Meeting+Minutes

Perryville Feeder Pattern Instructional Leadership Team Meeting Agenda April 15, 2010 Perryville High School- Freshman Academy 9:30-11:30

Instructional Leadership Team Meeting April 15, 2010 Roles: Facilitator: Pete Callahan Recorder: Hinda Smith Process Observer: Pam Thomey Pete welcomed everyone and thanked them for coming. Pete tried to choose areas that are close together. We will look at a sample HSA. Honors Geometry – student engagement was high. They were working on a problem solving packet. They were working independently and then with a partner. A lot of good math talk occurring and the teacher was the facilitator. She asked clarifying questions. Language Arts room with repeaters of English 9– students were engaged Earth Science – Data was collected on Teacher – Student interaction. There is no doubt that the teacher knows his content. The teacher did all of the talking. There were many opportunities for “turn and talk” that were not used. Stacey Foreman – rapport was very good. 10 th grade Stem students. Trig class – use of Smart Board increased student engagement; students were being challenged; very high level of student engagement There was one student sleeping in a STEM class. Stem students are very interesting. We should Honors chemistry can be taken by 9th or 10th grades. It would be interesting to follow then around. A positive change in the physical learning environment was observed. Classrooms are attractive, student friendly, and content resources are posted. Pete mentioned that PHS has a very good staff. PHS was the first school in the county that did not have any lingering seniors who need to complete High school assessments for graduation. All seniors are on track for graduation and have completed assessments. Pete is working with teachers and all 10th grade students are getting copies of the public release English 2009. After analyzing the HSA, there are many inference questions. There are fewer tone revision questions. We looked at the sample public release. Pete questioned the quality of the passage and the number of questions that follow. Carolyn spoke to the fact that the passages are not always that great, because they have to have copyright permission for the passages. Teachers are saying that students are having difficulty reading text in their content. Students are expected to read a variety of different content. Part of the reason we started talking about it so we know how we can support students at every level to prepare them for high school. Winter test scores were not good. The English scores were a 60 something percent pass rate. Coaches have been working with reading. The expectation next year is that every teacher will have 10 minutes of reading every day. All of our teachers need to be reading teachers. Jean asked what the steps would be after they do the data collection. Will they look at the root cause. It is important to figure out the sequence. Pete said that it is random; there is no sequence to the indicators being tested. What is the connection between tone and inference? The tone of the selection would lead to the inference. Jean suggested, “As you are working through this, it would be interesting for you to look at the core content addressing science is measuring content through language arts and math standards. What are the implications for how we assess students in the content areas? 2013 is when we will get the new assessments for all grade levels. As we are dealing with the current assessment, we have to get our teachers and students ready for the next assessment. If your science and social studies teachers are accountable for language arts, then how does this impact the way they instruct? All teachers, regardless of content, will be accountable for the standards. We need to think about what professional development should be planned? Stacey – What is the accountability piece for the 10 minutes of reading? Can it be less content focused and more process focused? We need to start in the elementary school. What strategies can we focus on? We are sending a lot of students to middle school not reading on grade level. We don’t have traditional reading instruction at the middle school level. We get the data as to who the student are and carving out the time for appropriate interventions. The bulk of the work is creating the quality of Tier 1 instruction. We can’t assume that what we are doing is the best we can with the tier 1. Joe talked about how science and social studies teachers are not trained to be reading teachers. Katie is working with teachers at all levels in reading and there are the same issues. The same things are being taught at each level. We need to see where the gaps are. There needs to be more articulation between teachers. What would happen if we had elementary, middle, and high teachers together in PD? The strategies are universal. We should not give permission to forget or lower expectations. We can do this work in this feeder pattern. It will be good to have Maureen and Martin. The discussions need to be concept based. The teachers need to be doing the work with us. If this feeder pattern focused on this, it could make a significant impact on the whole system. There is pilot in North East with an inferencing strategy. Are there things that we can start to try out? We have 45 days that we could start collecting information. What does explicit teaching look like? That is the focus with Maureen. Graduation is still June 11 at 6 pm. People would need to be here by 5. The students love to see the administrators and teachers. Pete would like to know who is coming and have them march in with the PVHS teachers. Good discussion. We are moving forward. If we can get more K-12 dialogue. It was nice to get in the classrooms. It is difficult to have good dialogue when people are coming and going. Should we change our meeting time so that it doesn’t conflict with the other ILT? **Process Observer** – Pam Honest open feedback from visits Kept meeting moving along Nice job facilitating Abided by the norms, for the most part Next meeting is May 20th (9:30)  at Bainbridge Elementary. Add this Agenda item – evaluation of our ILT Look at next year’s calendar and determine how we are going to structure our calendar. Continue dialogue about reading/inferencing strategy Look at and think about the questions on today’s agenda.
 * Welcome and Overview **
 * Classroom Visitations and Data Collection Debriefing **
 * __ Reading Implications across our feeder pattern __**
 * Graduation Update **
 * Plus **
 * Delta **
 * Next Steps **

