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Connec&ng SLO, OTES, RTI and OIP: Taming the Alphabet Soup
Learning Objec&ves
• Address how we connected these ini&a&ves from the framework level
• Address how we rolled out to staff • Address how we connected these ini&a&ves at the implementa&on level
• Provide an overview of lessons learned • Share tools and resources that increased our efficiency and effec&veness
Parts to Our Plane
Step 1: Address at the Framework Level
Considera&ons: • What framework will we use to guide our work?
• Who will guide this process? • How do we align our ini&a&ves so it doesn’t always feel like one more thing?
• How do we repurpose our current team structures and collabora&ve schedule to do this work?
Ohio Improvement Process (OIP)
Are you implemen&ng this shared leadership framework
or something similar in your district?
No one person can do all this alone!
District Leadership Team
Building Leadership Team
Teacher Based Team
Teacher Based Team
Teacher Based Team
Building Leadership Team
Teacher Based Team
Teacher Based Team
Teacher Based Team
Implemen&ng at the surface level is about WHAT you do.
Implemen&ng at a deeper, more systemic level is about using these
structures in ALL you do.
Where Do We See the Connec&ons?
• One more thing…didn't we do that already? • Never asked, no input • Plan with minimal direction • Communication isn’t good • Seek outside training to try and figure out what’s
expected • Lack of evidence that it is going to work • Lack of consistency between buildings • Lack of long term, follow-up training and PD (no plan) • Lack of exemplars/defining what fidelity looks like • Stop to weed the garden
Why Connec&ons?
Connec&on: District Goals Aligned to OTES, SGM and AMOs
By May 2015, 100% of students and student groups will meet SLO/Value Added growth targets annually in reading and math on state and local assessments. By May 2015, 100% of student subgroups will meet AMO targets or close the gap by half each year in reading and math on state assessments. All staff will work cooperatively and collaboratively to build ongoing relationships within the district and the community to provide a physically and emotionally safe, secure and supportive teaching environment.
Ini&a&ve Alignment
• Conducted an Ini&a&ve Inventory • Facilitated the Weed the Garden Ac&vity • Categorize All “Ini&a&ves” • Determine Building Level vs. District Level • Ever-‐Evolving
• Ini&a&ve 1: Implement a balanced common assessment system (forma&ve, benchmark, progress monitoring, summa&ve, with consistent use of scoring) with high quality and &mely feedback for students and educators, to increase student learning and educator effec&veness (K-‐12).
• Ini&a&ve 2: Implement rigorous new content standards including the common core, align all curriculum to new standards, and implement high quality assessments which support the standards.
• Ini&a&ve 3: Use evidence of student learning to iden&fy and implement a mul&-‐&ered system of support through high-‐ impact instruc&on, interven&on and enrichment to increase student achievement and growth and advance effec&ve instruc&onal prac&ce.
Connec&on: Three Big Ini&a&ves Became the “How” for OTES, Value Added and AMOs
• 100% of teachers will use the 5 step process for data analysis during TBTs
• 100% of teachers will implement interven&on according to fidelity checklists
• 100% of students will meet benchmarks on common assessments and CBMs
• 100% of TBTs will meet instruc&onal level goals • 100% of teachers will use forma&ve instruc&onal prac&ces
• 100% of teachers will post learning targets
Connec&on: OIP Indicators Aligned to OTES Walk Through, RTI, TBTs, SLOs
OTES Walk-Through Template
Connec&on: U&lize Current Team Structures to do the Work
• Repurposed teams to align with plan/needs • Defined DLT, BLTs and TBTs roles
• As a BLT member, Review SLO’s using the SLO Checklist and provide feedback on data, assessment tools, growth targets, standards/content, rigor, etc. Provide approval or recommendations for revisions.
• Serve as a voice for building philosophy - promote commitment to continuous improvement, maintain school-wide focus on high achievement for all students.
• Develop a School Improvement Plan (SIP) that focuses on a
limited number of building action steps aligned to the district’s goals and strategies.
• Serve as an “internal facilitator” for your grade level TBTs (training will be provided on utilizing coaching prompts, guiding meaningful discussions, assigning roles, facilitating collaborative team structures and using data to inform and improve instructional practice).
What is the BLT’s Role?
• Monitor the progress and evaluate the impact of the SIP (specifically adult implementation and student performance indicators) and make necessary adjustments based on data.
