going deeper with tbts and the ohio 5-step process

Going Deeper with TBTs and the Ohio 5-Step Process

Getting Results: Impacting Each Student within All Students

Going Deeper with TBTs and the Ohio 5-Step Process

2011-2012 SPDG Professional Development

LeadershipBUILDING CAPACITY

for LEADERS to IMPLEMENT

and SUPPORT TBTs

Training OutcomesTo Build Leadership Capacity for

Implementing and Supporting TBTs by:• Collective Leading through Collaboration• Instructional Framework• Assessment• Monitoring and Supporting TBT Work

LeadershipEvery person who enters the

field of education has both an opportunity and an obligation to be a

leader.Dufour and Marzano 2011

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?


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




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


Teacher Based Teams

Regional Service Providers

External Vendors

Higher Education

5 Step Process

5 Step Process

OIP IMPLEMENTATION RUBRIC CRITERIA

• SECTION A: EFFECTIVE TEAMS

• SECTION B: DISTRICT/BUILDING/COMMUNITY SCHOOL LEADERSHIP TEAMS

• SECTION C: TEACHER-BASED TEAMS

The Ohio 5-Step

Process:A Cycle of

Inquiry

From The Collaborative Administrator. 2008. “Permanent Havens of Excellence” Westover (p. 244).

In education, we want solutions that are exotic and easy, but in reality the answers are simple

and hard to do. -

LEADERSHIP:

COLLABORATION IS

CRITICAL

Teacher Based Teams and Leadership

The primary purpose of Teacher Based Teams is to improve

student learning. Data teams (TBTs) improve student learning

by improving teaching and leadership.

Laura Besser , Data Teams, the Big Picture. 2010, p. 2

Improvement Is a Team Sport

“You can’t do it alone.” Leadership is not a solo act; it’s a team performance….

the winning strategies will be based upon the “we” not “I” philosophy.

Collaboration is a social imperative.DuFour and Marzano 2011

We’ve yet to find a single instance in which one

talented person accounted for most, let alone 100 percent, of the success.

DuFour and Marzano 2011

TBTs, BLT, and DLT Provide the Framework

If school and district leaders are to create the conditions that help more

students succeed at learning at higher levels, they must build the

capacity of educators to function as members of high-performing

collaborative teams.DuFour and Marzano 2011

New Standards Include Collaboration at Every Grade LevelSL.K.1 Participate in collaborative conversations

with diverse partners about kindergarten topics and texts with peers and adults in small and large groups.Follow agreed upon rules for discussion (e.g., listening to others and taking turns speaking to others about the topics and texts under discussion).

Teaching Children How to Collaborate Requires……

SL.4.1 Engage effectively in a range of collaborative discussions (one- on- one, in groups, teacher led) with diverse partners on Grade 4 topics and texts, building on other’s ideas and expressing their own clearly.

Requires the Adults to Know How to Collaborate

SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Collaboration in All Grade Levels

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Collective LeadershipCollective leadership has a

stronger influence on student learning

than any individual source

of leadership.Seashore Louise et. al 2010

Collaborative InquiryCollaborative inquiry is among the most

promising strategies for strengthening teaching and learning.

The biggest risk, however, is not providing the necessary leadership

and support.

David, J. L., 2008/2009

Programs for At-Risk

Middle School

Students

Programs for At-Risk

Middle School

StudentsSpecial Education Programs

Special Education Programs

Programs for

Nonreaders at the Third

Grade

Programs for

Nonreaders at the Third

Grade

At- Risk Program for HS Students

At- Risk Program for HS Students

Early Childhood Programs

Early Childhood Programs

Gifted and Talented Programs

Gifted and Talented Programs

Programs for Students with ADHD

Programs for Students with ADHD Title 1

ProgramsTitle 1

Programs

Programs for Teenage

Parents

Programs for Teenage

Parents

Limited English

Speaking Programs

Limited English

Speaking Programs

Programs for Students

under Section 504

Programs for Students

under Section 504

Guidance ProgramsGuidance ProgramsPrograms

for Homeless Children

Programs for

Homeless Children

Alcohol and Drug

Programs

Alcohol and Drug

Programs

TargetedInterventions

20%Tier 2

School-WideInterventions

80%Tier 1

TargetedInterventions

20%Tier 2

School-WideInterventions

80%Tier 1

Special Ed5%-10%

Tier 3

A Program Model Has Not Worked

Students are helped after they failSeparated from core of teaching and learningOverlooks individual needs – fits student to

“program”.Students may be separated from peers either from

classroom or attending a different schoolFragments students day by moving locationsRequire students to be labeled to get help

Frattura 2011

Integrated Comprehensive Services for All

Learners

Integrated Comprehensive Services for All

Learners

Are We a Learning

Organization?