Roles for May 20th Facilitator- Pam Thomey Recorder- Pete Callahan Process Observer- Time Keeper-


 * [[file:March18ILTminutes.doc]]

Perryville Feeder Pattern Instructional Leadership Team** **Meeting Agenda/Minutes** Roles:** Facilitator – Linda Haske Recorder – Pete, Joe and Katie
 * March 18, 2010**
 * Charlestown Elementary School

Process Observer – Hinda Smith Timekeeper – Joe and Delcina


 * Agenda Items:**

· Review of Agenda · Introductions of Attendees
 * 9:30 Welcome and Overview**

//Process Observations: Started on time, gave focus and opportunities to respond//


 * 9:40 Classroom visitations and Data Collection**


 * 10:15 Debriefing**
 * ILT debriefed with all members were very impressed with what going on in the classroom. Instruction was excellent.

//Process Observations: Slip up rooms, so we got to every room. Each person shared observations which were very positive//


 * 10:25 Challenge Information Sharing (Continued from February Meeting)**
 * Challenge information was carried over from last meeting. There was a discussion of importance of differentiation. The discussion focused on how The Challenge Program has changed in the last two years. The discussion continued to explain why it changed. The CRT are focusing on meeting the students needs without pullout. This program is a work in progress and the CRT are continually learning and growing. Primary Talent has really helped to identify students and overall the new program is helping to identify students who have been missed in other identification processes. Laura thanked everyone for his or her time and will share the concept diagram later.

//Process Observations: Completed concept diagram, good dialogue, will help with inferences because students must use background knowledge. Good collaboration among CRT//

The Challenge presentation went to about 11:00, so we decided to amend this agenda. The conversation about inferential reading will be tabled to the next meeting. We would like to visit classrooms and then have this discussion.

//Process Observations: Great discussion even though we are amending the agenda.//


 * High School Volunteers**
 * Been very positive experience. CES and PVES is very please with the level of responsibility high school volunteers have exhibited. The elementary students are happy to have the high school students there and the high school students feel as happy to be there. Some students are alumni of the elementary schools. Some of the students are working directly with students and the planning/ choice of students was excellent. The team applauded Tony for planning with PVHS guidance office.


 * NEXT MEETING** **10:45 //Assignment://** for the March ILT- Bring questions with you (through your lens) to begin thinking about this concern. (Inferential Reading)

Tony will bring examples of the HSA English Test for the group to review.

v **How is inferential thinking scaffolded through the grade levels?**

· Look at students from our feeder pattern displaying the identified problem History of assessment scores and grades to determine the breakdown point · Look at curriculum and instruction to determine root cause
 * Focused Student Achievement**

· What is inferential reading? · How is it addressed in the scope and sequence, and in the resource used at each level? · How is it taught in each grade level? · What elements of instruction are not present? · Are we directly teaching the strategy and giving ample practice opportunities? · Are we teaching the same strategies year after year?
 * Instructional Quality and Capacity**

· What are the teacher expectations at each level? · What professional development opportunities should be in place?
 * School Capacity**


 * 11:20 Closure / Process Evaluation and Agenda Setting for March Meeting**

· **__Plus__** · Challenge presentation was engaging · Coming back to concept diagram and processing/ thinking about it · Pete giving public release HAS · Feedback from classroom visits · This ILT is seeing connections between all things · Working as a team · Hearing connections in HS/MS/ ES and success of mentor program · **__Deltas__** · Sad we didn’t talk about inferencing

· Thursday, April 15, 2010 from 9:30 – 11:30 A.M. at PVHS
 * Next Meeting:**


 * Suggested Agenda Items:**
 * 1.** **Visit classrooms**
 * 2.** **Talk about inferential reading/ English HSA**

