the 5 step process of inquiry instructional leadership edl 6241

The 5 Step Process of Inquiry

Instructional Leadership

EDL 6241

Ohio’s 5 Step ProcessA Cycle of Inquiry

Presented by:Taryn Miley, PrincipalAnywhere Elementary

Participants will…• Describe District Leadership Team (DLT), Building Leadership Team

(BLT), and Teacher Based Team (TBT) relationships as they apply to each stage of the Ohio Improvement Process (OIP).

• Explain the Ohio 5-Step TBT Process.• Understand conditions for effective Teacher Based Teams (TBT).• Learn TBT protocols that will maximize efficiency.• Create a plan for TBT facilitation.

Expected Outcomes

http://education.ohio.gov/Topics/School-Improvement/Ohio-Improvement-Process/Ohio-Improvement-Process-OIP-Resources-2012

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OIP Organizational Structure






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Ohio 5-Step Process: A Cycle of Inquiry





The Purpose of TBTs

Work in a culture that supports the effective use of data to improve student performance.

Present data in ways that identify gaps and trends in student performance that requires intentional decisions regarding curriculum and instruction and interventions.

Work to close achievement gaps by accelerating the progress of low performing students and student groups to meet the performance level of regularly developing peers.

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Source:http://circlevillecityschools.org/files/user/339/file/TBT%20Data%20Tools%20Pamphlet.pdf

http://circlevillecityschools.org/files/user/339/file/TBT%20Data%20Tools%20Pamphlet.pdf


Teacher Based Teams in Action:Video Vignettes

http://www.ohioleadership.org/mod_mov_filter.php?mod_id=28

http://www.ohioleadership.org/mod_view.php?nav_id=668

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BLT (Building Leadership Team) members are considered to be “Teacher Leaders.” Generally speaking, BLT members facilitate the work of their TBT, and work to coordinate, document and submit the items described below:1. Meet as a Teacher Based Team (TBT) every Thursday morning from 8:00-8:45

(contractual time). 2. Agree in advance on common assessment and data to be collected and analyzed. 3. Submit TBT agenda every Tuesday prior to your actual meeting. TBT minutes (TBT

form) should be reported to building principal by Friday of the same week. This may be done via regular or email.

4. Grade level data must be submitted to the principal one week prior to the BLT (Building Leadership Team) meeting.

Responsibilities of TBTs





Configurations of TBTs

http://www.ohioleadership.org/mod_view.php?nav_id=668Source:

Improving instruction requires the continuous and collective learning on the part of every

person in the district. (Elmore, 2006, cited in McNulty & Besser, 2011, p. 58).



Four Agreements of Courageous Conversations

I agree to:• Stay Engaged• Experience Discomfort• Speak My Truth• Expect and Accept Non-Closure

These four agreements allow stakeholders to manage the conversation as real change occurs.

Taken from: Singleton, G.E., & Linton, C.W. (2006). Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools (p. 65). Thousand Oaks, CA: Corwin Press.


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Source:http://circlevillecityschools.org/files/user/339/file/TBT%20Data%20Tools%20Pamphlet.pdf

TBT Meeting Agenda Template



http://circlevillecityschools.org/files/user/339/file/TBT%20Data%20Tools%20Pamphlet.pdfSource:

TBT Checklists



Step 1`

Universal Screening: Kindergarten and Grade 1: Star Early Literacy (Renaissance Learning)

• Administered in September, November, January, March, and MayGrades 2-5: Star Reading & Star Math (Renaissance Learning)

• Administered in September, November, January, March, and May

Progress Monitoring (Reading):Kindergarten: AIMSWeb (Letter Sound Fluency Probes)

• Baseline Collected in September; administered monthly Grades 1-5: AIMSWeb (Fluency Probes)

• Baseline Collected in September; administered monthly (classroom) and weekly (Title I)

Progress Monitoring (Math):Kindergarten: AIMSWeb (Quantity Description Probe)

• Baseline Collected in September; administered monthly (classroom)Grades 1-5: AIMSWeb (M-Comp Probes)

• Baseline Collected in September; administered monthly (classroom)

Our Building Data

Data Reported to BLT

Data Collection:Grade Level Data Tracking Form

Grade Level Data Collection:Sub Group Data Form

Step 1: Collect and chart data to identify how students are performing/progressing: Give Common Assessmenta. How are we using the Ohio Revised Standards and Common Core Standards to determine what we assess?b. What common skills or process standards are we assessing that cross multiple content areas?c. Does the rigor of our assessment questions align with the intended rigor of the standards?