• Communicate information, decisions and data from the BLT to your
grade level TBT to ensure coherence and continuity. • Serve as a reviewer and award points based on merit system.
• Review building-wide data (including RTI data, SLO progress, walk through data, instructional goal progress, common assessment checks) as part of routine BLT meetings that will drive building decisions. Share with the DLT at monthly meetings.
• Serve as a spokesperson for your grade level TBT by gathering and
reporting out to the BLT - TBT progress, data, high yield strategies, etc.
Determine “power” or “priority” standards
Unwrap or deconstruct
power standards to determine CONTENT and
SKILLS
Develop a curriculum map and pace the instruc&on of
these standards
Create learning targets aligned to the standards -‐ in student friendly
language
Develop common assessments
aligned to these learning targets and power standards
Connec&on: District Goals and Ini&a&ves are Driven by Current Curricular Team Work
10/29/13 21
Step 1 Collect and chart data
Step 2 Analyze data and make inferences
Step 3 Establish shared expecta&ons for implemen&ng
specific effec&ve changes in the classroom
Step 4 Implement changes
consistently across all classrooms
Step 5 Collect, chart and analyze post data
Connec&on: TBT Work Aligned to District Plan
Schedule Examples
• Late Starts at the High School • Common Content Area Planning Time at the Jr. High
• Rota&ng 8 day schedule at the elementary that builds 75 minutes of district-‐wide grade level collabora&ve planning into the schedule every 8 days
Step 2: Address the Roll Out Plan
Considera&ons: • How do we set a &meline to make this work manageable?
• How do we communicate a common message so everyone is on the same page?
DLT District Level Goals
BLT Building Level Goals
RTI and TBT Grade Level Instruc&onal
Goals
SLOs Classroom Level Goals
RTI Interven&on and Enrichment Groups Individual Level Goals
Connec&on: Goals Aligned at All Levels
Step 3: Address at the Implementa&on Level
Considera&ons: • What resources and tools will we need for efficiency?
• How will we ensure reciprocal communica&on? • How will we ensure connec&ons in implementa&on?
The Myth of Linearity
“Greater implementation means better achievement, right?”
The Non-‐Linear Path of School Improvement
What is needed to ensure 90%
implementation?
TBT and BLT Barrier Brainstorm
• Rolled out district goals and ini&a&ves • Met with BLTs and TBTs to discuss barriers to implementa&on
• Barriers became district ac&on steps for the rest of this year and moving forward!! • S&ll a work in progress
Connec&on: RTI Scripts Aligned to OIP
Connec&on: RTI Interven&on Goals Aligned to SLOs
Connec&on: OIP Aligns with RTI
2
3 4
5
1 5 Step TBT
Process Use TBT process to be PROACTIVE in strengthening the Core instruction.
Connec&on: RTI Aligns with TBTs
District Google Drive Folders • Perrysburg SLO Forms and Resources
– Guidance Document – Approval Leker – Spreadsheet
• District RTI/OIP Shared Drive – TBT Notes – District and Building Plans – Group Norms – Scripts – Student Interven&on Folders
Lessons Learned • Need a Leadership Framework in Place • Roll Out Should be on the Ground Floor
– Provided SLO 101 in summer, very few teachers akended—you have to plan for this or do something about it proac&vely. There was no sense of urgency at that &me
– Provided coaching sessions in buildings amer school began—everyone came
• Visuals Aren’t Always the Key – Tried making connec&ons with presenta&ons – Used visuals of cogs, gears, puzzle pieces with limited success – Had to ensure it was systemically part of “how we do business”
• Don’t Try to do it All – Weed the Garden – Chunk the work into manageable pieces (calendar based on ac&on steps)
• Find the Time! – Find the &me…en&re day for SLO review versus paired off at HS
• Slow Down…and Plan
Kadee Anstadt Perrysburg Schools Execu&ve Director of Teaching & Learning [email protected]
Sara Stockwell Perrysburg Schools Assistant Director of Teaching & Learning [email protected]
Exit Slip
2 things you learned
1 question you still have
References
• Leadership and Learning Center: Brandon Doubek, Ed.D. RCD Series
• SSTR1 Presenta&ons 2012-‐2013, Educa&onal Consultants: Brenda Cooper and Sara Stockwell
• OLAC Modules, hkp://www.ohioleadership.org