Kindergarten Teacher-Based Teams: Collaborating for Student Success
June 27, 10:15– 11:30am, Room: Champaign
This session will share the Teacher-Based Team 5-Step Process of the Ohio Improvement Process through the journey kindergarten teachers took as they learned to be reflective of their practice and form a professional learning community. Their story will show how teachers adjusted their curriculum materials to match the learning needs of their students in their core instruction program; used data to inform the grouping of students; incorporated additional intervention time on a daily basis to scaffold and differentiate instruction; and made transparent data and effective instructional practices the focus of teacher-based team meetings.
Main Presenter: Angela Butterman, Kenton City Schools
Co-Presenter(s): Melissa Good, Kenton City Schools; Julie Bertling and Valerie Robb, Consultants, State Support Team Region 6; Angela Kimmel and Katie Park, Kenton City Schools
2. Welcome to Wildcat Country!
Kenton City Schools is a public school district in Kenton, Ohio
USA. The district encompasses 112 square miles. Most of Kenton
City Schools' students reside in Hardin County, a rural county in
northwest Ohio. The school district has 1 high school, 1 middle
school, and 4 elementary schools. The district's current enrollment
is approximately 1952 students with an average attendance rate
of 94.6%.
Subgroups: Student With Disabilities: 16.6%
Economically Disadvantaged: 49.3%
3. 120 Students
6 Classrooms
6 General Education Teachers
1 Intervention Specialist
1 Title 1 Educational Assistant
4.
5. Ohio Improvement Process
Who is involved?
Who is involved?
District/Building Leadership Teams STAGE 1 STAGE 2
State Diagnostic Teams (SDTs) work with Identify Critical Needs of Develop a
selected high support districts District/Building Leadership Teams
Districts and Schools Focused Plan State Diagnostic Teams
State Support Teams (SSTs) work with State Support Teams
districts and schools in need of improvement Educational Service Centers
Educational Service Centers (ESCs) work
with other districts requesting assistance
do these teams work in do these teams work in
How districts and schools?
How districts and schools?
Work with leadership to develop research
Teams use data tools to identify critical based strategies and action steps focused
needs Stage Stage on critical needs identified in stage 1.
1 2
Who is involved? Who is involved?
STAGE 4 Stage Stage STAGE 3
District/Building Leadership Teams 4 3 District/Building Leadership Teams
State Diagnostic Teams Teacher Based Teams
District/Building Leadership Teams
State Support Teams
1 2 Regional Service Providers
Regional Service Providers
Educational Service Centers External Vendors
Higher Education
Regional Managers 5 Step External Vendors
Proces
Single Point of Contact
5 s
3 Higher Education
How
do these teams work in
districts and schools?
4 How do these teams work in
districts and schools?
Review data Evaluate the Implement and Monitor Provide technical assistance and targeted
Gather evidence of implementation professional development
Improvement Process the Focused Plan
and impact Leverage resources
Revised November 2008
7. May 23, 2011
Attending: Julie Bertling, Laurie Steinman, Angie Butterman,
Katie Ketcham, Melissa Good, Valerie Robb
Topic: How To Use Data
Meeting Organizer/AGENDA
Purpose/Concern:
Why are we here?
Know where we are:
Resources: Rubric
Conditions
Teacher input
What’s Missing?/Needs Assessment
Reflects the Rubric and Condition input
Reflects teacher input
What’s Next?/Next Steps
Address:
•Team configuration
•The 5 Step Process
•PD needs
Create Timelines
•For Assessments- per district?
•For re-assessment - How often to ‘cycle’ the 5 Step Process
•For developing/rolling out TBT
Needed PD
Meeting schedules
Data communication
8.
9.
10.