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Step 1: Collect and Chart Data





Step 1: Form:Data Analysis

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1. Presentation: The proposal is presented as clearly as possibly by the facilitator.2. Clarifying Questions: Questions are asked by anyone about the proposal to make sure that everyone understands it

before it is discussed. Create a common understanding of vocabulary used in the proposal.3. Discussion: The proposal is discussed and debated. Possible changes can be made to the proposal during this step.4. Straw Poll: Votes can be registered through a straw poll, by a round-robin or a once-round among all members, or

through some signal such as thumbs up/middle/down. If the group is not ready for Step 5, go back and have more dialogue in Step 3. If you think you are ready, consider moving to a formal vote or scrapping it altogether.

5. Call for Major Objection or Strong Concern: A single major objection blocks the proposal from passing. If you have a major objection it means that you cannot live with the proposal if it is passed. A major objection isn't an "I don't really like it" or an "I liked the other idea better." It is an "I cannot live with this proposal if it passes, and here's why ... !" A thumbs down doesn't mean that it is a major objection; a proposal can still pass if there is a thumbs down with no major objections. A strong concern does not block the passing of a proposal, but it is a public statement of why you dislike it (so you can say 'I told you so!' later..). All strong concerns are included in the minutes of the meeting or otherwise recorded by the group note-taker.

Five Steps to Gaining Consensus

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Building Leadership Team (BLT):Aggregated & Disaggregated Data

The BLT will review aggregated data of all students, as well as disaggregated data of identified subgroups of students in the building.

• Important student data to be monitored by the team each month should include:

common formative assessment data provided by the TBTs summative data provided by the TBTs, the building, or the district universal screening and progress monitoring data data that reflects the culture of the school, such as attendance or

discipline information

Building Leadership Team (BLT)

Data is available from• all TBTs for all students and subgroups• the BLT and/or building personnel• DLT feedback

Data set analysis is done prior to the meeting with the results provided prior to BLT meetingData and analysis results provided prior to meeting


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“What are the data telling us, and what are we doing about it?” As TBT members, how are we collaborating with each other to analyze formative (diagnostic; not necessarily for a grade; frequent; informal; short-cycle

assessments; etc.) and summative (unit tests; quarterly assessments; exams; OAA; Ohio’s Generation Assessments, etc.) data, and how are we adjusting our instruction in real time to help students before they fail, instead of spending time

and resources after they’ve fallen behind?

Does Improved Student Performance Reflect Our Efforts?

Our Driving Question





Using assessments with common features is the basis for the TBT work. If the teams are grade level teams, it is possible to use common content and do a common pre test and a common post test. The common assessment allows the collaborative discussion to take place including agreements on what all will implement, and then review progress. Cross content teams and vertical teams will use a common theme with whatever skill is selected or spiraling content. The assessment itself may not be the same but it will have some features in common to allow for the team dialogue.

Using Assessments With Common Features

Step 2`

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Step 2: Identification of Strengths & WeaknessesFishbone Diagram

Strengths

http://www.battelleforkids.org/




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Step 2: Analyze student work specific to the data: Assessment Resultsa. What does our data tell us about ________ subgroup(s)?b. What else does our data tell us?c. Does our assessment provide us with the information we need to differentiate instruction for Steps 3 and 4? Are we asking the right questions?d. What misconceptions do our students seem to have based on their responses? How do we know?e. Have we asked students to explain how/why they answered questions in a certain way?f. How can we use this data to do “preventative” instruction during the core?g. How did we determine our cut score for proficiency?h. How did/do we determine mastery? Do we have exemplars? Do we use exemplars with our students?

Step 2: Analyze Student Work






Below are some examples of student work a teacher-based team might collect. Be sure student work samples are accompanied by the assignment, directions or prompt to which the students responded and, if appropriate, by specific reference to relevant portions of whatever student outcomes, learning goals, standards, and or curriculum frameworks.

