cuyahoga falls city schools
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DESCRIPTIONCuyahoga Falls City Schools. District Leadership Team January 31 , 2014. Agenda/Outcomes. Review data and analysis from last DLT Meeting Analyze progress on winter iReady data Compare BLT and Teacher-based Team (TBT) intent - PowerPoint PPT Presentation
Cuyahoga Falls City SchoolsDistrict Leadership TeamJanuary 31, 2014
Agenda/OutcomesReview data and analysis from last DLT MeetingAnalyze progress on winter iReady dataCompare BLT and Teacher-based Team (TBT) intent Become more proficient in the 5-step process by reviewing TBT protocolPractice using the TBT protocol around student dataGain a greater understanding of the connections between TBTs and our other workFuture work and expectationsFebruary 4 Administrative Council Instructional; 9:15 a.m. at Price- common formative assessment activityFebruary 5 ERW; Facilitate formative assessment activity with staff membersFebruary 14 - Waiver Day; BLT members demonstrate and facilitate use of TBT protocol for rest of staff DLT Meeting Review from 10/14/2013Step 1. Collected and Charted iReady DataStep 2. Analyzed district benchmark iReady dataIdentified strengthsPhonicsHigh Frequency Words Identified weaknessesVocabularyInformational TextStep 3. Established shared expectationsSuggested building strategies: Daily 5, SQ3R, Text ImmersionStep 4. Implement change (Sept. Jan.)Step 5. Collect, chart and analyze post data (today)
DLT Meeting 1/31/13Step 5. Review benchmark to mid-year iReady data
Overall Reading LevelGrade Level% of Students Below levelBenchmark% of Students Below level Mid-yearK47%10%138%12%250%21%345%23%463%44%565%49%657%49%762%55%862%51%965% Not Assessed YetDLT Meeting 1/31/13Grade Level% of Students Below levelBenchmark% of Students Below level Mid-yearK24%15%140%31%260%32%357%37%468%49%570%53%661%57%767%59%863%52%963% Not Assessed YetComprehension: Informational Text6Step 5. (continued) Discuss with your BLT:What was the overall effect of the adaptation?
What adaptations (instructional strategies) do we want to do more of, start doing, and stop doing?
BLT ProtocolHow is the use of the BLT protocol working so far?In building groups identify Advantages, Areas of growth, and Suggestions (10 minutes)Share out (10 minutes)
Differences between BLTs and TBTsBuilding Leadership TeamsReview building benchmark data (iReady, OAA, OGT)Decide, collect data and check effectiveness on building-level strategiesIdentify effective teacher-level strategies for replicationTeacher-based TeamsReview student work and/or classroom data (formative assessment)Decide and commit to classroom strategiesCollect data and check effectiveness on classroom strategiesThe Ohio 5-Step Process:A Cycle of Inquiry10Cuyahoga Falls - OIPEach team works interdependently with othersThe TBTs are the largest for a reasonCapacityImportanceClosest to instructionCommunication is critical among teams
TBT ProtocolProcessUnderstand the 5 step process for teacher teamsGain an understanding of the collaborative dialogue teachers should be having around student dataFormUnderstand how the actual TBT form worksLearn where to get the TBT form and how it makes your team work more efficientMark talks through process while Amy demonstrates form on computer, Deb distributes handouts12Goals of the Cuyahoga FallsTBT ProtocolSimplify data collection for teachers
Focus on instructional strategies and professional dialogue
Clear up misconceptions about the 5 step process
Improve classroom instruction in every Cuyahoga Falls classroom through collaborative inquiry
TBT protocol Review -Roles and Dates
Date of 1st meeting: Pre-test Data Steps 1-4Date of 2nd meeting: Post-test Data Step 5It will be helpful to keep the roles consistent through a TBT cycle, but that is a team decision. If you have a strong team member it is not necessary to rotate roles.TBT Protocol Review - Assigning Roles and Stating Definition of Proficient for the Standard
These two items are determined when the Common Formative Assessment is created . This occurs outside the formal TBT Process, but is critical to getting to the instructional strategies in step 3. As a team discuss what you expect the students to know and be able to do at the Proficient level per your assessment.TBT Protocol Review -STEP 1
The new form is an active Excel spreadsheet that will automatically calculate percentages for you in order to save time.This error message will show until actual data is entered. There is nothing wrong with the spreadsheet. It merely indicates you are working with a live spreadsheet formula.TBT Protocol Review Performance Groups in STEP 1
It should be noted that in the form there are only two performance groups that are tracked after your team has given the pre-test. TBT Protocol Review - STEP 2
The Strengths and Weaknesses boxes will expand when you type into them
