STF Training Summer 2013

STF TrainingSummer 2013

What is the role of the STF….

In implementation of each of the Four Pillars?As a member of the school team?As a member of the TDS team?

In the Diplomas Now partnership?As a facilitator of change processes?

In building capacity of others?

Four Corners

What’s your area of greatest strength as an STF?• Corner 1: Pillar 1• Corner 2: Pillar 2• Corner 3: Pillar 3• Corner 4: Pillar 4

• Talk with a partner at your corner about what makes this a strength for you

Four Corners

What’s your area of greatest challenge as an STF?• Corner 1: Pillar 1• Corner 2: Pillar 2• Corner 3: Pillar 3• Corner 4: Pillar 4

• Talk with a partner about what you might use from this week’s training to strengthen this area?

Day One Reflections

Questioning?

Leveraging your Team

Building up Tier I

My role as an STF

Recognition of Excel/ Access stars

Keep Calm and Know Why We Do What We Do

Connecting a Brief History to Today’s Landscape

How Does This Connect to a Day About Facilitator Tools?

The school-based transformational facilitator is responsible for leading the successful implementation of the TDS model’s approaches to improved student school performance through: • effective staff leadership and• organizational, instructional and curricular

changes within the school that result in an improved climate and culture.

Why are we doing what we do?Knowledge of local context allows us to look at research in ways that help modifications end up as actions that match our intentions.

Choose a topic from the four available.Directions are at the station.We will share two minutes per group your initial thoughts about the thinking prompts for that topic.

Why course performance…isn’t it about the exit exams?

Read the passage:• How does/(Does) this research support

the EWI data collected in the DN model?• What implications does this have around

conversations at your school specific to how course performance is determined?

• How might you use this information to influence thinking with those at your school?

Review the chapter for this station:• Choose one of the Academic Behaviors –

How do our model components support that behavior?

• How can we make the reason for those supports more explicit for teachers and students?

Middle Grade Transitions

Review this case study:• What supports might we provide to

promote adults making intentional choices about classroom environments and teacher practices that coincide with what we know about middle grade development?

• Are there structures in our model that might be leveraged more fully?

Ninth Grade a Critical Point of Intervention

Reread Academic Behaviors, More Than… and A Ninth Grade Problem, Not a High School Readiness Problem:• How might you use this case study

with staff at your school to develop model awareness?

• Are there ways to more explicitly connect model components and recommendations to rationale?

Thank you for all you do

Sometimes an objection is an invitation for dialogue.

Using DN to Meet Our Educational Challenges

Two Drivers of Student Success

Quality of Coursework-Shapes Mind (in part can be measured by grades)

Quality of supportive and effective adult relationships-Shapes Will (in

part can be measured by student surveys)

How Many Students Experience Quality Coursework and Have Quality Adult Relationships Drives School Success

Each is impacted at whole school, classroom, and

individual level-the three tiers DN and the four pillars of TD

are designed to support

4 Diagnostic Questions About Students

Question• STF, Teacher Teams + CY

+ CIS

• STF, Success Highways Assessment, CIS

• Mastering Middle Grades, Freshmen Seminar + CY

• CY Near Peer Relationship, Career Academies, CIS

DN Tools

STF, Teacher Teams + CY + CIS

STF, Success Highways Assessment, CISMastering Middle Grades, Freshmen Seminar + CY

CY Near Peer Relationship, Career Academies, CIS

• Are they regularly attending school? If not, why not?

• Are they able to focus on schoolwork in school?

• Are they productively persistent i.e. trying in an effective manner?

• Do they connect school effort to life success?

4 Diagnostic Questions About Classroom InstructionQuestions• Which students are missing what

knowledge and skills assumed by grade level content?

• Are good lessons being consistently delivered and are students being asked to do quality coursework?

• How often do students end the day confused?

• Are students completing their class assignments? Are there effective second-chance opportunities for students to avoid failure?

DN Tools

Instructional coaches, PLC’s, TD extra-help labs and catch-up materialsInstructional coaches PLC’s

CY Corps members working with classroom teachers

Teacher Teams, Instructional coaches, CY and CIS

• Instructional coaches, PLC’s, TD extra-help labs and catch-up materials

• Instructional coaches PLC’s

• CY Corps members working with classroom teachers

• Teacher Teams, Instructional coaches, CY and CIS

The TDS Team Meeting

The Role of TDS Teams – A,B,Cs

Team A75-90 students

CounselorEnglish Teacher

Science Teacher

Attendance, Attendance, Attendance- Rewards and Incentives

- Collection and Analysis of Data

Improve Behavior - Positive School Climate

- High expectations/ reinforcement- Increased Parental Interactions

Improve Student Achievement – Course Performance

- Data-based strategies- Explicit teaching of skills

Math Teacher

SS Teacher

Exceptional Education

CY Corps Member

Grounding examples

• Ripples and joys• SOS (share our successes)• Strategy share • Highs and lows• Get-to-know-you share (ie, weekend/seasonal

activity, college major, dream job)• Impactful teacher/subject• One liner for what a student might say about you• Kudos/appreciations