Facilitator – Pete Callahan Recorder – Linda Haske Process Observer – Pam Thomey Time Keeper-
 * Roles for the April 15th:**

** Perryville Feeder Pattern Instructional Leadership Team ****Meeting Minutes** **January 21, 2010** **PVMS** **9:30-11:00** **Roles:** Facilitator – Joe Buckley Recorder – Hinda Smith Process Observer – Linda Haske

We have allotted one half hour to visit classrooms. Here is the focus for our data collection: Students may be engaged, but how engaging and meaningful is the instruction? Is the class time maximized instructionally and geared to the outcome and objective? As you are using these forms, please provide us with feedback concerning engagement with purposeful activities and instruction. Is the teacher interacting with students or sitting at their desk?
 * Welcome and Overview **

Debriefing – Classroom scenarios Joe appreciates the feedback and plans to share the information with staff during the professional day tomorrow.
 * Visit classrooms: 30 minutes **
 * 1) Another room – question as to whether to lesson related to the curriculum
 * 2) Revising and editing – opportunities to respond – calling on one child at a time – this was seen in several other classes
 * 3) Science – studying stars and constellations – used for writing
 * 4) A coach had a good experience with a teacher she is working with. She likes me to complete the data collection forms. They were completing a worksheet on the SmartBoard. The follow up dialogue will be very important, because the number was high because of the pacing in the lesson.
 * 5) Time on task – 70% - many seemed to be daydreaming. There was a lot of peer to peer discussion
 * 6) Opportunities to Respond – Music class – there were more opportunities for individual and class than peer to peer

Enrollment data At a few schools, the number has dropped a little Some people initially enrolled, but then didn’t follow through. (See chart in the Power Point What are we coaching? Big ticket items The Big Picture - Jim Knight talked about the big ticket items, which will help other teachers with ideas of what to work on. Examples are: how to bring it back to the indicator. How to balance the VSC and the resources. With new people, they are pretty much following what the team is doing even if it isn’t a best practice. It also depends on the principal and the expectations in that building.  Successful and valuable Topics included – dates, upcoming PD, SIP, Action Plans, Ways to Increase Enrollment
 * Coaches update **
 * Unit organizers
 * Classroom management
 * Guided reading
 * Word study
 * Whole group reading
 * Writing
 * Indicator sort
 * Intervention planning
 * SMART Board integration
 * Student engagement
 * Independent work
 * Higher level Questioning
 * Cooperative learning
 * Co-lab partnerships
 * Learning centers
 * PDSA
 * Opening/Closure activities
 * Math Content Planning – this is least
 * What have we been doing? **
 * Coaching
 * Jim Knight Trainings
 * Content Planning, Partnership Principles, Coaching cycle, concept comparison/Anchoring/Mastery; Videotaping
 * Planning session with BES, CES,. PVES, PVMS – ½ and whole days \
 * Having this amount of time is really valuable
 * Meeting w/ Principals Individually
 * Future Coaching PR Opportunities **
 * High School February 11
 * Elementary January 25
 * Middle School upcoming faculty meeting
 * It may help for all 4 coaches to be present on the afternoon of the 25th. Coaches are wondering if they could stop in and re-establish
 * How could you help us? **
 * Continue to promote our role at meetings with teachers
 * Mention us at post observation conferences
 * Remind teachers that we are here to work with them and our time in each building depends on the teachers enrolled
 * Continue to meet with us monthly
 * Next Steps **
 * Create “Big Ticket” items with Challenge Teachers
 * Focus on increasing enrollment
 * Continue our Professional Development
 * Upcoming L to J training


 * Training Opportunity for all of our schools **

§ 2 day training through Perryville High – Lee Jenkins § for teachers news to Lee Jenkins § last week Feb 22 and 23 or 24 and 25 § let coaches and Stacy know who is attending 10:50 – 11:20 Tony Evans - mentoring program

Opportunity of our students to do many different things and give them positive experiences Tony met with each principal in our feeder pattern “Teacher as a Profession” students and other students are available, such as students leaving for senior waiver or work study Would like to place students in schools starting in beginning of February Tony shared copies of goals discussed for each school There are 40-50 students available

Transition from middle to high school ZIP – Zero isn’t permitted leads into the high school ZAP – Zeroes aren’t permitted Students get a letter at the end of the marking period saying they have been “zipped” The middle school is starting to use “credits” which help them be ready for high school.