11. BLDG 1 BLDG 2 Westview
LNF LNF LNF
FALL FALL FALL
2011 2011 2011
BASELINE FALL 2011
12. Planning Meeting with Angie Butterman
Westview Kindergarten
Sept. 15, 2011
Re: TBT overview Sept. 21, 2011
I Why TBT in support of ALL students
Prevention/intervention
II Teacher Based Teams and The 5 Step Process
Watch Step 1-make notes on viewing guide
Teachers set criterion for groupings
Teachers use their data to put students into groups
Watch Step 2- make notes on viewing guide
Teachers complete Step 2
Watch Step 3 – make notes on viewing guide
Teachers complete Step 3
III The Westview Kindergarten Data Plan
Explain plan
Q&A
IV Supports for TBT
*** If time: Working Agreement – Give examples and give time for
teachers to develop their own working agreements
Angie has Conditions and 5 step process surveys plus the 5 step rubric to use as
needed on another day/date.
13. Westview Kindergarten
Sept. 21, 2011
STATE SUPPORT TEAM Region 6
Julie Bertling, jbertling@SST6.org
Valerie Robb, vrobb@SST6.org
14.
15. WESTVIEW KINDERGARTEN
Dec. 14, 2011
AGENDA
5 Step Process: Review and Q/A
TBT’s: What data determines Benchmark, Targeted, Intensive?
Who are you progress monitoring?
What are Instructional strategies have you used that
proved successful?
What is latest data on LNF for targeted and intensive
groups?
What determines proficiency on SCA?
What #/% of your class is proficient?
How are you going to address those not proficient in Math?
January:
AIMSWeb: PSF: Did you frontload? How or what strategies have
you used?
Status on KPALS
18. January 18, 2012
Westview Kindergarten
Teacher Based Teams Data Review
I View/discuss AIMSWeb results.
Move students on Post It chart. (Step 1)
Data drives intervention
Where are learning challenges? (Step 2)
II Intervention – status on PALS
Use Peer Assisted Learning Strategies for whole class
Use Teacher Directed for intervention (Step 3)
Yellow and red teams updates
III Progress Monitoring
LNF – do not monitor
ISF-maybe depending on student and how they are doing
PSF –yes, this is the starting place
NWF-if secure with PSF
Scoring can be done online (demo)
19. School 1:
60% to 85%
School 2:
63% to 72%
LNF
Comparison
Sept/Jan. 2012
Westview:
65% to 83%
22. Reflections/Insights:
Based on analysis of scores and discussion of current successful
strategies, (STEP 2), Teachers recommended these changes to
CORE instruction to improve student learning (STEP 3):
Math:
•Work more on transitions
•Use number videos
•Highlight math vocabulary and math word wall
•Spiral review into daily instruction
•Number recognition/counting on game
Reading:
•Implement PALS during intervention time.
Katie Park
30. Teacher Based Teams build the capacity of teachers to
address learning needs of ALL students
WESTVIEW KINDERGARTEN
MAY 16, 2012
END OF YEAR DATA REFLECTION- Evaluation
WHAT DID/DO THE ADULTS DO THAT MADE A DIFFERENCE IN STUDENT
ACHIEVEMENT?
STEP 1: COLLECT AND CHART DATA
Bring SCA results already charted. (Could teachers enter results on a Google Doc?)
Identify % proficient in reading and math for SCA’s. Identify % Benchmarked in
AIMSWeb.
Questions:
Are common core standards in place?
Is the rigor of our assessment questions aligned with the intended rigor of the
standards?
Is there a correlation between AIMSWeb data and SCA % proficient?
What did you learn about your assessments? How did they change?
STEP 2: ANALYZE STUDENT WORK SPECIFIC TO THE DATA
How can we use this data to do strengthen our core instruction?
Did you establish what proficiency looks like? Do we use exemplars with our
students?
31. STEP 3: ESTABLISH SHARED EXPECTATIONS FOR IMPLEMENTING SPECIFIC
EFFECTIVE STRATEGIES/CHANGES
Based on results, what “preventative” instruction could we implement during the
core?
What strategies/content/skills have been most successful?
How can we plan instruction for a variety of student needs?
How could we differentiate instruction to meet the need of our classroom?