Possible Sample:• Written work (or artwork) from several students in response to the same assignment or performance assessment.• Several pieces of work from one student in response to different assignments.• One piece of work from a student who completed the assignment successfully and one piece from a student who was

not able to complete the assignment successfully (same assignment for both).• Work done by students working in groups (include work of at least two groups that were given the same assignment)• Videotape, audio tape, and/or photographs of students working, performing, or presenting their work (this might be

particularly useful for very young children who haven’t acquired adequate written communication skills).

Collecting Student Work




• Collect multiple samples from students at different levels (two-four samples)• Remove student names from samples• Make enough copies for everyone• Provide context documents (with brief description of objectives, time and organization of

task/project, scoring criteria/rubric, etc.) along with student work samples• Prepare a “focusing question” about the work (e.g., Do the samples provided show evidence

of analytical writing?)• Keep video presentations (if applicable) brief (a three-five minute clip is usually adequate)

Tips for Collecting Student Work



Step 2: Analyzing Student Work & Prioritizing Needs

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Step 3`


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Step 3: Establish shared expectations for implementing specific effective changes in the classroom: Plan Instructiona. Has anyone taught this (concept/skill/process) and been successful? Can you talk about the specific practices that you used, along with any activities/materials that you used in this lesson?b. What is the most powerful way to teach this? c. How could we differentiate instruction to meet the needs of our classrooms?d. How can we plan instruction for a variety of student needs?e. Did we determine what implementing this strategy with fidelity looks like?f. How many minutes/day and days/week will we use the strategy?g. How will we assess for Step 5?h. What additional professional development in specific content areas or strategies?i. What strategies from our instructional framework will best meet the needs of our students based on our current data?j. What strategies have we found that families can use at home to support their child’s learning outside of school?

Step 3: Establish Shared Expectations





Content/Skill Focus Chart

Source:http://www.ohioleadership.org/mod_view.php?nav_id=668



“According to Hattie (2009, 2012), many practices have a significant impact on student performance, including goal setting, mastery learning, questioning, reciprocal teaching, direct instruction, spaced practice, peer tutoring, study skills, self-verbalizing, and questioning. Further, effective instructional practices include the use of a variety of formats/methods in the delivery of instruction: flexible grouping, scaffolding, multiple assessments, varied instructional strategies, a variety of materials, and questioning techniques.”

Research-Based Practices:Visible Learning (Hattie, 2009, 2012)




“Feedback is not something teachers provided to students…. It was only then when I discovered that feedback was most powerful when it is from the student to the teacher… When teachers seek, or at least are open to, feedback from students as to….what students know, what they understand, where they make errors, when they have misconceptions, when they are not engaged….then teaching and learning can be synchronized and powerful. Feedback to teachers helps make learning visible.” Hattie 2009, pg. 173

Feedback for Learning




Effect Size

Hattie, 2009

What Impacts Achievement the Most?


• Students self-reporting grades 1.44

• Formative assessment .90• Comprehensive interventions for learning

disabled students .77

• Feedback .73• Phonics instruction .60• Socio-economic status .57• Parent Involvement .51• School finances .23• Class size .21• Teacher content knowledge .09• Whole language instruction .06• Student retention (grade retention) -.16



Formative Assessment Practices:Professional Development (3 Full Days)

Three Day Sessions (Waiver Days):

Session 1: Chapter 1• Defining Formative Assessment• Introduce Seven StrategiesChapter 2• Making Targets Clear to StudentsChapter 3• Offering Effective Feedback

Session 2:Chapter 4• Teaching Students to Self-Assess and Set Meaningful GoalsChapter 5• Designing Focused Lessons and Teaching Students Focused Revision

Session 3:Chapter 6• Engaging Students in Tracking, Reflecting On, and Sharing Their LearningChapter 7• Introducing Formative Assessment and the Seven Strategies to OthersChapter 8• Planning for Facilitated Continued Learning

Formative Assessment Practices:Ongoing Professional Development (Staff Meetings)

FIP Your SchoolOur building will

participate in online training modules to advance the use of

formative instructional practices.




