kindergarten teacher-based teams: collaborating for student success

Westview KindergartenKenton City Schools

Kenton, Ohio

Kindergarten Teacher Based Teams Collaborating for Student

SuccessJune 27, 2012

Kenton City Schools

Welcome to Wildcat Country! Kenton City Schools is a public school district in Kenton, Ohio USA. The district encompasses 112 square miles. Most of Kenton City Schools' students reside in Hardin County, a rural county in northwest Ohio. The school district has 1 high school, 1 middle school, and 4 elementary schools. The district's current enrollment is approximately 1952 students with an average attendance rate of 94.6%.

Subgroups: Student With Disabilities: 16.6% Economically Disadvantaged: 49.3%

Westview Kindergarten Center

120 Students6 Classrooms6 General Education Teachers1 Intervention Specialist1 Title 1 Educational Assistant

The Kindergarten Team

District/Building Leadership Teams

State Diagnostic Teams (SDTs) work with selected high support districts

State Support Teams (SSTs) work with districts and schools in need of improvement

Educational Service Centers (ESCs) work with other districts requesting assistance

is involved?

Teams use data tools to identify critical needs

do these teams work in districts and schools?

District/Building Leadership Teams Regional Service Providers External Vendors Higher Education

is involved?

District/Building Leadership Teams State Diagnostic Teams State Support Teams Educational Service Centers

is involved?

District/Building Leadership Teams

State Diagnostic Teams

State Support Teams

Educational Service Centers

Regional Managers

Single Point of Contact

is involved?

Review data Gather evidence of implementation and impact

Provide technical assistance and targeted professional development

Leverage resources

Work with leadership to develop research based strategies and action steps focused on critical needs identified in stage 1.

How

Who

How

Who

How

How

Who

do these teams work in districts and schools?

do these teams work in districts and schools?

do these teams work in districts and schools?

Who

STAGE 1

STAGE 3

STAGE 2

Implement and Monitor the Focused Plan

Evaluate the Improvement Process

Identify Critical Needs of Districts and Schools

Develop a Focused Plan

Ohio Improvement Process

STAGE 4

Revised November 2008

District/Building Leadership Teams

Teacher Based Teams

Regional Service Providers

External Vendors

Higher Education

2

3

4

5

1

5 Step Proce

ss

Stage 2

Stage 3

Stage 4

Stage 1

It’s All In The Planning……..

May 23, 2011Attending: Julie Bertling, Laurie Steinman, Angie Butterman, Katie Ketcham, Melissa Good, Valerie RobbTopic: How To Use DataMeeting Organizer/AGENDAPurpose/Concern:Why are we here?Know where we are:Resources: Rubric

Conditions Teacher input

What’s Missing?/Needs AssessmentReflects the Rubric and Condition inputReflects teacher inputWhat’s Next?/Next StepsAddress:•Team configuration•The 5 Step Process•PD needsCreate Timelines•For Assessments- per district?•For re-assessment - How often to ‘cycle’ the 5 Step Process•For developing/rolling out TBT

Needed PDMeeting schedulesData communication

2011 AIMSWeb DataThe Baseline

BLDG 1LNFFALL2011

BLDG 2 LNFFALL2011

Westview

LNFFALL2011

BASELINE FALL 2011

Planning Meeting with Angie Butterman Westview Kindergarten Sept. 15, 2011Re: TBT overview Sept. 21, 2011I Why TBT in support of ALL students

Prevention/interventionII Teacher Based Teams and The 5 Step Process

Watch Step 1-make notes on viewing guideTeachers set criterion for groupingsTeachers use their data to put students into groups

Watch Step 2- make notes on viewing guideTeachers complete Step 2

Watch Step 3 – make notes on viewing guideTeachers complete Step 3

III The Westview Kindergarten Data PlanExplain planQ & A

IV Supports for TBT*** If time: Working Agreement – Give examples and give time for

teachers to develop their own working agreements

Angie has Conditions and 5 step process surveys plus the 5 step rubric to use as needed on another day/date.

OHIO IMPROVEMENT PROCESSTEACHER BASED TEAM TRAINING

Westview Kindergarten

Sept. 21, 2011

STATE SUPPORT TEAM Region 6Julie Bertling, jbertling@SST6.org

Valerie Robb, vrobb@SST6.org

WESTVIEW KINDERGARTENDec. 14, 2011AGENDA5 Step Process: Review and Q/ATBT’s: What data determines Benchmark, Targeted, Intensive?

Who are you progress monitoring? What are Instructional strategies have you used that proved successful? What is latest data on LNF for targeted and intensive groups?

What determines proficiency on SCA?What #/% of your class is proficient?How are you going to address those not proficient in Math?January:AIMSWeb: PSF: Did you frontload? How or what strategies

haveyou used?Status on KPALS

Letter Naming Fluency

Letter Naming Fluency

January 18, 2012Westview Kindergarten

Teacher Based Teams Data Review I View/discuss AIMSWeb results.

Move students on Post It chart. (Step 1)

Data drives interventionWhere are learning challenges? (Step 2)

II Intervention – status on PALSUse Peer Assisted Learning Strategies for whole classUse Teacher Directed for intervention (Step 3)Yellow and red teams updates

 III Progress Monitoring

LNF – do not monitorISF-maybe depending on student and how they are

doingPSF –yes, this is the starting placeNWF-if secure with PSF

Scoring can be done online (demo)

School 1: 60% to 85%

School 2: 63% to 72%

Westview: 65% to 83%

LNF ComparisonSept/Jan. 2012

BLDG 1Winter/Jan.

