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Cuyahoga Falls City Schools District Leadership Team January 31, 2014

Cuyahoga Falls City Schools

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Cuyahoga 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

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Page 1: Cuyahoga Falls City Schools

Cuyahoga Falls City Schools

District Leadership TeamJanuary 31, 2014

Page 2: Cuyahoga Falls City Schools

Agenda/Outcomes

• Review data and analysis from last DLT Meeting• Analyze progress on winter iReady data• Compare BLT and Teacher-based Team (TBT) intent • Become more proficient in the 5-step process by

reviewing TBT protocol• Practice using the TBT protocol around student data• Gain a greater understanding of the connections

between TBTs and our other work

Page 3: Cuyahoga Falls City Schools

Future work and expectations…

• February 4 – Administrative Council – Instructional; 9:15 a.m. at Price- common formative assessment activity

• February 5 – ERW; Facilitate formative assessment activity with staff members

• February 14 - Waiver Day; BLT members demonstrate and facilitate use of TBT protocol for rest of staff

Page 4: Cuyahoga Falls City Schools

DLT Meeting Review from 10/14/2013

• Step 1. Collected and Charted iReady Data• Step 2. Analyzed district benchmark iReady data

– Identified strengths• Phonics• High Frequency Words

– Identified weaknesses• Vocabulary• Informational Text

• Step 3. Established shared expectations– Suggested building strategies: Daily 5, SQ3R, Text Immersion

• Step 4. Implement change (Sept. – Jan.)• Step 5. Collect, chart and analyze post data (today)

Page 5: Cuyahoga Falls City Schools

DLT Meeting – 1/31/13Step 5. Review benchmark to mid-year iReady data

Overall Reading LevelGrade Level % of Students Below level

Benchmark% of Students Below level

Mid-year

K 47% 10%

1 38% 12%

2 50% 21%

3 45% 23%

4 63% 44%

5 65% 49%

6 57% 49%

7 62% 55%

8 62% 51%

9 65% Not Assessed Yet

Page 6: Cuyahoga Falls City Schools

DLT Meeting – 1/31/13

Grade Level % of Students Below levelBenchmark

% of Students Below level Mid-year

K 24% 15%

1 40% 31%

2 60% 32%

3 57% 37%

4 68% 49%

5 70% 53%

6 61% 57%

7 67% 59%

8 63% 52%

9 63% Not Assessed Yet

Comprehension: Informational Text

Page 7: Cuyahoga Falls City Schools

Step 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?

Page 8: Cuyahoga Falls City Schools

BLT Protocol

How 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)

Page 9: Cuyahoga Falls City Schools

Differences between BLTs and TBTs

• Building Leadership Teams– Review building

benchmark data (iReady, OAA, OGT)

– Decide, collect data and check effectiveness on building-level strategies

– Identify effective teacher-level strategies for replication

• Teacher-based Teams– Review student work

and/or classroom data (formative assessment)

– Decide and commit to classroom strategies

– Collect data and check effectiveness on classroom strategies

Page 10: Cuyahoga Falls City Schools

Step 1Collect and chart

data

Step 2Analyze student

work specific to the data

Step 3Establish shared expectations for

implementing specific effective changes in the

classroom

Step 4Implement changes consistently across

all classrooms

Step 5Collect, chart and analyze post data

The Ohio 5-Step

Process:A Cycle of

Inquiry

Page 11: Cuyahoga Falls City Schools

Cuyahoga Falls - OIP

TBTs

BLT

DLT

• Each team works interdependently with others

• The TBTs are the largest for a reason– Capacity– Importance– Closest to instruction

• Communication is critical among teams

Page 12: Cuyahoga Falls City Schools

TBT Protocol

• Process– Understand the 5 step

process for teacher teams

– Gain an understanding of the collaborative dialogue teachers should be having around student data

• Form– Understand how the

actual TBT form works– Learn where to get the

TBT form and how it makes your team work more efficient

Page 13: Cuyahoga Falls City Schools

Goals of the Cuyahoga FallsTBT Protocol

• Simplify 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

Page 14: Cuyahoga Falls City Schools

TBT protocol Review -Roles and Dates

Date of 1st meeting: Pre-test Data Steps 1-4

Date of 2nd meeting: Post-test Data Step 5

It 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.