What strategies have we found that families can use at home to support their
child’s ?
learning outside of school?
STEP 4: IMPLEMENT WITH FIDELITY
What support are we providing our families to implement the home learning
How will we know if we are implementing the instructional strategies with
fidelity?
STEP 5: POST ASSESSMENT/EVALUATE EFFECTIVENESS
What did the adults do that made a difference in student achievement?
Did we close the achievement gap for our students?
•Teachers self assess using TEACHER BASED TEAMS RUBRIC
•Feedback from Teacher Based Team Strength and Challenge
Fishbone
32. Strengths:
•School-wide intervention plan in place
• Use of intervention strategies
• Job embedded professional development
• Flexible groups based on assessment data
• Systematic use of data to inform instruction
• Planning with the end in mind
• Responsive/ differentiated instruction
52. NEXT STEPS FOR 2012-2013:
•Deeper implementation of 5 Step
Process at working teams level
•Consistent progress monitoring
•Focus more on subgroup data
•Implement peer observations
•Develop rubrics and exemplars of
student work
•Focused common planning
•Re-structure intervention time
53. High quality professional development is a purposeful, structured
and continuous process that occurs over time
HQPD is informed by multiple sources of data
HQPD is collaborative
HQPD includes varied learning experiences that accommodate
individual educator’s knowledge and skills
HQPD is evaluated by its short- and long term impact on
professional practice and achievement of all students
HQPD results in the acquisition, enhancement or refinement of
skills and knowledge
54. Principals helps create a shared vision and clear goals for their
schools and ensure continuous progress toward achieving the goals.
Principals support the implementation of high-quality standards
based instruction that results in higher levels of achievement for all
students.
Principals allocate resources and manage school operations in order
to ensure a safe and productive learning environment
Principals establish and sustain collaborative learning and shared
leadership to promote learning and achievement of all students
Principals engage parents and community members in the
educational process and create an environment where community
resources support students learning, achievement and well being.
55. Teachers understand student learning and development and respect the
diversity of the students they teach
Teachers know and understand the content area for which they have
instructional responsibility
Teachers understand and use varied assessments to inform instruction,
evaluate and ensure student learning
Teachers plan and deliver effective instruction that advances the learning
of each individual students
Teachers create learning environments that promote high levels of
learning and achievement for all students
Teachers collaborate and communicate with students, parents, other
educators, administrators and the community to support student learning.
Teachers assume responsibility for professional growth, performance and
involvement as an individual and as a member of a learning community.
Editor's Notes
Angie B
Angie:150 students1 Kindergarten Class housed in another building1 Kindergarten Class housed in another buildingWestview: 6 Kindergarten classes1 intervention specialist1 Title 1 aide
Introduce staffMy 4th yr at WestviewRange of years experience from 3 yrs of teaching to 25 yrs. of teachingWe had some supports in place to begin our year: District began OIP process 3 yrs, ago and this is the 2nd yr working with BLT in my buildingWe had 2 hr delay days built into the district schedule for PDWe had our common core curriculum mapped and our short cycle assessments developed. Google Docs were set up for data collection. Teachers have a common planning time, 30 min before school and we have 30 min. Daily intervention . I really wanted these times to be purposeful so I had a conversation with SST6 and we began our journey to implement the Teacher Based Teams using the 5 step process.
Valerie
Valerie
Valerie
Valerie
Valerie
Julie B
Valerie
Valerie & Julie
Valerie
Valerie
Valerie & Katie:Attitude towards frontloading….,thought it was teaching to the test I was concerned because it was so scripted and structured but we found ways to personalize it and found it worked. One teacher had been using PALS. Hearing her talk about it made us all more interested and eager to try it out.After this meeting, we all started PALS and began frontloading in earnestShare : taught the vocabulary phoneme seg…would do activities during transition times
Every child’s name on color coded by class post it note and put on Tiers forIntensive, Targeted , Benchmarked based on Sept. AIMSWeb dataFrom this chart, every teacher knew who needed to be ‘moved up’ to be benchmarked or plus!We used national norms as our criterion for these groups.Story: Not typical at risk child JadonBostlemanBeginning results:Intensive:Targeted:Benchmarked:
Katie:After instruction, we reassessed intensive and targeted students at end of first 9 weeks.LNF at end of first 9 weeksIntensive = 4%Targeted= 8%Benchmarked=88%Celebration!!!