This is intended to determine what students knew or didnt know when they took the Common Formative Assessment
This section DOES NOT require an item analysis of every question on the assessment.STEP 3- Instructional Strategy vs. Activity
Here is where teams should spend most of their time during the TBT meeting. An instructional strategy is chosen that the team agrees to use in teaching students in each of the performance levels. It should be noted that teachers only commit to using the same instructional strategy. They can use a variety of different activities that support the instructional strategy in their classrooms .TBT Protocol Review Strategy vs. ActivityStep 3: Determine rigor, relevance, strategies and activitiesRigor Blooms TaxonomyRelevance Depth of applicationStrategies Marzano/ CF ToolkitActivities CF Toolkit /Model CurriculumTBT Protocol Review Step 3Rigor - Level of Blooms
TBT Protocol Review21
TBT Protocol ReviewStrategies - Marzanos 9
TBT Protocol ReviewActivities - Model Curriculumhttp://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1696&ContentID=83819&Content=136599
Model CurriculumKindergartenGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6Grade 7Grade8Grades 9-10Grades 11-12TBT Protocol Review Step 3
TBT Protocol Review STEP 3- Proficient OutcomeRemember this is transferred from the definition of proficient box on the front page of the form. This box should not require discussion. Press Alt + Enter in order to not leave the text box.
TBT Protocol Review STEP 3- Advance OutcomeIn Step 3 the team begins to differentiate for instruction. Here the team needs to determine what students who are already proficient on the pre-assessment will need to know and be able to do to become advanced on the post-assessment.
TBT Protocol ReviewSTEP 3- S.M.A.R.T. GoalsSMART goals will automatically fill from the data entered in Step 1. Remember the goal is 100 percent proficient or advanced. Teachers will need to set a date for when they want to achieve their goals. STEP 4- Questions for Reflection
This box will expand as the team types in their reflection on how and when they will implement the agreed instructional strategies. Not all of the questions have to be addressed at each meeting.TBT Protocol ReviewStep -4 Questions for ReflectionSTEP 5- Chart and Collect Data
This is where teams can assess how close they were to meeting their S.M.A.R.T Goals. Here teams can provide information to their BLT about support needed. TBT Protocol ReviewStep 5 Chart & Collect DataLets Practice
Teacher-based Team practiceYour TurnA team member needs to access the CF TBT protocol from the S drive in the T & L folder under DLT.BLT needs to use information provided to complete steps #1-5 of the TBT protocol (electronically).
Handouts:-Standard to be reviewed-Formative Assessment (pre & post)-Student Data (pre & post)-Specific class strengths and weaknesses
Why is this work so important?Clearly outlines what is quality collaboration Aligns with high achieving schools and teacher-team researchBuilds systems and structure for current initiatives as opposed to flavor of the monthLinks to other workTeachers understanding of Common Core/state standardsMatch rigor of instruction to assessmentInstructional technology practicesFormative assessment OTES
The OIP and OTES are aligned!
Accentuate this point.
If teachers follow the TBT 5 step process well, they will be addressing many of the goals of the OTES. The TBT assessments, protocols, shared strategies, etc. Could be direct evidence to support the teachers work toward OTES goals.
Whenever OTES starts in Lakewood, we will be prepared. If we continue to do the good work of Teacher-based Teams we will be directly performing work that is aligned to OTES. These are not separate items, and certainly not additional work.34Connections between the important workOIP GoalsImprove classroom instructionTeachers collaborating are making instructional decisions based on formative assessmentOTES GoalsImprove classroom instructionA teachers instructional planning and assessment reflects alignment to standards, collaborative practice, and formative practicesFrom hereFebruary 4 Administrative Council instructional; 9:15 a.m. at Price- formative assessment activityFebruary 5 ERW; Facilitate formative assessment activity with staff membersFebruary 14 - Waiver Day; BLT members demonstrate and facilitate use of TBT protocol Waiver Day2-14-2014All in your buildings!Opening message on day and the related activitiesOverview of Teacher-based Teams importance & connections to other workTBT practice activity led by principal and trained BLT members for all teachersFormative assessment with teams or individual teachersExit survey online at completion of dayThanks!For your attention to our work todayFor being leaders in each of your buildingsFor helping the students of Cuyahoga Falls be successful by our collaborative work as professionals