Page 15: Cuyahoga Falls City Schools

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.

Page 16: Cuyahoga Falls City Schools

TBT Protocol Review -STEP 1The 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.

Page 17: Cuyahoga Falls City Schools

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.

Page 18: Cuyahoga Falls City Schools

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 didn’t know when they took the Common Formative Assessment

This section DOES NOT require an item analysis of every question on the assessment.

Page 19: Cuyahoga Falls City Schools

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. Activity

Page 20: Cuyahoga Falls City Schools

Step 3: Determine rigor, relevance, strategies and activities

• Rigor – Bloom’s Taxonomy• Relevance – Depth of application• Strategies – Marzano/ CF Toolkit• Activities – CF Toolkit /Model Curriculum

TBT Protocol Review – Step 3

Page 21: Cuyahoga Falls City Schools

Rigor - Level of Bloom’s

TBT Protocol Review

Page 22: Cuyahoga Falls City Schools

TBT Protocol Review

Page 23: Cuyahoga Falls City Schools

Strategies - Marzano’s 9TBT Protocol Review

Page 24: Cuyahoga Falls City Schools

Activities - Model Curriculumhttp://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1696&ContentID=83819&Content=136599

Model Curriculum•Kindergarten•Grade 1•Grade 2•Grade 3•Grade 4•Grade 5•Grade 6•Grade 7•Grade 8•Grades 9-10•Grades 11-12 

TBT Protocol Review – Step 3

Page 25: Cuyahoga Falls City Schools

TBT Protocol Review –STEP 3- Proficient Outcome

Remember 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.

Page 26: Cuyahoga Falls City Schools

TBT Protocol Review STEP 3- Advance Outcome

In 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.

Page 27: Cuyahoga Falls City Schools

TBT Protocol ReviewSTEP 3- S.M.A.R.T. Goals

SMART 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.

Page 28: Cuyahoga Falls City Schools

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 Reflection

Page 29: Cuyahoga Falls City Schools

STEP 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 Data

Page 30: Cuyahoga Falls City Schools

Let’s Practice

• Teacher-based Team practice

Page 31: Cuyahoga Falls City Schools

Your Turn

• A 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

Page 32: Cuyahoga Falls City Schools

Why is this work so important?

• Clearly outlines what is quality collaboration • Aligns with high achieving schools and

teacher-team research• Builds systems and structure for current

initiatives as opposed to “flavor of the month”

Page 33: Cuyahoga Falls City Schools

Links to other work

• Teachers understanding of Common Core/state standards

• Match rigor of instruction to assessment

• Instructional technology practices

• Formative assessment • OTES

Page 34: Cuyahoga Falls City Schools

The OIP and OTES are aligned!

OIP OTES

Page 35: Cuyahoga Falls City Schools

Connections between the important work

OIP Goals• Improve classroom

instruction• Teachers collaborating are

making instructional decisions based on formative assessment

OTES Goals• Improve classroom

instruction• A teacher’s instructional

planning and assessment reflects alignment to standards, collaborative practice, and formative practices

Page 36: Cuyahoga Falls City Schools

From here…

• February 4 – Administrative Council – instructional; 9:15 a.m. at Price- formative assessment activity

• February 5 – ERW; Facilitate formative assessment activity with staff members

• February 14 - Waiver Day; BLT members demonstrate and facilitate use of TBT protocol

Page 37: Cuyahoga Falls City Schools

Waiver Day2-14-2014

• All in your buildings!– Opening message on day and the related activities– Overview of Teacher-based Teams – importance &

connections to other work– TBT practice activity led by principal and trained

BLT members for all teachers– Formative assessment with teams or individual

teachers– Exit survey online at completion of day

Page 38: Cuyahoga Falls City Schools

Thanks!

• For your attention to our work today• For being leaders in each of your buildings• For helping the students of Cuyahoga Falls be

successful by our collaborative work as professionals