KatieHad the feeling of empowerment….. going into Jan. We were seeing our programs work.This is the agenda
Katies: January resultswSchool 1: up 25 pts.School 2: up 9 pts.Westview: up 17.4 pts.Without the awareness….would school 1 & 2 have made the progress on the criterion most corelated to reading comprehension?
Katie & Julie BExample of not working harder but working on the right things!!I checked my 2010 PSF scores and compared them to this year’s.In Jan. 79% proficient, last year we were _56.4%. Dramatic difference
KatieMade our SCA data transparent. Each called out scored and they were recorded so we could figure % proficient and discuss teaching strategies that were successful.
KatieTBT discussion gave us insights to improve instruction for all students.
MelissaThe 5 Step Process is the agenda
MelissaWe looked at our own classroom data and we could see increases and how we compared to each other and other K teachers in district. Teachers were happy with their results!
MelissaSet our proficiency rates (11/13) as a group. We had high expectation
MelissaAgain, the proficiency rates were set.SCA’s were not the same each quarter. They were based on our map.Idea: file SCA per child to enable re-checking of skills missed.
Melissa: Fishbone is from Teacher Based Teams Guide from Battelle For Kids4 different areas Was a good tool, broke areas down, helped you think of things you might not have thought of.
Melissa:Again, same process with challenges
MelissaOverall, we grew in our understanding of 5 steps. It was not so intimidating. Didn’t even realize we were going through the steps as we were analyzing dataNeeded support of SST6 to help us know what to do with the data. Helped us capture it and channel our conversationsSharing successful strategies of other teachers to improve curriculum for all. Found connections to RTI. Helped us set professional development goals i.e. how to improve Tier 2 & 3 instructionKept us aware of ‘dips’ in student progress monitoring data.
AngelaOur final meetingWe tried to reflect on each step as a year long processGood conversationsWe were able to make curriculum decisions for next years. i.e. will start PALS immediately!!!!Smartboard idea
AngelaImplement with fidelity (SCA’s)Most beneficial was the understanding of the importance of administering SCA’s with fidelity identifying what supports, etc. were available to student as they took them. Decided to put AIMSWeb progress monitoring reminders in our school calendar. Need support from AIMSWeb Trainer to work on creating progress monitoring schedules
Angela: Strengths listed are those specific to Westview
Angela:
Angela:Still at Proficient because we thought we were proficient but now better understand what proficient is.
AngelaUnderstand process better. Using process I now know that it is labor intensive and forces me to individualize/differentiate instruction When I get all scores, I am data rich and can make decisions Before I was making ‘gut’ instructional decisions and grouping decisions. I feel more credible, more professional. All this, gives me a more in depth knowledge of student strengths /weakness and provides a strong foundation on which to build each child’s skills and knowledge
Angie Most definitely! As you will see….
AngieReflects experience level of teachers? WouldWestview have improved so dramatically without TBT’sSchool 2 classroom % proficient went downSchool 1 classroom % proficient went up Westview classrooms % proficient went up dramatically. Would they have made the growth without this process? As a principal I don’t ever want to find out.
Angie:Teacher created assessments not necessarily correlated to future reading successLack of standardization of test procedures and administratione:
Angie/Julie
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Angie/JuliePhoneme segmentation is the driver for Kindergarten.End of year 2011, 75.8% greenEnd of year 2012, 83.2% green
Angie/Julie
Angie:
Angie- SAME GROWTH Gap not closing, Have good core but will need to add the focus of subgroup data next year