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!