Transcript Slide 1

Going Deeper
withResults:
TBTs and the
Getting
Ohio 5-Step
Process within All Students
Impacting
Each Student
Going Deeper with TBTs and
the Ohio 5-Step Process
2011-2012 SPDG Professional Development
Leadership
BUILDING CAPACITY
for LEADERS
to IMPLEMENT
and SUPPORT TBTs
Training Outcomes
To Build Leadership Capacity for
Implementing and Supporting TBTs by:
•
•
•
•
Collective Leading through Collaboration
Instructional Framework
Assessment
Monitoring and Supporting TBT Work
Leadership
Every person who enters
the field of education
has both an opportunity
and an obligation to be
a leader.
Dufour and Marzano 2011
Ohio Improvement Process
Who
Who
is involved?
District/Building Leadership Teams
State Diagnostic Teams (SDTs) work with
selected high support districts
STAGE 1
is involved?
STAGE 2
Identify Critical Needs of
Districts and Schools
Develop a
Focused Plan
State Support Teams (SSTs) work with
districts and schools in need of improvement
District/Building Leadership Teams
State Diagnostic Teams
State Support Teams
Educational Service Centers
Educational Service Centers (ESCs) work
with other districts requesting assistance
How
do these teams work in
districts and schools?
How
Teams use data tools to identify critical
needs
Who
is involved?
1
STAGE 4
5
District/Building Leadership Teams
Work with leadership to develop research
based strategies and action steps focused
on critical needs identified in stage 1.
2
5 Step
Process
Who
3
STAGE 3
4
State Diagnostic Teams
State Support Teams
1
Educational Service Centers
Regional Managers
Single Point of Contact
How
5
Review data
Gather evidence of implementation
and impact
Revised November 2008
2
5 Step
Process
Evaluate the
Improvement Process
is involved?
District/Building Leadership Teams
Teacher Based Teams
District/Building Leadership Teams
Regional
RegionalService
ServiceProviders
Providers
External Vendors
Higher
Education
External
Vendors
3
4
do these teams work in
districts and schools?
do these teams work in
districts and schools?
Implement and Monitor
the Focused Plan
Higher Education
How
do these teams work in
districts and schools?
Provide technical assistance and targeted
professional development
Leverage resources
DLT
•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
BLT
• 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
TBT
•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
OIP IMPLEMENTATION RUBRIC
CRITERIA
• SECTION A:
EFFECTIVE TEAMS
• SECTION B:
DISTRICT/BUILDING/COMMUNITY
SCHOOL LEADERSHIP TEAMS
• SECTION C:
TEACHER-BASED TEAMS
Step 1
Collect and chart
data
Step 5
Collect, chart and
analyze post data
The Ohio
5-Step
Process:
A Cycle of
Inquiry
Step 4
Implement changes
consistently across all
classrooms
Step 2
Analyze student
work specific to the
data
Step 3
Establish shared
expectations for
implementing specific
effective changes in
the classroom
From The Collaborative Administrator. 2008.
“Permanent Havens of Excellence” Westover (p. 244).
In education, we want
solutions that are exotic
and easy, but in reality
the answers are simple
and hard to do.
-
LEADERSHIP:
COLLABORATION
IS
CRITICAL
Teacher Based Teams and Leadership
The primary purpose of Teacher
Based Teams is to improve
student learning. Data teams
(TBTs) improve student learning
by improving teaching and
leadership.
Laura Besser , Data Teams, the Big Picture. 2010, p. 2
Improvement Is a Team Sport
“You can’t do it alone.”
Leadership is not a solo act;
it’s a team performance….
the winning strategies will be based
upon the “we” not “I” philosophy.
Collaboration is a social imperative.
DuFour and Marzano 2011
We’ve yet to find a single
instance in which one
talented person
accounted for most,
let alone 100 percent,
of the success.
DuFour and Marzano 2011
TBTs, BLT, and DLT
Provide the Framework
If school and district leaders are to
create the conditions that help more
students succeed at learning at
higher levels, they must build the
capacity of educators to function as
members of high-performing
collaborative teams.
DuFour and Marzano 2011
New Standards Include
Collaboration at Every Grade Level
SL.K.1 Participate in collaborative conversations
with diverse partners about kindergarten
topics and texts with peers and adults in
small and large groups.