Setting the Stage for District Vision

Source of student failure is the system; hence, the system needs to accommodate the student.

Primary goal of education is to prevent student failure through a service delivery model versus a deficit based program model.

IMAGINE THE POSSIBILITIES….

• All staff are expected to teach all students.• All staff are considered to be experts in

the knowledge and skills to teach a range of student needs.

• All staff should be expert in teaching reading.

• All staff support all students with and without labels in flexible learning communities.

LEADERSHIP:FOCUSING FOCUSING

on on EFFECTIVE EFFECTIVE

INSTRUCTIONINSTRUCTION

Effective Leaders Create a Common

LanguageDufour and Marzano 2011

The relationship between a student’s understanding of key vocabulary terms and his or her academic achievement has been

well established in research...

The same principle applies to those attempting to lead the

(improvement) process. Dufour and Marzano. 2011.Leaders of Learning (pp. 34-35)

Common Language Activity1) Take out Handout #6: Exchange Between

Principal and Superintendent (Dufour and Marzano. 2011. Leaders of Learning)

2) Read individually and highlight any terms that would require a shared understanding between the two speakers.

3) In triads, share out your highlighted terms.4) As a triad, choose one term and together develop

a definition for the term.5) At your table, discuss how a common language

can be established in your district/building.

Leaders who develop a common language do not settle for a superficial use of key terms.

Instead, they drill deeper to ensure there is

understanding behind each term.

DuFour and Marzano. 2011. Leaders of Learning (p.34)

What Steps Should Your District Take to Ensure TBTs Have a Common Understanding of

Important Terms in Curriculum, Instruction, and Assessment?

What Are Your Personal Responsibilities in Helping to Ensure These Common Understandings?

Model Curricula

Unpacking Standards

Common Formative Assessment

Benchmark

Assessment

Differentiated Instruction

Formative Instruction Integrated Comprehensive Services

Leading the Implementation

of Effective Instructional

Practices

Always start with all kids.

The Ohio 5-Step

Process:A Cycle of

Inquiry

WHAT IS CORE INSTRUCTION?

• Take one minute to write a definition or description of CORE INSTRUCTION.

• Find someone you don’t know at another table.

• After introducing yourself, exchange your version of CORE INSTRUCTION.

CORE INSTRUCTION

75-85% OF ALL STUDENTS

5 Step TBT Process

FOCUS ON THE CORE

Core Instructional Decision Making

Use scientific, evidence-based strategiesEnsure curriculum and instructional approaches have a high probability of success for most students (75-85%)Deliver instructional approaches with fidelityUse instructional time efficiently and effectively

Instructional Decision Making in Core Instruction (2008).Iowa City Schools


Use available resources to teach ALL studentsBelieve that all students can learn… “irrespective of disability, race, primary language and/or socioeconomic status”Shift thinking from the student to the instruction… “Instead of placing the student under the

microscope, examine the learning environment”

from Instructional Decision Making in Core Instruction (2008).Iowa City Schools


Use a multi-tier model of service deliveryAll students receive instruction in the core curriculum supported by supplemental and intensive interventions when neededEach tier represents increasingly intensive levels of services associated with increasing levels of learner needs



General education teachers use tools to monitor students’ performance and progress against grade-level standards

Monitor progress frequently– Utilize (formative) assessments that can be

administered quickly– Utilize assessments that are sensitive to small

changes in student performance


Quick Check for Understanding: “LINKS”

• Stand at your table and determine who has the fewest years in education.

• This person chooses one statement from the Core Instructional Decision making slides, and shares how this links to TBT work.

• Person to the right repeats this process using a different statement.

• Continue until everyone has become a “link” in the learning .

78 (Torgesen, 2006)

Factors that Increase the Power of Core Instruction

More instructional timeSmaller instructional groupsMore precisely targeted instruction at the student’s

levelClearer and more detailed explanations (more explicit

instruction)More systematic instructional sequencesMore extensive opportunities for guided practiceMore opportunities for error correction and feedback

Instructional FrameworkDistricts have to work together to define

and agree on what HIGH QUALITY INSTRUCTION

means by doing the following:

1.Reviewing the research on effective instruction

2. Developing their own list of effective practices

McNulty, 2011

START WITH YOUR STRENGTHS…

HONOR WHAT YOU ALREADY HAVE

District “Springboards” Can Be Used as Starting Points

Does your district have a research-based Balanced Literacy Framework that has never been instituted?

Are you a SIG building or Race to the Top District that has purchased an instructional program?

Have you incorporated specific instructional expectations into your evaluation instrument?

Has your district had training in effective instructional strategies?