Research-Based Strategies:Classroom Instruction That Works (Marzano, Pickering, and Pollock, 2001)


The Nine Categories of Highly Effective Strategies:

1. Identifying similarities and differences2. Summarizing and note taking3. Reinforcing effort and providing recognition4. Homework and practice5. Nonlinguistic representations6. Cooperative learning7. Setting objectives and providing feedback8. Generating and testing hypotheses9. Cues, questions, and advance organizers



Shared Expectations: Implementation Checklist

How will you group students for instruction? What differentiated strategies will you use?

When will this instruction happen (e.g., during core instruction, intervention period, enrichment time, after school tutoring)?

Determine length/frequency of instruction. How many minutes/days and weeks. Do you need support/training in a specific strategy? Are there patterns or is there a trend? Decide on post-assessment.




Differentiated Instruction


“Inclusion classrooms are those that serve all children in one room by providing relevant instruction to all of them. These classrooms contrast with "pull out“

programs that serve students with special needs in more restrictive settings. For the classroom teacher, working in an inclusive classroom means developing instructional strategies geared toward meeting students at different levels of

mastery, and with different learning strengths and challenges. As we know, some students do very well with lectures and note taking, but some some function better when they are able to use graphic organizers or to make products that allow them

to demonstrate what they are learning.”



Differentiated Instruction:Strategies

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Excerpted from: Tomlinson, C. A. (August, 2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education.

Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile:1. Content – what the student needs to learn or how the student will get access to

the information2. Process- activities in which the student engages in order to make sense of or

master the content3. Products – culminating projects that ask the student to rehearse, apply, and

extend what he or she has learning in a unit4. Learning environment – the way the classroom works and feels

Flexible Grouping

Our Building Model:

• Flexible grouping can be seen in guided reading and math. Teachers meet with reading and math groups that are grouped specifically to reflect our student’s reading and math levels and target instruction for what is being studied that week. Center activities correlate with the weekly activities and students use various strategies that they learn in guided reading or math or during whole class instruction. Different teachers and assistants provide instruction for our students to help them maximize their learning potential.

• Sometimes teachers collaborate and form flexible groups that include all of the classrooms in the grade level. This provides more opportunities to accommodate the instructional goals of our students. The range of learners within a classroom can then expand to customize specific instruction for assessed student needs and their performance levels.




Steps 3 & 4: Form

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Classroom Walkthroughs:McRel



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Classroom Observations:

Classroom observations and walk-throughs are already used in many districts and buildings. This format is used for the specific purpose of

informing the work, not evaluating teacher performance. It is important to align the observations and walk-throughs with the plan and intention for improvement. The overriding monitoring question

should always be:

Does the collection of evidence inform the improvement work?



Step 4`

• Are we collecting the right data? Does it tell us whether we are making progress ?• Do we have too many tools? Is it manageable?• Are the tools in the right “sequence”? • Does any one tool gather data to assess the effectiveness of more than one outcome?• Do we have monitoring tools that enable us to gather evidence on show students are

learning and on whether we are helping them move toward achievement of the student learning goal?

• Have we included data gathered from diverse audiences?• Will it be manageable for us to gather all of these sets of data? Do we have the resources? • Do we have access to specific monitoring tools?

Adapted from Love, Stiles, Mundry, DiRanna 2008. pp306

Step 4: Monitoring Adult Implementation

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Tools for Monitoring Implementation

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Step 4: Implement changes consistently across all classrooms: Fidelitya. How will we know if we are all implementing the instructional strategies with fidelity?b. As an observer/learner coming to your classroom, what should I look for?c. What kind of feedback do you (or the team) want from classroom observations?d. What support are we providing our families/community to implement the home learning?

Step 4: Implement Changes & Fidelity





Multi-tiered Systems of Support (MTSS)




Step 5`


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Step 5: Collect, chart and analyze student pre/post data and determine effectiveness of practices: Post Assessment/Evaluate Effectivenessa. Did the instructional strategy we implemented close the achievement gap for our students? How do we know?b. Did we implement the strategy with fidelity? How do we know?c. What did we learn from this round?d. What do we need to do differently next time?e. What successful strategies do we need to share with our building and district?f. What did the adults do that made a difference in student achievement?g. If the data shows growth in our SWD population, what made the difference that can be related to our instruction?h. How will we gather feedback from our families/community surrounding the implementation of home learning strategies?