Follow agreed upon rules for discussion (e.g.,
listening to others and taking turns speaking
to others about the topics and texts under
discussion).
Teaching Children How to
Collaborate Requires……
SL.4.1 Engage effectively in a range of
collaborative discussions (one- onone, in groups, teacher led) with
diverse partners on Grade 4 topics and
texts, building on other’s ideas and
expressing their own clearly.
Requires the Adults to Know How
to Collaborate
SL.8.1. Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on grade 8 topics, texts, and
issues, building on others’ ideas and
expressing their own clearly.
Collaboration in All Grade Levels
SL.11-12.1. Initiate and participate
effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing
their own clearly and persuasively.
Collective Leadership
Collective leadership has a
stronger influence on
student learning
than any
individual source
of leadership.
Seashore Louise et. al 2010
Collaborative Inquiry
Collaborative inquiry is among the most
promising strategies for strengthening
teaching and learning.
The biggest risk, however, is not
providing the necessary leadership
and support.
David, J. L., 2008/2009
Programs
for At-Risk
Middle
School
Special
Students
Education
Programs
Programs
for
Nonreaders
at the Third
Grade
At- Risk
Program for
HS Students
Early
Childhood
Programs
Gifted and
Talented
Programs
Programs
for Students
with ADHD
Special
Ed5%-10%
Title 1
Programs
Tier 3
Programs
for Teenage
Parents
Limited
English
Speaking
Programs
Targeted
Interventions
20%
Tier 2
Programs
for Students
under
Section 504
School-Wide
Interventions
80%
Tier 1
Alcohol and
Drug
Programs
Programs
for
Homeless
Children
Guidance
Programs
A Program Model Has Not Worked
Students are helped after they fail
Separated from core of teaching and learning
Overlooks individual needs – fits student to
“program”.
Students may be separated from peers either from
classroom or attending a different school
Fragments students day by moving locations
Require students to be labeled to get help
Frattura 2011
Integrated
Comprehensive
Services for All
Learners
Are We a
Learning
Organization?
Setting the Stage for District Vision
Source of student failure is the
system; hence, the system needs to
accommodate the student.
Primary goal of education is to
prevent student failure through a
service delivery model versus a
deficit based program model.
IMAGINE THE POSSIBILITIES….
• All staff are expected to teach all students.
• All staff are considered to be experts in the
knowledge and skills to teach a range of
student needs.
• All staff should be expert in teaching
reading.
• All staff support all students with and
without labels in flexible learning
communities.
LEADERSHIP:
FOCUSING
on
EFFECTIVE
INSTRUCTION
Effective Leaders
Create a Common
Language
Dufour and Marzano 2011
The relationship between a
student’s understanding of key
vocabulary terms and his or her
academic achievement has been
well established in research...
The same principle applies to
those attempting to lead the
(improvement) process.
Dufour and Marzano. 2011.Leaders of Learning (pp. 34-35)
Common Language Activity
1) Take out Handout #6: Exchange Between Principal
and Superintendent (Dufour and Marzano. 2011. Leaders of
Learning)
2) Read individually and highlight any terms that
would require a shared understanding between
the two speakers.
3) In triads, share out your highlighted terms.
4) As a triad, choose one term and together develop
a definition for the term.
5) At your table, discuss how a common language
can be established in your district/building.
Leaders who develop a common
language do not settle for a
superficial use of key terms.
Instead, they drill deeper
to ensure there is
understanding
behind each term.
DuFour and Marzano. 2011. Leaders of Learning (p.34)
What Steps Should Your District Take to Ensure
TBTs Have a Common Understanding of
Important Terms in Curriculum, Instruction,
and Assessment?
What Are Your
Personal
Responsibilities Common Formative Assessment
in Helping to
Ensure These
Common
Differentiated
Understandings?
Instruction
Leading the
Implementation
of Effective
Instructional
Practices
Always start
with all kids.
Step 1
Collect and chart
data
Step 5
Collect, chart and
analyze post data
Step 4
The Ohio
5-Step
Process:
A Cycle of
Inquiry
Implement changes
consistently across all
classrooms
Step 2
Analyze student
work specific to the
data
Step 3
Establish shared
expectations for
implementing specific
effective changes
in the classroom
WHAT IS CORE
INSTRUCTION?
• Take one minute to write a definition or
description of CORE INSTRUCTION.