Take three minutes to discuss with your team what “starting points” you may already have to use in the development of a

framework of instructional practices for ALL teachers

in your district.

START WITH YOUR STRENGTHS…

HONOR WHAT YOU ALREADY HAVE

OIPIR CHECK• Take out HO #1: OIPIR RUBRIC again.• Take a few minutes with your team to

check where your TBTs are INSTRUCTIONALLY relative to the following sections of the OIPIR Rubric:

C -15, C – 16, C – 17 (Steps 3-4-5 of the TBT Section)

Assessment to Instruction

When teachers implement an instructional framework, they use assessment information to make instructional decisions.

Frey and Fisher 2011

Origin

The word assessment is derived from the Latin word assidere, which means to “sit beside”.

The Assessment Process in a Teacher Based Team(PLC) is not simply to Prove What a Student Has Learned but to IMPROVE that Learning.

DuFour and Marzano 2011 p140

A District’s Informative Assessment System

Should Include:

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

The Data Coach’s Guide: Love, Stiles, Mundry & DiRanna, c. 2008

Leading Assessment Practices to Help Teacher Based Teams

If the Potential for Formative Assessment is to be Realized,

Students, Teachers, and Administrators must Undergo a

Conceptual ShiftDuFour and Marzano p119

FORMATIVE ASSESSMENT IN THE TBT PROCESS

TBT assessments serve as a diagnostic tool for teachers and allow teams to analyze student performance, set goals, and determine the most effective strategies for instructional intervention

McNulty and Besser 2011 p. 130 - 134

ONGOING CYCLE OF ASSESSMENTS IN TBTS

Assessment #1 – Pre instruction assessment is administered before instruction administered.

Assessment #2 – A post instruction assessment is administered after teachers have used agreed upon instructional strategies.

McNulty and Besser 2011

Ongoing Cycle of Assessments in TBTs

Assessment #3 – If goals were not met in the previous cycle, continue the assessment process by administering another assessment on student understanding of concepts and skills.

Assessment # 4 – A formative assessment is administered to measure student learning .

McNulty and Besser 2011

Developing an Informative Assessment System

Overarching Question:

Do teachers and administrators get the information they need as

a result of the assessments currently in use?

Analysis of Current Assessment System

Take out HO #7 Analysis of Current Assessment System Protocol and

HO #8 ChartFollow the directions on the Protocol.

MONITORING and SUPPORT of TBT WORK

Excellent schools in poor districts implode over

time; whereas, poor schools in

excellent districts get better.

- Lambert (p. 235). The Collaborative Administrator (2008)

Only through revitalizing and redirecting the action of district-level operations can the kind of widespread and radical change

that must occur be possible.- Schlechty (p. 235). The Collaborative Administrator (2008)

A Framework for Excellence: The Role of the Central Office

Effective District Leaders Monitor the TBT Process

in Each School as They Develop the Capacity of Principals to Lead the

Process. Dufour and Marzano 2011

FACILITATORS OF CHANGE

District administrators are often the facilitators of

change…the leaders of growth for everyone but themselves.

Capper and Frattura, 2009

Intervention for BLTs and TBTs

District Leadership Teams are not giving a lot of feedback to Building Leadership Teams; and Building Leadership Teams are NOT giving a lot of feedback

to Teacher Based Teams. McNulty 2011

MONITORING BLTs and TBTs

1)Do you know which BLTs are not performing efficiently and effectively? How does your system know? What is being done to help those who need intervention?

2)Do you know which TBTs are not performing efficiently and effectively? How does your system know? What is being done to help those who need intervention?

TBT Monitoring1) Take out HO: Ohio 5-Step Process Implementation

Rubric and HO: TBT Feedback Guide.2) With your team, use these two documents to chart

“next steps” to monitor TBT/Ohio 5-Step Process implementation across the district, considering the following:– How does our district leadership use student

results to monitor the effectiveness of TBT work?

– How does our building leadership use student results to monitor the effectiveness of TBT work?

– How do our TBTs use student results to monitor the effectiveness of their own work?

Providing Feedback in the Data Team Process

Reeves (2006) says that it is an absolute waste of time if you gather information on adult

practices and student learning and then fail to act on it.

Besser and McNulty 2011

Ensuring an Effective Adult Implementation Monitoring System

Connect “look fors” to district instructional framework to provide common language/ understanding of what is expected of every teacher

Ensure that “look fors” provide viable data for OIP Plan Adult Behavior Indicators.

Coordinate a vertical alignment of “look fors” that are grade/subject appropriate but still provide appropriate Adult Indicator data.

Short-term “formative monitoring” should be reflective of instructional strategies determined in Steps 3 and 4 of the Ohio 5-Step Process.

