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OHIO IMPROVEMENT PROCESS DISTRICT LEADERSHIP TEAM TRAINING. Region 9 November 18 th , 2010 RG Drage Career Tech Center. OIP SYSTEMS TRAINING OUTCOMES. Understand roles and responsibilities of the DLT and BLTs in support of TBTs - PowerPoint PPT Presentation
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OHIO IMPROVEMENT PROCESS
DISTRICT LEADERSHIP TEAM TRAINING
Region 9November 18th, 2010
RG Drage Career Tech Center
OIP SYSTEMS TRAINING OUTCOMESUnderstand roles and responsibilities of
the DLT and BLTs in support of TBTs
Develop sub-group considerations in data analysis of ALL students
Develop district task list for implementation and practical application for Ohio TBT Six Conditions and 5-Step Process
MORNING TRAINING AGENDA
• Welcome and Introductions • Overview of Training Outcomes• Why Teacher Based Teams in Support
of ALL Students?• Ohio 5-Step TBT Process Simulation• Simulation Team Reflection Activity
LUNCH ON YOUR OWN
AFTERNOON TRAINING AGENDA• District Team Time:
Where Do We Go from Here?– Implementation Task Guide (Additional
Consideration Questions)– Resource 21: TBT Guide– DLT Roles and Responsibilities in Support of TBTs– BLT Roles and Responsibilities in Support of TBTs
• Closing Activities
The main point of school-wide reform is
reculturing the professional community at the school level and
transforming the infrastructure that supports and directs schools.
Elmore in Simmons, J. (2006),
Definition of a System• collection of parts integrated to accomplish an overall
purpose or goal
Purpose of an automobile…Take you from one place to another!
The DLT, BLT, TBT Connection
Teacher Based Teams
Building Leadership Teams
District
Leadership
Team
• Collaborative team structures that support a culture of inquiry
• Use of data and intentional decision making
• Alignment of work to the district’s goals and strategies
• Shared Leadership: supporting ongoing two-way communication and engagement
• Job embedded professional development (HQPD)
•Build Capacity to Train TBTs in Ohio 5-Step Process
•Provide TBT Training in Ohio 5-Step Process
•Collect Data on Quality of TBT Implementation
•Set Benchmark Standards•Use BLT Student Performance and Adult Implementation Data to Provide Guidance and Support to BLTs
•Determines district wide and/or building-to-building support needed from internal and external sources
DLT• Monitor TBT Implementation and instructional practices
• Use the data to make decisions around professional development and other supports needed by TBTs
•Identify Strengths and Weaknesses of TBT Student Data
•Provide timely flow of BLT Data to DLT Level (as defined by DLT)
•Articulate roles and responsibilities of BLT to building staff
BLT
•Give common assessment to students
•Analyze results•Use assessment data to group students by needs or deficit skills
•Provide intervention/enrichment- by differentiating instruction
•Re-assess students, evaluate effectiveness of practices
•Summarize student performance and instructional practice data and report to BLT
TBTHO #1
OIP Collaborative Team “Connections” Discussion
Given your district’s OIP framework, discuss the following with your team:
1. How do the roles and responsibilities of the DLT affect the work of TBTs?
2. How do the roles and responsibilities of BLTs affect the work of the TBTs?
Teacher Based Teams
WHY TEACHER BASED TEAMS in SUPPORT OF ALL STUDENTS?
Create shared responsibility for each student as part of “all of our kids”
Eliminate teachers working alone Provide effective ways for
differentiated instructionEstablish ongoing and embedded
professional development within the TBT
Settings [schools] resist change because that is one of their functions;
they are a source of predictability, coherence,
and personal agency when
social, economic, and other changes threaten adaptations and survival.
Lead and Learning Center from Gallimore et al 2009Gallimoreet. al 2009
Leadership practices that contribute to better instruction:
1. Focusing on goals and expectations for student achievement
2. Creating structures and opportunities for teacher collaboration
3. Attending to teachers’ professional development needs
Lead and Learning Center from Wahlstrom K. L . et. al. 2010
Leadership Dimension Average Effect size
1. Establishing goals and expectations
0.42
2. Strategic resourcing 0.31
3. Planning, coordinating, and evaluating teaching and the curriculum
0.42
Robinson et al., 2008Robinson 2010
.4 of a standard deviation is considered a moderate gain
Leadership Dimension Average Effect Size
4. Promoting and participating in teacher learning and development
0.84
5. Ensuring an orderly and supportive environment
0.27
.4 of a standard deviation is considered a moderate gain Robinson et al., 2008
Robinson 2010
WHAT WE KNOW ABOUT TBT’S…With a balance of administrative
support and pressure, teachergroups are more likely to persist
with addressing problems long enough to make a causal
connection betweeninstructional decisions and
achievement gains. Gallimore et. al 2009
A growing body of evidencesuggests that when teacherscollaborate to pose and answerquestions informed by data from their own students, their knowledge grows and their practice changes.