• Find someone you don’t know at another
table.
• After introducing yourself, exchange your
version of CORE INSTRUCTION.
CORE
INSTRUCTION
75-85% OF
ALL STUDENTS
FOCUS ON
THE CORE
1
5
2
5 Step TBT
Process
4
3
Core Instructional
Decision Making
Use scientific, evidence-based strategies
Ensure curriculum and instructional
approaches have a high probability of
success for most students (75-85%)
Deliver instructional approaches with
fidelity
Use instructional time efficiently and
effectively
Instructional Decision Making in Core Instruction (2008).Iowa City Schools
Core Instructional
Decision Making
Use available resources to teach ALL students
Believe that all students can learn…
“irrespective of disability, race, primary
language and/or socioeconomic status”
Shift thinking from the student to the
instruction…
“Instead of placing the student under the
microscope, examine the learning
environment”
from Instructional Decision Making in Core Instruction (2008).Iowa City Schools
Core Instructional
Decision Making
Use a multi-tier model of service delivery
All students receive instruction in the core
curriculum supported by supplemental
and intensive interventions when needed
Each tier represents increasingly intensive
levels of services associated with
increasing levels of learner needs
from Instructional Decision Making in Core Instruction (2008).Iowa City Schools
Core Instructional
Decision Making
General education teachers use tools to
monitor students’ performance and progress
against grade-level standards
Monitor progress frequently
– Utilize (formative) assessments that can be
administered quickly
– Utilize assessments that are sensitive to small
changes in student performance
from Instructional Decision Making in Core Instruction (2008).Iowa City Schools
Quick Check for Understanding:
“LINKS”
• Stand at your table and determine who has the
fewest years in education.
• This person chooses one statement from the Core
Instructional Decision making slides, and shares
how this links to TBT work.
• Person to the right repeats this process using a
different statement.
• Continue until everyone has become a “link” in the
learning .
Factors that Increase
the Power of Core Instruction
 More instructional time
 Smaller instructional groups
 More precisely targeted instruction at the student’s
level
 Clearer and more detailed explanations (more
explicit instruction)
 More systematic instructional sequences
 More extensive opportunities for guided practice
 More opportunities for error correction and
feedback
(Torgesen, 2006)
78
Instructional Framework
Districts have to work together to define
and agree on what
HIGH QUALITY INSTRUCTION
means by doing the following:
1.Reviewing the research on effective
instruction
2. Developing their own list of effective
practices
McNulty, 2011
START WITH YOUR
STRENGTHS…
HONOR WHAT YOU
ALREADY HAVE
District “Springboards”
Can Be Used as Starting Points
Does your district have a research-based
Balanced Literacy Framework that has never
been instituted?
Are you a SIG building or Race to the Top District
that has purchased an instructional program?
Have you incorporated specific instructional
expectations into your evaluation instrument?
Has your district had training in effective
instructional strategies?
Take three minutes to discuss
with your team what “starting
points” you may already have
to use in the development of a
framework of instructional
practices for ALL teachers
in your district.
START WITH YOUR
STRENGTHS…
HONOR WHAT YOU
ALREADY HAVE
OIPIR CHECK
• Take out HO #1: OIPIR RUBRIC again.
• Take a few minutes with your team to
check where your TBTs are
INSTRUCTIONALLY relative to the
following sections of the OIPIR Rubric:
C -15, C – 16, C – 17 (Steps 3-4-5 of the
TBT Section)
Assessment to Instruction
When teachers implement an
instructional framework, they
use assessment information to
make instructional decisions.
Frey and Fisher 2011
Origin
The word assessment is
derived from the Latin
word assidere, which
means to “sit beside”.
The Assessment Process in a
Teacher Based Team(PLC) is
not simply to Prove What a
Student Has Learned but to
IMPROVE that Learning.