PHS is looking into scheduling in training for the mentors before they begin.


 * For the Good of the Cause/Closure/Agenda setting for Feb. 18 meeting **

Stacey shared the work that is going on in the other feeder patterns. One of the most important points is that there isn’t a model ILT. We want it to be unique to the pattern and to the team.
 * Systemic Information**

System-wide we are seeing common requests: guided reading, classroom management; very little with assessment for learning. This is because they are not in control of assessment, so they have encouraged the coaches to build in assessments for learning during the planning time.

We are less than 90 days into this process. As the coaches are learning about teacher requests the coaches are refining their practices. They are starting to put this into a sequence in hopes of refining the big ticket items, so that you will have a sense of what they are doing in the classrooms. The coaches can share this with principals so it can be tweaked according to the feeder pattern.

Enrollment data is coming up. It is not our goal to meet with every teacher in the building with job-embedded, on demand support. We are expecting enrollment to grow. You will not consistently see exponential growth. The data that we have now about teachers who are enrolling with coaches is a mirror of last year’s data of teachers who are engaged in professional development. The same go getters are enrolling with coaches. The resisters are not working with coaches. We have to find ways to engage that are different. Student achievement is not connected to professional development even at the national level. The implementation of a best practice is what makes improvement. The follow up is so important.

We also want to always remind everyone to include the Challenge teachers and Title 1 resource teachers in the language of coaching. They are working as a team. Coordinators are interested in presenting at the feeder meetings.

Communication - There is an idea of having a newsletter of coaching updates, successes. They are looking to interview stakeholder groups with an outside interviewer about where you would to see the next phase go with ILTs and coaches. Jim Knight is a partner with us. He does not have a packaged coaching program that we are trying to replicate. We help him in his research and it benefits us. There is no perfect coaching model. There needs to be a tolerance that we are learning as we go.

How do we get to those teachers who don’t even know that they are ineffective and need help? Stacy feels that this year is even better because there is more presence in the classroom. Observation conference feedback will encourage people to seek help. We have the opportunity to offer clues with the use of the data collection tools and modeling reflection.

If you are willing to videotape yourself as an administrator and then watch it and self reflect that will take down the fear for teachers. Part of the encouragement is for them to see us taking risks.

Next Meeting – February 18, 2010 at Perryville Elementary School


 * Facilitator:** Hinda Smith
 * Recorder:** Linda Haske
 * Process Observer:** Joe Buckley


 * Agenda Items:**


 * Visitations**
 * Big Ticket items**
 * Challenge information sharing**
 * Problem Solving - Grade 10 HSA implications**

Further options for discussion: Do we see an increase in enrollment after the coaches visit? Does it change what the teachers are asking for? Is it leading to a deeper relationship? Finalize the “big ticket” items with this group. Add the “big ticket” items for the rest of the team? What are the similar patterns/trends? How do we move from a reporting out team to a problem solving team? How can we get ideas of how to move forward? What are the school based issues that we can help each other with? We can try something and then come back and report back.

One issue that is rising to the surface at the high school level – 10th grade English HSA success is causing us to have a problem. They need to pass it the first time through. AYP is based on all 12th graders. The middle school has already tested the bright students in 8th. The students who are left to take the HSA are the students who struggle in math. They don’t need to take the test to graduate, so they are not compelled to take it. We need first time pass rates. The high school knows the indicators that they need help with but don’t know how to teach it.

Thanks to Joe for opening up your school.

Below you will find the uploaded minutes from November 19th and the Coaches' Update that was shared.

Here are the "Suggested Agenda Items" from the minutes of our last meeting: I would like to spend a fair amount of time on data collection, so that we can help each other make it meaningful and worthwhile. I would also like some clarification about who is observing my non-tenured and tenured teachers. I will not be at the next meeting, since I will be at LETRs training. Kelly Riser will represent PVES. Thank you!
 * 1) Celebrations
 * 2) Coaches’ Update
 * 3) Data collection update- What to do with the data collected?
 * 4) Coordination of staff development

Next meeting is Nov. 19 at PHS. Please send Pete agenda items. See the attached for the ILT Meeting Minutes from.

Respectfully submitted, Pam Thomey

I would also like to add the power point the coaches shared. Enjoy!

