Going Deeper with TBTs and the Ohio 5-Step Process

1. Getting Results: Impacting Each Student within All Students Going Deeper with TBTs and the Ohio 5-Step Process Going Deeper with TBTs and the Ohio 5-Step Process 2011-2012 SPDG Professional Development

2. Leadership BUILDING CAPACITY for LEADERS to IMPLEMENT and SUPPORT TBTs

3. Training Outcomes To Build Leadership Capacity for Implementing and Supporting TBTs by: • Collective Leading through Collaboration • Instructional Framework • Assessment • Monitoring and Supporting TBT Work

4. Leadership Every person who enters the field of education has both an opportunity and an obligation to be a leader. Dufour and Marzano 2011

5. District/Building Leadership Teams Teacher Based Teams Regional Service Providers External Vendors Higher Education 5 Step Process 5 Step Process

7. OIP Implementation Rubric CRITERIA • Section A: Effective Teams • SECTION B: DISTRICT/BUILDING/COMMUNITY SCHOOL LEADERSHIP TEAMS • Section c: Teacher-Based Teams

8. The Ohio 5-Step Process: A Cycle of Inquiry

9. 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. -

10. LEADERSHIP: COLLABORATION IS CRITICAL

11. 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

12. 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

13. 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

14. 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

15. New Standards Include Collaboration at Every Grade Level SL.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).

16. 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.

17. 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.

18. 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.

19. Collective Leadership Collective leadership has a stronger influence on student learning than any individual source of leadership. Seashore Louise et. al 2010

20. Collaborative Inquiry Collaborative 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

21. Targeted Interventions 20% Tier 2 School-Wide Interventions 80% Tier 1 Gifted and Talented Programs Programs for Students with ADHD Programs for At-Risk Middle School Students Title 1 Programs Special Ed5%-10% Tier 3 Special Education Programs Programs for Teenage Parents Programs for Nonreaders at the Third Grade Limited English Speaking Programs At- Risk Program for HS Students Programs for Students under Section 504 Early Childhood Programs Guidance Programs Alcohol and Drug Programs Programs for Homeless Children

22. A Program Model Has Not Worked Students are helped after they fail Separated from core of teaching and learning Overlooks individual needs – fits student to “program”. Students may be separated from peers either from classroom or attending a different school Fragments students day by moving locations Require students to be labeled to get help Frattura 2011

23. Integrated Comprehensive Services for All Learners

24. Are We a Learning Organization?

25. 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.

26. 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.

29. LEADERSHIP: FOCUSING on EFFECTIVE INSTRUCTION

30. EffectiveLeaders Createa Common Language Dufour and Marzano 2011

31. 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.Leadersof Learning (pp. 34-35)

32. Common Language Activity • Take out Handout #6: Exchange Between Principal and Superintendent (Dufour and Marzano. 2011. Leaders of Learning) • Read individually and highlight any terms that would require a shared understanding between the two speakers. • In triads, share out your highlighted terms. • As a triad, choose one term and together develop a definition for the term. • At your table, discuss how a common language can be established in your district/building.

33. 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)

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 Formative Instruction Integrated Comprehensive Services Differentiated Instruction

35. Leading the Implementation of Effective Instructional Practices

36. Always start with all kids.

37. The Ohio 5-Step Process: A Cycle of Inquiry

38. 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.

39. CORE INSTRUCTION 75-85% OF ALL STUDENTS

40. FOCUS ON THE CORE 5 Step TBT Process

41. Core Instructional Decision Making Use scientific, evidence-based strategies • Ensure curriculum and instructional approaches have a high probability of success for most students (75-85%) • Deliver instructional approaches with fidelity • Use instructional time efficiently and effectively Instructional Decision Making in Core Instruction (2008).Iowa City Schools

42. Core Instructional Decision Making Use available resources to teach ALL students • Believe 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

43. Core Instructional Decision Making Use a multi-tier model of service delivery • All students receive instruction in the core curriculum supported by supplemental and intensive interventions when needed • Each tier represents increasingly intensive levels of services associated with increasing levels of learner needs from Instructional Decision Making in Core Instruction (2008).Iowa City Schools

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

45. 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 .

46. Factors that Increase the Power of Core Instruction • More instructional time • Smaller instructional groups • More precisely targeted instruction at the student’s level • Clearer and more detailed explanations (more explicit instruction) • More systematic instructional sequences • More extensive opportunities for guided practice • More opportunities for error correction and feedback (Torgesen, 2006)

47. Instructional Framework Districts have to work together to define and agree on what HIGH QUALITY INSTRUCTION means by doing the following: • Reviewing the research on effective instruction 2. Developing their own list of effective practices McNulty, 2011

48. START WITH YOUR STRENGTHS… HONOR WHAT YOU ALREADY HAVE

49. 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?

50. 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.