Creating Team Meeting Agendas

• In your groups at your tables create an effective team meeting agenda

• You will need a recorder and a reporter

• Record the agenda on chart paper• Report out – share your agenda

Creating Team Meeting Agendas

• Take 5 minutes to amend your agenda based on the information gleaned from the other groups

Facilitation vs. Collaboration• A true facilitator remains neutral and

has no investment in outcomes• A collaborator works as part of the

group• The entire team has a collective

responsibility to be fully engaged and facilitate the engagement of others

Process Strategies

• Buy In– Consistency builds trust– Relevancy– Follow-through

Grounding/Inclusion

• Me-ness to We-ness• Sets tone• Allows people to get into the frame of

mind needed for the meeting

Disengaged Participant

Airtime data

Pairings/ Groupings

Positive Presupposition

**add sample questions

Sidetrackers

Parking lot

Relevancy check

Naïve questions

**add sample questions

Conversation Dominators

Pairings/groupings

Airtime Data

Satisfy Satisfy

Delay**add sample statements

Action Planning

• An Action Plan is to Teacher Teams AS a Lesson Plan is to Individual Teachers

The World Is a Loopy Place

Personalized Data

Relevance

Choice

Action

Our Agenda

• Step One: Select a Task Card

• Step Two: Create an Action Plan

Reflection Questions

• Questions• Rubric

Inspired by Open Space Technology

• Participants can select a topic that they would like to discuss

• Participants can enter or leave a discussion at any time

• New topics should be placed on the board

Topics

• Communication and transparency with TDS colleagues

• Holding partners and staff accountable for action items

• Capacity Building – Passing the torch for when DN is gone

Topics

• Whole school buy-in with FIDELITY!• Teacher effectiveness• Dealing with multiple data sets and

multiple systems• Working with special populations

(SPED and ELL)

Inspired by Open Space Technology

• Question: How can I get more information or find a better way to tackle ____________________________________________________________________________________________________________________________________________________ in my role as an STF?

After Lunch

New – EWI Meetings• Planning for Before,

During, and After

Breakout Room

STP – Action Planning• How do I use the new

STP format and what plans can I start on now?

Main Ballroom

Lunch

School Transformation Planning Process – Facilitating the Process

• Find the sentence starter that you like.

• Complete the sentence strip and place it on one of the four posters.

• If only the STP had….

• I found the STP process most helpful when…

• One thing I have had trouble with in the STP process is…

• If the STP process were an animal, it would be a…

The STP Planning process

Part I: Transformation Components

(Needs, Status, Goals)

Part II: Work Plan

Part III: Implementation

Review: Quarterly data reports, notes

from work plan, implementation

rubrics

Transformation Components

One student outcome goal One component for implementation

Current Status - Pillar One implementation goal

Student outcome goal

• Increase Course Passage

• To…

• We want to increase the percentage of students who are passing 9th grade English to 90%

One student outcome goal

• Identify one goal that your school has for the upcoming year• Attendance, Behavior, or Course

Performance

SMART Goal

• Be more alert at work

• To…

• (Get so tired that you have to) sleep at least 8 hours per night

SMART Goal

• Improve team meetings

• To…

Current Status - Pillar

One implementation goal

• Identify components from one of the pillars that your

school has in place

Work Plan

Goals Pillar Actions (dates and point person)

Evidence of Progress

Next Steps

By the end of the year, every classroom will be using multiple cooperative learning strategies

Take one goal that you have or one of the sample goals provided

Implementation Review

• Complete the component below for your school using the team meeting rubric

• How would you discuss the progress towards your goal with your school leadership?

The STP Planning process

Part I: Transformation Components

(Needs, Status, Goals)

Part II: Work Plan

Part III: Implementation

Review: Quarterly data reports, notes

from work plan, implementation

rubrics

Next Steps

• Meet with your TDS team and DN partners

• Components and goals completed this summer

• Ask questions and discuss with school partners

What is the role of the STF….

• In implementation of each of the Four Pillars?

• As a member of the school team?• As a member of the TDS team?• In the Diplomas Now partnership?• As a facilitator of change processes?• In building capacity of others?

Two areas of focus

Expansion of your skills in building

capacity and skills of a facilitator

Continued expansion of your

expertise in how we can meet the needs

of schools with implementation of the TDS/DN model

components

Closing

• Each participant will create your own Keep Calm slogan for the work in your building

• Get your picture taken with your sign

Extra Slides

Component Strong/ Advanced Partial Low Notes

Pillar I: Teacher Teams and Small Learning Communities• Collaborative Work

Time

Team Meeting Rubric

Transformation ComponentsOne student outcome goal One component for

implementation

Current Status - Pillar One implementation goal

Work Plan

Goals Pillar Actions (dates and point person)

Evidence of Progress

Next Steps

Take one goal that you have or one of the sample goals provided

Implementation Review

• Complete the component below for your school using the team meeting rubric

ComponentImplementation Level

1 2 3 4

Pillar I: Teacher Teams and Small Learning Communities

Potential Next Steps for technical assistance or training