DuFour and Marzano 2011 p140
A District’s Informative
Assessment System
Should Include:
The Data Coach’s Guide: Love, Stiles, Mundry
& DiRanna, c. 2008
Annual
2-4 times a year
Quarterly or end of
unit
1-4 times a
month
Daily - Weekly
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., endof-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 selfassessments, descriptive feedback, selected response, written
response, personal communications, performance assessments)
Leading Assessment Practices to Help
Teacher Based Teams
If the Potential for Formative
Assessment is to be Realized,
Students, Teachers, and
Administrators must Undergo a
Conceptual Shift
DuFour and Marzano p119
FORMATIVE ASSESSMENT IN THE
TBT PROCESS
TBT assessments serve as a diagnostic
tool for teachers and allow teams to
analyze student performance, set
goals, and determine the most
effective strategies for instructional
intervention
McNulty and Besser 2011 p. 130 - 134
ONGOING CYCLE OF
ASSESSMENTS IN TBTS
Assessment #1 – Pre instruction assessment is
administered before instruction administered.
Assessment #2 – A post instruction assessment
is administered after teachers have used
agreed upon instructional strategies.
McNulty and Besser 2011
Ongoing Cycle of Assessments in TBTs
Assessment #3 – If goals were not met in the
previous cycle, continue the assessment
process by administering another assessment
on student understanding of concepts and
skills.
Assessment # 4 – A formative assessment is
administered to measure student learning .
McNulty and Besser 2011
Developing an Informative
Assessment System
Overarching Question:
Do teachers and administrators
get the information they need as
a result of the assessments
currently in use?
Analysis of Current Assessment
System
Take out HO #7 Analysis of Current
Assessment System Protocol and
HO #8 Chart
Follow the directions on the Protocol.
MONITORING and SUPPORT
of TBT WORK
Excellent schools in poor
districts implode over
time;
whereas, poor schools in
excellent districts get
better.
- Lambert (p. 235). The Collaborative Administrator (2008)
A Framework for Excellence:
The Role of the Central Office
Only through revitalizing and
redirecting the action of districtlevel operations can the kind of
widespread and radical change
that must occur be possible.
- Schlechty (p. 235). The Collaborative Administrator (2008)
Effective District Leaders
Monitor the TBT Process
in Each School as They
Develop the Capacity of
Principals to Lead the
Process.
Dufour and Marzano 2011
FACILITATORS OF CHANGE
District administrators are
often the facilitators of
change…the leaders of growth
for everyone but themselves.
Capper and Frattura, 2009
Intervention
for BLTs and TBTs
District Leadership Teams
are not giving a lot of feedback
to Building Leadership Teams;
and Building Leadership Teams
are NOT giving a lot of feedback
to Teacher Based Teams.
McNulty 2011
MONITORING BLTs and TBTs
1)Do you know which BLTs are not performing
efficiently and effectively?
How does your system know?
What is being done to help those who need
intervention?
2)Do you know which TBTs are not performing
efficiently and effectively?
How does your system know?
What is being done to help those who need
intervention?
TBT Monitoring
1) Take out HO: Ohio 5-Step Process Implementation
Rubric and HO: TBT Feedback Guide.
2) With your team, use these two documents to chart
“next steps” to monitor TBT/Ohio 5-Step Process
implementation across the district, considering the
following:
– How does our district leadership use student
results to monitor the effectiveness of TBT work?
– How does our building leadership use student
results to monitor the effectiveness of TBT work?
– How do our TBTs use student results to monitor
the effectiveness of their own work?
Providing Feedback
in the Data Team Process
Reeves (2006) says that it is an
absolute waste of time if you
gather information on adult
practices and student learning
and then fail to act on it.
Besser and McNulty 2011
Ensuring an Effective Adult
Implementation Monitoring System
 Connect “look fors” to district instructional framework to
provide common language/ understanding of what is
expected of every teacher
 Ensure that “look fors” provide viable data for OIP Plan
Adult Behavior Indicators.
 Coordinate a vertical alignment of “look fors” that are
grade/subject appropriate but still provide appropriate
Adult Indicator data.
 Short-term “formative monitoring” should be reflective
of instructional strategies determined in Steps 3 and 4
of the Ohio 5-Step Process.
Monitoring
Traditionally, monitoring has focused only on
student performance. In OIP Stage 3,
monitoring includes focusing on adult
implementation, as well.
What barriers is your district experiencing
when monitoring adult implementation?
What steps have been taken to eliminate
the barriers?
How do you know that what the adults are
doing is directly affecting what the
students are learning?
Results in the TBT Process:
Public Monitoring
TBTs need venues to share the results of
their hard work, because the results are
what will sustain the momentum.
o Data Walls and Data Halls – A visual display
of results of teaching, learning, and,
indirectly, of leadership
 Effect data – student achievement results
 Cause data – strategies of adults
McNulty and Besser, 2011
Results in the TBT Process:
Public Monitoring
Data Boards – Science fair for “grown
ups.” The primary purpose is to spark
educational dialogue.