The next meeting is Monday, October 12th from 11:30-1:00.

Meeting AgendaOctober 12, 2009 11:30 - 1:00**
 * Perryville Feeder Pattern Instructional Leadership Team

1. Coaches share what they are doing and how things are going.

2. How we have used the new tools

3. How to continue to educate staff about the Big Four

4. Aligned professional development opportunities,

5. School Visitations

6. For the Good of the Cause


 * Perryville Feeder Pattern Instructional Leadership Team**
 * Meeting Agenda**
 * September 10, 2009**
 * 9:30-11:00**
 * // Welcome to our Instructional Coaches! //**

Meeting – 9:30-10:30 Classroom visits 10:30-11:00

Facilitator-Hinda Recorder-Linda Process Observer-Joe

Vince Cariello, Pete Calahan, Dave Hastings, Holly Spangler, Joe Buckley, Pam Thomey**
 * Participants: Katie Cooke, Mindy Polansky, Pat Falini, Linda Haske, Pete McCallum, Frank Cardo, Susan Boyle, Karen Boulden, Cindy Ward, Kelly Riser, Carolyn Teigland,

1. Cell phones are on vibrate or silent 2. Be on time 3. Be prepared 4. Be honest and respectful 5. Maintain integrity and confidentiality 6. Hear everyone’s voice Group norms were reviewed and approved.
 * Agenda items:**
 * 1) Review and revise group norms now that our coaches are present.
 * Group Norms **


 * 1) How do we utilize instructional coaches and how can we support them?

The coaches shared what they have accomplished so far this year. Have met with all principals; either they have their interviews scheduled or have completed them. Schools have been welcoming.

Supporting the coaches: Help the teachers understand how this is going to be- paradigm shift. Help the coaches develop relationships with the staff.

This is not a deficit model; it’s to support teachers with individualized staff development. Teachers are to contact the coaches directly. They are working through the lens of the Big Four which has the biggest impact on student learning/achievement.

Coaches help to build teachers capacity- They may ask the teacher why do you desire to implement this strategy in the classroom.

We need to be sure that our instruction is aligned not just that the curriculum.


 * 1) How are we going to use the classroom management monitoring tools?

Tools will give the teachers data to support them with their grade level PDSA and action plans. These are used to collect data that we don’t typically collect but make a huge difference in student engagement. The support from the principal is essential when it comes to the success of the coach in their school. The feeling is it will take longer to make inroads at the High School.
 * 1) Dialogue about the implications of the content focus – Science

Reinforcement of the science concepts that are taught in the kit; we need more of a focus on the content not just the activity. We want to be sure that the teachers knows what they want the students to know, understand and be able to do when planning a science lesson/investigation. Some teachers in the elementary school may not be comfortable with Science and we want them to be. We don’t always get to the why piece during an investigation.

October 15, 2009
 * Next Steps: **

Sharing of what the coaches are doing.

How we have used the new tools

Perryville Feeder Pattern Instructional Leadership Team Meeting Agenda September 10, 2009 9:30-11:00 // Welcome to our Instructional Coaches! //

Meeting – 9:30-10:30 Classroom visits 10:30-11:00

Facilitator-Hinda Recorder-Linda Process Observer-Joe

Participants:

Agenda items: Group Norms
 * 1) Review and revise group norms now that our coaches are present.

1. Cell phones are on vibrate or silent 2. Be on time 3. Be prepared 4. Be honest and respectful 5. Maintain integrity and confidentiality 6. Hear everyone’s voice

2. How do we utilize instructional coaches and how can we support them?

3. How are we going to use the classroom management monitoring tools?

4. Dialogue about the implications of the content focus - Science


 * August 13, 2009 Meeting - Perryville Middle School**

In attendance: Joe Buckly, Keisha, Pam Thomey, Linda Haske, Frank Cardo, Pete Callahan, Paul McCarthy, Karen Boulden, Jean Clark, Stacey Rakackzy, Hinda Smith, Pete McCallum Facilitator: Joe Buckley Process Observer: Pam Thomey Recorder: Hinda Smith Meeting Time – 9:30-11:00 Future Dates: Sept 10 – Perryville Elementary, October 15 – Charlestown, November 19 – Perryville High School, December 17 – Bainbridge Elementary School Then we will continue the cycle for the second half


 * Agenda Items:**


 * Group Norms **

We will remain transparent. Stacey said that we would be able to screen any videotaping before it is being used. Members can also request that the video be turned off at any time.
 * 1) Cell phones are on vibrate or silent
 * 2) Be on time
 * 3) Be prepared
 * 4) Be honest and respectful
 * 5) Maintain integrity and confidentiality
 * 6) Hear everyone’s voice
 * Dialogue:** We will need to revisit the norms when the instructional coaches are with us.

