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Connec&ng SLO, OTES, RTI and OIP: Taming the Alphabet Soup

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Page 1: Connec&ng(SLO,(OTES,(RTIand(OIP:(( Taming(the(AlphabetSoup( · Connec&on:((DistrictGoals(Aligned(to(OTES,(SGMand(AMOs(By May 2015, 100% of students and student groups will meet SLO/Value

Connec&ng  SLO,  OTES,  RTI  and  OIP:    Taming  the  Alphabet  Soup  

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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  

Page 3: Connec&ng(SLO,(OTES,(RTIand(OIP:(( Taming(the(AlphabetSoup( · Connec&on:((DistrictGoals(Aligned(to(OTES,(SGMand(AMOs(By May 2015, 100% of students and student groups will meet SLO/Value

Parts  to  Our  Plane  

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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?  

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Ohio  Improvement  Process  (OIP)  

Are  you  implemen&ng  this    shared  leadership  framework    

or  something  similar  in  your  district?        

 

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No one person can do all this alone!  

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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  

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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.  

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Where  Do  We  See  the  Connec&ons?    

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•  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?  

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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.  

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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  

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•  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  

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•  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  

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OTES  Walk-Through Template  

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Connec&on:    U&lize  Current  Team  Structures  to  do  the  Work  

•  Repurposed  teams  to  align  with  plan/needs  •  Defined  DLT,  BLTs  and  TBTs  roles  

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•  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?  

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•  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.

Page 20: Connec&ng(SLO,(OTES,(RTIand(OIP:(( Taming(the(AlphabetSoup( · Connec&on:((DistrictGoals(Aligned(to(OTES,(SGMand(AMOs(By May 2015, 100% of students and student groups will meet SLO/Value

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  

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10/29/13 21

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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    

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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  

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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?  

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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  

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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?  

 

Page 28: Connec&ng(SLO,(OTES,(RTIand(OIP:(( Taming(the(AlphabetSoup( · Connec&on:((DistrictGoals(Aligned(to(OTES,(SGMand(AMOs(By May 2015, 100% of students and student groups will meet SLO/Value

The  Myth  of  Linearity  

“Greater implementation means better achievement, right?”

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The  Non-­‐Linear  Path    of  School  Improvement  

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What is needed to ensure 90%

implementation?

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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  

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Connec&on:    RTI  Scripts  Aligned  to  OIP  

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Connec&on:    RTI  Interven&on  Goals  Aligned  to  SLOs  

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Connec&on:    OIP  Aligns  with  RTI  

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 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  

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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  

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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  

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Kadee  Anstadt  Perrysburg  Schools  Execu&ve  Director  of  Teaching  &  Learning  [email protected]    

Sara  Stockwell  Perrysburg  Schools  Assistant  Director  of  Teaching  &  Learning  [email protected]    

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Exit  Slip  

2 things you learned

1 question you still have

   

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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