET SPECIFIC: The leader the error identified in the to be specific in how the

error identified in the See It. uses prompts to keep See It using a procedural error will be addressed

Teacher actions participants on track and process f. PRACTICE PERFECT: There

embedded in the plan lead focused on addressing the e. GET SPECIFIC: The leader is no practice during the

to a conceptual error does not push the group meeting

understanding f. PRACTICE PERFECT: to be specific in how the

e. GET SPECIFIC: The leader Practice leads to a high- error will be addressed

uses efficient prompts to level run-through of the f. PRACTICE PERFECT: There

keep participants on track plan is a lack of practice

and focused on addressing during the meeting

the conceptual error

f. PRACTICE PERFECT:

Practice leverages existing

resources and leads to a

strong fine tuning of the

plan for reteach

Notes:

Not specific exemplar created but discussed the. Next aligned question that could be used to assess mastery
an have part of the pre-work be to bring an aligned question that could be given in the re-teach lesson
so that you can give alignment feedback and make sure the exemplar is strong/aligned to what you’ve
been crafting during the meeting
6. DO IT - a. CLEAR FOLLOW UP: The a. CLEAR FOLLOW UP: a. CLEAR FOLLOW UP: The a. CLEAR FOLLOW UP: There

FOLLOW UP leader locks in a follow-up The leader locks in a follow- leader locks in a follow- is no clear follow-up plan
The leader
plan, clearly defines action up plan, clearly defines b. DATA-BASED
will up plan, clearly defines
articulate a steps for implementation in action steps for action steps for ACCOUNTABILITY: There is
clear plan
the classroom within 24 implementation in the implementation in the no clear follow-up plan
for follow-up
hours of the meeting, and classroom within 48 hours of classroom within one

ensures participants record the meeting, and ensures week of the meeting

the plan. participants record the b. DATA-BASED

b. DATA-BASED plan. ACCOUNTABILITY: The

ACCOUNTABILITY: The b. DATA-BASED leader creates a follow-

leader creates a follow-up ACCOUNTABILITY: The up plan that clearly

plan that clearly defines defines how the reteach

leader creates a follow-up
how the reteach will be will be assessed but does
plan that clearly defines
assessed and reviewed how the reteach will be not articulate clearly how

using data from the re- assessed and reviewed the data from the re-

teach teach will be collected

using data from the re-
and/or reviewed
teach

Rubric Row (1) (2) (3) (4)

1.0 - 1.49 = 1 Exemplary Proficient Foundational Attempting
1.50 - 2.49 = 2
2.5 - 3.49 = 3
3.5 - 4.0 = 4

INSTRUCTIONA a. OVERALL EFFECTIVENESS: a. OVERALL EFFECTIVENESS: a. OVERALL EFFECTIVENESS: Based a. OVERALL EFFECTIVENESS: Based
Based on this assessment, this Based on this assessment, this on this assessment, this participant on this assessment, this participant is
L SUMMARY participant demonstrates participant demonstrates demonstrates foundational leadership not demonstrating leadership in
Overall, the exemplary leadership in leading proficient leadership in leading in leading weekly data meetings leading weekly data meetings
weekly data meetings weekly data meetings
leader will
demonstrate
effective
leadership of
weekly data
meetings
Area of Leader prep with knowing the precise procedural and conceptual gaps: In video 2, asked probing
Instructional questions that led to teacher really precisely name both the procedural and conceptual understanding
Strength:
Area of
Instructional What:
Growth: Increase efficiency with each section of meeting to prioritize authentic practice with increased rounds of
complexity

Why: Coach is content expert and is extremely well versed in the WDM structure that will allow the practice to be
meaningful for the teacher. The goal of every meeting should be to leave with the confidence that the teacher will
secure 80% or higher data through strong execution, which depends on how much practice the teacher gets during
the reteach to close the gap.
How:
Action Step:
Increase efficiency of analysis process to ensure 10 minutes minimum practice with the re-teach by 1)
start with the end by identifying the key student error and misunderstanding as the leader 2) make the
work habits aligned with that error POP in the leader exemplar 3) Ask probing question that makes that
key work habit pop for the teacher 4) use the key work habit identified to compare to student work to
narrow the teacher's focus and ID the gap/conceptual misunderstanding
Appendix I: Mindsets PD Materials

Materials linked here.

Appendix J: ACEs and Brain Science PD

Materials Linked here.

Appendix K: Resiliency and Resetting Strategies PD

Materials Linked here.