David, J.L., (2008/2009). What the research says about …Collaborative inquiry, Educational Leadership, ASCD, Alexandria, VA
With teachers operating ingrade-level teams that meetregularly, the school creates
structures for examining studentprogress, as well as for creatinga more coherent curriculum and
allowing teachers to learn from one another.
Darling-Hammond, L., (2010).
PROTOCOLS ARE CRITICAL for…• Identifying appropriate goals for student
learning• Assessing student progress towards the
goals• Accessing expertise of colleagues• Planning, preparing, and delivering lessons• Using evidence to evaluate instruction
• Reflecting on process Gallimore et. al 2009
Creating a “Culture” of All StudentsCreating a “Culture” of All StudentsIn the Universal Gap Study (Ohio 2009) every district successful in raising and maintaining achievement of Students with Disabilities reported the importance of breaking down barriers in an effort to unify two previously separate
cultures into a single, high- impact education for all students.
Are We Closing the Gap?
Data from the National Assessment of Educational Progress in 2008
indicated the following about the student performance achievement gap: Students with Disabilities as27% at Basic level or above;
Students without Disabilities as 75% at Basic Level or above.
EPE Research Center 2008
Approximately 40% (2.6 million students) of 6.6 million students on IEP’s are classified as LD.
Approximately 80% of those students (2.1 million) get the classification because they cannot read.
Education Week 9/15/10
Thirteen Categories of Disability
How many of the thirteen categories include a cognitive disability? Answer please…..
There are 270,000 children in Ohio on an IEP.
83% have average to above average intelligence.
Special Ed Leadership Conference – Dr. Shelby
Accelerating Achievement of Students
POST-IT NOTE THINK-PAIR-SHARE1. Individually respond to the following prompt on a post-it note:
Considering this information about students with disabilities, what impact might it have on Teacher Based Teams?
2. Choose someone from another district and share your response.3. Each pair share with another pair.
TEACHER BASED TEAMS
By using an inquiry-basedteam framework, achievementscores rose from the worst to
the best in the district. (p. 540)
Gallimore et. al 2009
From Doug Reeves…
In schools where leadership teams primarily attributed student achievement to STUDENT VARIABLES the average gain between 2005 and 2006 scores on 25 assessments
was 6.14% …
Reeves 2008
Yet in schools where the leadership teams primarily attributed student
achievement to FACULTY VARIABLES the average gain was 18.4%
Reeves 2008
Doug Reeves
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Student Scores
% Teachers Implementing
with Fidelity
Student Achievement
related to
Teacher Implementation
KEEP IT SIMPLE…FOLLOW THE BASICS
• Give a common assessment• Analyze results• Group students by needs • Provide intervention/enrichment• Re-assess, evaluate
Step 1Collect and chart
data
Step 2Analyze student work
specific to the data
Step 3Establish shared expectations for
implementing specific effective changes in the
classroom
Step 4Implement changes
consistently across all classrooms
Step 5Collect, chart and analyze post data
The Ohio 5-Step
Process:A Cycle of
Inquiry
IMPORTANCE OF COMMON FORMATIVE ASSESSMENTS
(CFA)
“Schools with the greatest improvements in student achievement consistently used common assessments.”
Douglas Reeves, 2004
Step 1Collect and Chart Student Data from a
Common Assessment– CBMs– Teacher Created– End-of-Unit Assessments– Purchased Questions
Using HO 2, take 5 minutes to discuss what effective data your TBTs already have that can be used in the Ohio 5-Step Process.
34HO 2 Front
‘ll
35HO 2 Back
VIDEO CLIP
BACKGROUND• Lima Independence Elementary• 4th Grade• Four core teachers, intervention
specialist, and building coach• Gave common assessment in math and
came prepared to share results
What do you see? Compare/Contrast to your current teacher teams
Collaborationa. What protocols/roles do they have in place to ensure their collaboration time is maximized?b. Is there a schedule for regular time to meet?