MonitoringTraditionally, monitoring has focused only on

student performance. In OIP Stage 3, monitoring includes focusing on adult

implementation, as well. What barriers is your district experiencing

when monitoring adult implementation? What steps have been taken to eliminate

the barriers? How do you know that what the adults are

doing is directly affecting what the students are learning?

Results in the TBT Process:Public Monitoring

TBTs need venues to share the results of their hard work, because the results are

what will sustain the momentum.o Data Walls and Data Halls – A visual display

of results of teaching, learning, and, indirectly, of leadership Effect data – student achievement results Cause data – strategies of adults

McNulty and Besser, 2011

Results in the TBT Process:Public Monitoring

Data Boards – Science fair for “grown ups.” The primary purpose is to spark educational dialogue.

Data Fairs – Schools and districts celebrate student achievement gains as a result of teacher and leadership practices.


DIFFERENTIATED PROFESSIONAL

DEVELOPMENT for TBTs IS CRITICAL to CONTINUOUS

IMPROVEMENT

HIGH QUALITY PROFESSIONAL DEVELOPMENT

• What is it?Process and activities designed to enhance the professional knowledge skills and attitudes of educators so that they might improve the learning of students.

• Why is it important?Professional development should not be separate from one’s day to day professional responsibilities. Rather, professional development is an ongoing activity integrated into the job of each educator’s professional life.

http://www.k12.wa.us/RTI/CorePrinciples/ProfDev.aspx (2011)

http://www.k12.wa.us/RTI/CorePrinciples/ProfDev.aspx

Doug Reeves identifies the most influential force on teacher learning to be advice from colleagues (2008)

TBTs as a Professional Development Model

The TBT process is an explicit, teacher-driven, ongoing, job-embedded, data-driven PD that is highly effective.


Coaching and TBTs: A Complimentary Fit

Coaching can take many forms, from formal agreements to

informal networks of individuals who use coaching skills to

support each other.Allison, E. Data Teams the Big Picture, 2010 p. 202

Coaching Skills

TBT members who want to use coaching skills to “partner in thought” with another individual or team must master a few basics:– Listening – Understanding– Questioning in a way that provokes

thought and possibility– Calling for action and resonating hope

» Allison, E. Data Teams the Big Picture, 2010 p. 202

The Powerful Coaching Conversation Process

Take out HO 12: The Powerful Coaching Conversation

All successful coaching approaches use a conversation that includes these

basic steps.Allison, E. Data Teams the Big Picture, 2010 p. 202

The Coaching Leader

Leaders who coach others discover a wonderful secret:

The more you coach, the more you lead! And every time you help coach another you actively develop leadership in others which deepens the collective capacity to do more….

Allison, E. Data Teams the Big Picture, 2010 p. 202

Considerations for Differentiated Professional Development in Your District/Building

• Who currently coordinates your district/building professional development?

• On what basis/data are PD/trainings determined?• What communication system is in place to ensure

TBTs receive the differentiated HQPD they need? • What changes may need made at the central

office level to ensure differentiated HQPD is provided in a timely manner?

• What monitoring system/tools are used to determine PD effectiveness?

LEADING TBTs with INTEGRITY

1) Pay attention to research.2) Look in the mirror. Share the mirror with all

teachers and administrators.3) Model the cultural shift in your district

and/or building.4) Be in the room. 5) Force the focus. 6) Celebrate and move forward.

References and Resources

Capper, C. A., Frattura, E. M., (2009). Meeting the Needs of Students of ALL Abilities, How Leaders Go Beyond Inclusion. Corwin Press.

DuFour, R., Marzano, R. J., (2011) Leaders of Learning, How District, School, and Classroom Leaders Improve Student Achievement. Bloomington, IN: Solution Tree Press.

Erkens, C., Ferriter, W., Heflebower, T., Hierck, T., Hinman, C., Huff, S., Jakicic, C., King, D., Rose, A., Vagle, N. Weichel, M. (2009) The Principal As Assessment Leader. Bloomington, IN: Solution Tree Press.

Frey, N., Fisher, D., (2011) The Formative Assessment Action Plan, Practical Steps to More Successful and Learning. Alexandria, VA. ASCD.

McNulty, Brian A. , Besser, L. (2011) Leaders Make It Happen, An Administrator’s Guide to Data Teams. Englewood, CO., Lead and Learn Press.

IDEA Disclaimer Notice

There are no copyright restrictions on this document. However, please cite and credit the source when copying all or part of this document. This document was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Award number H027A110111-11A, CFDA 84.027A, awarded to the Ohio Department of Education). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.

going deeper with tbts and the ohio 5-step process

Documents

collaborative teams

data teams tbts

diverse partners

collaborative conversations

collaborative administrator

teacherbased teamsthe

kindergarten topics

student learning