In looking at our school improvement plans, how can we articulate that across the levels? How can we utilize the data that we have and articulation across the grade levels? We need to focus on the data that is important.

Middle school would like to know what students have been involved in intervention and level of performance. Regardless of the type of data, anything diagnostic would be a benefit. Student cum files have any academic intervention plans, Student Success Plans, 504 plans Transition to high school – how does information come to you?

Look at student engagement data. Some level of consistency will be important. What data can be collected that is not the deficit model? Also, what student engagement data can we start to collect that will affect all students that will affect quality instructional practices? The growth model is a shift in thinking for school improvement. We want to show growth for all groups as well as intervention. Middle schools are working on developing a learning walk tool that can be used at all used to monitor student engagement. Joe will share with our team. This will be a mind shift and we will have to articulate this with our staff. We are ingrained in data for accountability and not for instructional improvement. Look at students’ strengths and learning styles to see actual growth.

We should spend as much effort on the classroom data as we do on accountability data. The percentage of proficiency has to increase, but we also need to work on strategies.

High school is in the rookie stage and they are looking to elementary, middle, and high for ideas. Our way of thinking is starting is starting to change. We are looking at the way students are learning as opposed to the way teachers are teaching.

Observing other schools will strengthen our abilities to evaluate our own teachers. We can have an informed discussion with our staff. We need to formally schedule visits.

Data collection about student engagement can be a collective endeavor. The coaches can help. This is a 15-20 minute; tallying disruptions, student interaction… You can leave the data with the teacher. See Stacey if you have any questions. We will use a common tool. We don’t have to use everything on the tool at each visit. Focus on one element at a time. It would be important to discuss the information with the teacher. We are not collecting data for accountability. If you collect data for a teacher, you want them to have ownership of that data. This is a shift from evaluation to feedback.

Stacey explained what the coaches will be doing. All of our coaches have tremendous strengths. Will be able to transition to high school very easily

They start on th 20th. They are reading the book. All day training on the 20th. The 21st and 24th they are in professional development. On the morning of the 25th, they will appear in schools. We will need to schedule how they will travel on that day. They could be in a whole group. On the 26th-28th, they will be in buildings, and they will di vide and conquer. They can come to meetings, interviewing teachers. They will tell us when they are coming. The DVD establishes background information. We will get this on Monday.

The first 6 weeks, they will be in buildings – interviewing teachers, listening and learning.. Every Tuesday they will be in training and will not be in buildings for the month of September. They can come to the next ILT. They will share information. If teachers are showing interest, we want them to work with teachers right away. During interviews, they will provide teachers with a sheet to turn in showing their interest in working with them. We can encourage teachers to work with the coaches. For the first few weeks, we will ask coaches to tell us when they will be in our buildings. Teachers should identify an area they would like to work with Laura is the lead coach representative for the Challenge teachers.

DVD is available on Monday is available at the new teacher orientation – LUNCH at 11:30 on the 17th Options for DVD – 35 minutes Can show it in chapters, or can use it for background info, can show it all The first 4-5 chapters (15 minutes) explain the coaches role The last chapter is how to use the chapters

Open, honest discussion All participated, patient Very active recorder Excellent facilitator We understand that some of our members will be late due to other commitments We stuck to the agenda and planned for our next meeting
 * Process Observations: **

Facilitator-Hinda Recorder-Linda Process Observer-Joe
 * Next Steps:** Next meeting – Sept. 10 at PVES
 * Agenda items: **
 * 1) How do we utilize instructional coaches and how can we support them? Involve coaches in the discussion.
 * 2) Update on learning walk tool – would like to use the classroom management book for tools – how are we going to use it?
 * 3) dialogue about the implications of the content focus - science

8:30 on the 25th –Pete, 9:00 PES, 9:30 Charlestown, 10:00 Bainbridge 3:00 on the 26th for PVMS
 * Schedule for introduction of Instructional Coaches visits **