Step 1: Collect and Chart Data
a. Is there a common assessment used, Or are common learning targets being examined for achievement?
Step 2:Analyze student work specific to
the dataa. Does the team do an item analysis?b. Do they review multiple data sources?
Teacher Based Teams – Viewing Guide
HO 3
Teacher Based Team Viewing Guide
• As you watch the clip, make notes in the first two sections:
»Collaboration
»Step 1
HO 4.1
HO 5.1
NOW IT’S YOUR TURN TO PRACTICE THE PROCESS…
• Data provided is from a 4th grade Language Arts end of unit assessment
• Assessment has a total of 57 questions
• Criteria for Grouping 49 correct and above = Advanced (85% and >) 40-48 = Benchmarked (70%-85%) 32-39 = Targeted (55%-69%) 31 and < = Intensive
SUBGROUPS• This district has asked each building to
intentionally monitor the academic progress of their SWDs. The building does not have SWD as an AYP subgroup.
• Mark the following students as SWD on your Template:– Seale, Elijah– Pitcher, Cary– Pinkney, Domingo
STEP 2
Analyze student work specific to the data
As you watch the clip, make notes in the Step 2 section.
What do you see? Compare/Contrast to your current teacher teams
Collaborationa. What protocols/roles do they have in place to ensure their collaboration time is maximized?b. Is there a schedule for regular time to meet?
Step 1: Collect and Chart Data
a. Is there a common assessment used, Or are common learning targets being examined for achievement?
Step 2:Analyze student work specific to
the dataa. Does the team do an item analysis?b. Do they review multiple data sources?
Teacher Based Teams – Viewing Guide
HO3
HO 4.2
HO 4.2
Establish shared expectations for implementing specific effective changes in
the classroom
As you watch the clip, use your Step 3 Template to make notes about the strategies the TBT chooses.
STEP 3
Implement changes consistently across all classrooms
STEP 4
HO 4.3
DEBRIEFING STEPS 3-41.How did they group for instruction?
*Note: Last year’s schedule did not have a common intervention time. This year, they do have common intervention time, allowing the students to move and gives more “hands on deck” to reduce group numbers.
2. Whether we agree or not with their instructional choices, what could be learned from this round?
3. How long did they plan to run this cycle? 4. What post test did they choose to use?
Collect, Chart and Analyze Post-Assessment Data
STEP 5
The 4th Grade Independence TBT ran their intervention/enrichment cycle and
presented their pre-post assessment data at their monthly BLT meeting.
HO 4.4
Evaluate
HO 4.5
OHIO 5-STEP TBT PROCESS REFLECTION ACTIVITY
1. Assign a recorder in your team.
2. Using the Simulation Reflection Activity handout, discuss with your team where your district is relative to each of the questions.
HO 6
3. Add any important discussion points your team wants to share with entire DLT.
Lunch Time
Secondary TBT Video Clip
Background • Francis Howell Middle School • Grades 7-9• Five Health/ Physical Education Teachers• Gave common assessment in PE and came
prepared to share results
Ohio TBT Implementation Samples
Review 3 different samples that districts can use to monitor the
effective implementation of TBTs
HO 7
HO8
HO 9
Summative district and
state assessments (aggregated,
disaggregated; srand, item, and student work)
Data about people, practices, perceptions (e.g., demographic,
enrollment, survey, interview, observation data, curriculum
maps)
Benchmark common assessments (e.g., end-of-unit, common grade-level tests
reported at item level; aggregated, disaggregated; srand, item, and student
work)
Formative common assessments (e.g., math problem of the week, writing samples, science
journals, other student work)
Formative classroom assessments for learning (e.g., student self-assessments, descriptive feedback, selected response, written
response, personal communications, performance assessments)
Annual
2-4 times a year
Quarterly or end of unit
1-4 times a month
Daily - Weekly
Who Needs the Data?DLT/BLT/TBT
The Data Coach’s Guide: Love, Stiles, Mundry & DiRanna, c. 2008
HO 10
DISTRICT TEAM TIME
• Refer to Hand out # 11, Implementation Task List.– Discuss with your team where you are at the
DLT, BLT, and TBT levels.– Take this time to use the Implementation Task
List to guide your discussion on what you need to do to get TBTs implemented at 90% effectiveness.
HO 11
TRAINING DATES• April 14, 2011: SST9 Follow-up DLT
Training• May 12, 2011: Centralized Training
“Showcase” at Columbus Renaissance
Have a safe trip home!