connec&ng(slo,(otes,(rtiand(oip:(( taming(the(alphabetsoup(...

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  

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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   Collec