2012

BLDG 2Winter/Jan.

2012

WestviewWinter/Jan.

2012

STEP 5/STEP 1PSF

STEP 1

Reflections/Insights:

Based on analysis of scores and discussion of current successful strategies, (STEP 2), Teachers recommended these changes to CORE instruction to improve student learning (STEP 3):

Math:•Work more on transitions•Use number videos•Highlight math vocabulary and math word wall•Spiral review into daily instruction•Number recognition/counting on game Reading:•Implement PALS during intervention time.

Katie Park

March 21, 2012AGENDA

Transparent DataSTEP 1

How did we do? What are our strengths? What are our challenges?

STEP 2

STEP 1

Westview

STEP 1

Westview

What do we do well?

STEP 2

What are our areas of challenge?

STEP 2

LOOKING AHEAD

Reflections….. Melissa Good

Teacher Based Teams build the capacity of teachers to address learning needs of ALL students

WESTVIEW KINDERGARTENMAY 16, 2012

END OF YEAR DATA REFLECTION- EvaluationWHAT DID/DO THE ADULTS DO THAT MADE A DIFFERENCE IN STUDENT

ACHIEVEMENT?

STEP 1: COLLECT AND CHART DATABring SCA results already charted. (Could teachers enter results on a Google Doc?)Identify % proficient in reading and math for SCA’s. Identify % Benchmarked in AIMSWeb.Questions:Are common core standards in place?Is the rigor of our assessment questions aligned with the intended rigor of the standards?Is there a correlation between AIMSWeb data and SCA % proficient?What did you learn about your assessments? How did they change?

STEP 2: ANALYZE STUDENT WORK SPECIFIC TO THE DATAHow can we use this data to do strengthen our core instruction?

Did you establish what proficiency looks like? Do we use exemplars with our students?

STEP 3: ESTABLISH SHARED EXPECTATIONS FOR IMPLEMENTING SPECIFIC EFFECTIVE STRATEGIES/CHANGES

Based on results, what “preventative” instruction could we implement during the core?

What strategies/content/skills have been most successful? How can we plan instruction for a variety of student needs?How could we differentiate instruction to meet the need of our classroom?What strategies have we found that families can use at home to support their child’s ?learning outside of school?STEP 4: IMPLEMENT WITH FIDELITYWhat support are we providing our families to implement the home learningHow will we know if we are implementing the instructional strategies with fidelity?STEP 5: POST ASSESSMENT/EVALUATE EFFECTIVENESSWhat did the adults do that made a difference in student achievement?Did we close the achievement gap for our students?

•Teachers self assess using TEACHER BASED TEAMS RUBRIC

•Feedback from Teacher Based Team Strength and Challenge Fishbone

Strengths: • School-wide intervention plan in place• Use of intervention strategies• Job embedded professional development• Flexible groups based on assessment data• Systematic use of data to inform instruction• Planning with the end in mind• Responsive/ differentiated instruction

•Parents are not teaching/learning partners•Infrequent peer observation•Infrequent use of quality rubrics

Challenges

How Are We

Doing?

Angela Kimmel

Personal reflections….

END OF YEAR DATA!STEP 5

Angie Butterman, Principal

Did the adults make a difference in student

achievement?

Common Short Cycle AssessmentsThe results:

Teacher Created Quarterly Assessments

1 2 3 4 5 6 7

End of

Year

1 2 3 4 5 6 7

End of

Year

1 2 3 4 5 6 7

End of

Year

1 2 3 4 5 6 7

End of

Year

End of

Year

End of

Year

End of

Year

End of

Year

Westview KindergartenMay 2012 PSF

BLDG 1 PSF 2012

BLDG 2 PSF 2012

More Data…..

Looking at Subgroups-SWDDid we close the achievement gap

for our students?

Same rate

lower rate

Greater rate

NEXT STEPS FOR 2012-2013:

•Deeper implementation of 5 Step Process at working teams level •Consistent progress monitoring•Focus more on subgroup data•Implement peer observations•Develop rubrics and exemplars of student work•Focused common planning•Re-structure intervention time

Standards for HQPD High quality professional development is a purposeful, structured and continuous process that occurs over time HQPD is informed by multiple sources of data

HQPD is collaborative

HQPD includes varied learning experiences that accommodate individual educator’s knowledge and skills

HQPD is evaluated by its short- and long term impact on professional practice and achievement of all students

HQPD results in the acquisition, enhancement or refinement of skills and knowledge

Ohio Standards for Principals

Principals helps create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals.

Principals support the implementation of high-quality standards based instruction that results in higher levels of achievement for all students.

Principals allocate resources and manage school operations in order to ensure a safe and productive learning environment

Principals establish and sustain collaborative learning and shared leadership to promote learning and achievement of all students

Principals engage parents and community members in the educational process and create an environment where community resources support students learning, achievement and well being.

Ohio Standards for the Teaching Profession Teachers understand student learning and development and respect

the diversity of the students they teach

Teachers know and understand the content area for which they have instructional responsibility

Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning

Teachers plan and deliver effective instruction that advances the learning of each individual students

Teachers create learning environments that promote high levels of learning and achievement for all students

Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning.

Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.