Data Fairs – Schools and districts
celebrate student achievement gains
as a result of teacher and leadership
practices.
McNulty and Besser, 2011
DIFFERENTIATED
PROFESSIONAL
DEVELOPMENT for TBTs
IS CRITICAL to
CONTINUOUS
IMPROVEMENT
HIGH QUALITY PROFESSIONAL
DEVELOPMENT
• What is it?
Process and activities designed to enhance the
professional knowledge skills and attitudes of
educators so that they might improve the
learning of students.
• Why is it important?
Professional development should not be
separate from one’s day to day professional
responsibilities. Rather, professional
development is an ongoing activity integrated
into the job of each educator’s professional life.
http://www.k12.wa.us/RTI/CorePrinciples/ProfDev.aspx (2011)
Doug Reeves identifies the most
influential force on teacher learning
to be advice from colleagues (2008)
TBTs as a Professional
Development Model
The TBT process is an explicit,
teacher-driven, ongoing,
job-embedded, data-driven
PD that is highly effective.
McNulty and Besser, 2011
Coaching and TBTs:
A Complimentary Fit
Coaching can take many forms,
from formal agreements to
informal networks of individuals
who use coaching skills to
support each other.
Allison, E. Data Teams the Big Picture, 2010 p. 202
Coaching Skills
TBT members who want to use coaching
skills to “partner in thought” with another
individual or team must master a few
basics:
– Listening
– Understanding
– Questioning in a way that provokes
thought and possibility
– Calling for action and resonating hope
» Allison, E. Data Teams the Big Picture, 2010 p. 202
The Powerful Coaching
Conversation Process
Take out HO 12:
The Powerful Coaching Conversation
All successful coaching approaches use
a conversation that includes these
basic steps.
Allison, E. Data Teams the Big Picture, 2010 p. 202
The Coaching Leader
Leaders who coach others discover a
wonderful secret:
The more you coach, the more you lead!
And every time you help coach another
you actively develop leadership in
others which deepens the collective
capacity to do more….
Allison, E. Data Teams the Big Picture, 2010 p. 202
wi
Considerations for Differentiated Professional
Development in Your District/Building
• Who currently coordinates your district/building
professional development?
• On what basis/data are PD/trainings determined?
• What communication system is in place to ensure
TBTs receive the differentiated HQPD they need?
• What changes may need made at the central
office level to ensure differentiated HQPD is
provided in a timely manner?
• What monitoring system/tools are used to
determine PD effectiveness?
LEADING TBTs with INTEGRITY
1) Pay attention to research.
2) Look in the mirror. Share the mirror with all
teachers and administrators.
3) Model the cultural shift in your district
and/or building.
4) Be in the room.
5) Force the focus.
6) Celebrate and move forward.
References and Resources
Capper, C. A., Frattura, E. M., (2009). Meeting the Needs of Students of ALL Abilities,
How Leaders Go Beyond Inclusion. Corwin Press.
DuFour, R., Marzano, R. J., (2011) Leaders of Learning, How District, School, and
Classroom Leaders Improve Student Achievement. Bloomington, IN: Solution Tree
Press.
Erkens, C., Ferriter, W., Heflebower, T., Hierck, T., Hinman, C., Huff, S., Jakicic, C., King,
D., Rose, A., Vagle, N. Weichel, M. (2009) The Principal As Assessment Leader.
Bloomington, IN: Solution Tree Press.
Frey, N., Fisher, D., (2011) The Formative Assessment Action Plan, Practical Steps to
More Successful and Learning. Alexandria, VA. ASCD.
McNulty, Brian A. , Besser, L. (2011) Leaders Make It Happen, An Administrator’s Guide
to Data Teams. Englewood, CO., Lead and Learn Press.
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This document was supported in whole or in part by the U.S.
Department of Education, Office of Special Education Programs, (Award
number H027A110111-11A, CFDA 84.027A, awarded to the Ohio
Department of Education). The opinions expressed herein do not
necessarily reflect the policy or position of the U.S. Department of
Education, Office of Special Education Programs, and no official
endorsement by the Department should be inferred.