Going Deeper with TBTs and the Ohio 5-Step Process

1. Going Deeper with TBTs and the Ohio 5-Step Process

2. TBT Practice • You are: • 4th grade language arts team • 5 person team, 4 general education teachers and an intervention specialist • Pre-assessment given November 6th

3. Why Practice? Michael Jordan says, “You can practice shooting 8 hours a day, but if your technique is wrong, all you become is very good at shooting the wrong way.” Practice makes permanent

4. Why a Protocol? • Provides structure and a recording tool for TBTs implementing the 5-step process • Builds communication from TBTs to the BLT

5. Roles and Ground Rules • Roles – helps to keep meeting on track, purposeful, productive • Ground Rules – good reminder to the group of how they agreed to operate

6. Planning • Write a summary of the Weekly Reader article about elections. • Scoring rubric: • 4: main points identified and in correct sequence • 3: main points identified, but not necessarily in correct sequence • 2: some main points, some order to sequence • 1: mostly a re-telling and not a summary • A score of 3 is proficient

7. Step 1

8. Step 2

9. “Thinkmark”

10. Process for Step 3 1. Determine learning outcome(s) 2. Identify rigor (Bloom’s Taxonomy) and relevance (depth of application) 3. Determine instructional strategies 4. Determine activity 5. Write SMART goals

11. First: Determine Learning Outcomes • What will students know and be able to do? • Clear learning targets/outcomes • Essential understandings: • Proficient • Advanced • TBTs determine criteria • Thou shalt not go below the intent of the standard!!!!!

12. Continued • Proficient and advanced criteria directly links to your SMART goals • The learning outcomes are the foundation to rigor/relevance, strategies, and activities • Check for alignment from outcomes through all steps of step 3

13. Step 3: Learning Outcomes • Indicators: • ELA: Summarize important information in texts to demonstrate comprehension • SS: Explain why elections are used to select leaders and decide issues • Proficient? • Advanced?

14. The team said: • Proficient: Summarize readings about elections to demonstrate comprehension of important information • Advanced: Summarize readings about elections and create a stance on a current event using the summary as evidence

15. Second: Determine Rigor and Relevance • Rigor – Bloom’s Taxonomy • Relevance – Depth of application

16. Level of Bloom’s

18. Step 3: Rigor and Relevance • Align with your outcomes: • What level of rigor? • What level of relevance?

19. The team said: • Proficient: • Rigor: Apply • Relevance: Apply across disciplines • Advanced: • Rigor: Create • Relevance: Apply to real-world hypothetical situation

20. Third: Determine Instructional Strategies • What instructional strategies? • High-probability strategies (Marzano) • MAX Teaching strategies (Forget) • On-going formative assessment techniques • How are you going to instruct? • Small groups? • Flexible groups? • Whole group?

21. Characteristics:

22. Step 3: Instructional Strategies • What strategy(ies) will you use to enable students to meet the outcomes? • Align with rigor/relevance and outcomes

23. The team said: • Proficient: • Non-linguistic representation – graphic organizer • Identify similarities and differences – compare and contrast • Direct instruction • Practice • Advanced: • Non-linguistic representation – graphic organizer • Identify similarities and differences – compare and contrast • Feedback with peer review • Practice

24. Fourth: Determine Activity(ies) • What activity(ies) will you use to deliver the instruction?

25. Step 3: Activities • What activity(ies) will you use to deliver the instruction? The activities need to… • Enact the strategies • Align with rigor/relevance • Align with outcomes

26. The team said: • Proficient: • Use Thinkmarks to identify main points for all reading across all subjects • Peer review and editing • Direct instruction in reading groups • Advanced: • Practice writing summaries in all subjects – even math! • Practice creating a stance about the election results using summaries as evidence • Peer review and feedback

27. Fifth: Write SMART goals S specific M measurable A attainable R realistic T timely • All students minimally MUST be proficient

28. Step 3: SMART Goals • What percent of students are you expecting to be Proficient? Advanced? • 37% met proficient criteria on pre-assessment

29. The team said: • 40% proficient by 11/13 • 60% advanced by 11/13

30. Step 4 - Implement Changes Consistently Plan for implementation by answering questions such as… • Who will implement? How often will we implement? How long will we implement? • What will you see in the classroom when the selected strategies are implemented? • How will we know if we implemented with fidelity?

31. The team said: • The cycle would run for one week and they would collect the post-assessment by 11/9 for discussion at the 11/13 TBT

32. Step 5 • Occurs after the post-assessment is given • Compare yourpre and postresults to determinenext steps

33. Communication and Reflection • Occurs at every TBT meeting when you do the 5-step process • Summarize what your TBT learned about student strengths and obstacles, as well as, • Strengths, obstacles and supports needed to better implement the TBT process

34. The team said: • Strengths • Learned from each other – the data showed that the Thinkmark was a successful tool • Obstacles • Managing our time well enough to get to step 4 • Our rubric needs to be clearer • Supports • Spending 30 minutes each week of our 60 minute TBT on reading and math is disjointed. Could we alternate our focus each week?