Step 5: Collecting, Charting, and Analyzing Data





Building and Classroom Data:Data Wall

Visual Representation of student progress• Every child is represented data has a face• An interactive display of data• A way to show change over time• Non-threatening form of accountability

BUILDING EXAMPLE: CLASSROOM EXAMPLE:

http://www.teachthought.com/teaching/what-a-data-wall-looks-like/

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Step 5: Forms

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Sharing Best Practices

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The TBT process is an explicit, teacher-driven, ongoing, job-embedded, data-

driven PD that is highly effective.McNulty and Besser, 2011



Ensuring High Quality PD for TBTS

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The following questions provide a great starting point for TBTs to use in establishing their initial professional development needs. Do we as a team...

• Have a clear understanding of the Ohio 5-Step Process and our roles and responsibilities in using it?• Feel confident in using Ohio's New Learning Standards as the foundation for all lesson preparation?• Know how to effectively develop, use, and analyze formative assessments to find out if each student has

learned what was intended, and what exactly we should do if they haven't?• Know how to develop, use and analyze summative assessments for finding out if our overall instructional

program is effective?• Have a strong knowledge base around core instruction for all students, as well as how to differentiate

instruction for specific student needs, particularly those in our district's/buildings' identified subgroups?



Course Correction

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• Course correction should allow for the systematic interpretation of performance trends with regard to progress toward the identified strategy. The process for course correction should be established prior to implementation of the actions/tasks.

• Course correction should include a rule for raising the strategy indicator if student progress exceeds expectations. Conversely, there also should be a rule which prompts the alteration of the actions/tasks if insufficient progress is demonstrated.

• If an action must be modified, only one instructional factor at a time should be altered. If more than one factor at a time is modified, and if student performance subsequently changes, the team will not be able to determine which factor was responsible for the change in student performance. Small changes or refinements in plans should usually be attempted before major alterations in the plan are made. At the same time, however, the modifications must be ones that are judged to be sufficiently substantial to result in improved student performance.



Identification of Staff Needs

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Relative to the academic goal/s, the leadership team must closely examine what professional development needs the data or implementation discussion has indicated. Reaching an academic goal centers around three primary areas:1. Curriculum – Is every teacher and intervention specialist trained in Ohio's New Learning

Standards? 2. Instruction – What professional development is needed to ensure core instruction exists for ALL

students in the district, community school or building? 3. Assessment – What specific training do teachers needs in understanding effective assessment

practices and how they relate to improving instruction in the classrooms on a daily basis?

"What HQPD is needed to support improvement in adult practices in these areas so that all students will achieve at higher levels?"



Reflection:Alignment to Leadership Theory and Practice

Shared accountability and distributed leadership extend to the work of teacher-based teams (TBTs) at the school level. Collaboration within and across teams is the highest level of functioning on a continuum of how information, knowledge and working together operate in any organization. According to PAL (pages 80-81), “school leaders interested in establishing professional learning communities should structure the organization in a manner that will allow leadership to be distributed throughout the organization, involving all stakeholders. Leadership in the organization should be decentralized so as to enhance the capacity of all people to work together toward common goals (Senge, 1990). Leading in such a climate, leaders can influence professional interaction, enabling individuals and groups to participate in meaningful decision making. In such a culture, significant changes occur as staff members and individuals share understandings of their current purposes and practices (Leithwood, 1993).” Ohio’s 5-Step Process aligns with contemporary leadership theories related to shared leadership and learning.

References: Green, R. (2012). Practicing the Art of Leadership. Pearson Education, Inc., 4th Edition.

Hattie, J. (2011). Visible learning. London and New York: Routledge.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

http://ohioleadership.org/

Tomlinson, C. A. (August, 2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education.




the 5 step process of inquiry instructional leadership edl 6241

Documents

teams tbt

tbt agenda

step tbt process

team tbt relationships

tbt protocols

tbt minutes tbt form

tbt facilitation

leadership team blt