TBT Training - "Miracle" Version
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TBT Training - "Miracle" Version
- 1. Effectively Implementing Teacher- Based Teams
- 12. Coblaboration, The Soundtrack Yakety Yak…The Coasters You Talk Too Much…Run DMC Talkin’ to Myself…Eminem When You Say Nothing at All … Allison Krauss A Little Less Conversation … Elvis Presley What’d I Say…Ray Charles I Will Not Go Quietly … Don Henley Something to Talk About … Bonnie Raitt
- 13. Collaboration: The Soundtrack
- 17. Stages of Group Development
- 23. Stage One - Forming
- 29. Stage Two - Storming
- 35. Stage 3 - Norming
- 41. Stage Four - Performing
- 44. The Ohio 5-Step Process: A Cycle of Inquiry
- 48. Teacher Based Teams – Viewing Guide What do you see? Compare/Contrast to your current teacher teams Collaboration a. What protocols/roles do they have in place to ensure their collaboration time is maximized? b. Is there a schedule for regular time to meet? Step 1: Collect and Chart Data a. Is there a common assessment used, Or are common learning targets being examined for achievement? Step 2: Analyze student work specific to the data a. Does the team do an item analysis? b. Do they review multiple data sources?
- 54. HO 5.1
- 60. .
- 63. HO 4.3
- 67. Evaluate
- 68. Ohio 5-Step TBT Process Inventory and Facilitation Next Steps Ohio TBT 5-Step Process Implementation Rubric Resource 21 TOOLS
Editor's Notes
- Recommended time for facilitation: approximately three hours.
- Sta
- The presenter can use the information collected from the checklist in order to differentiate follow up for individual TBTs.
- According to Resource 21: Implementing Teacher-Based Teams, the “purpose of TBTs is to follow the Ohio 5-Step Process for the purpose of improving student learning and changing teacher practice.” Established protocols and procedures are used consistently. TBTs may be comprised of groups of educators who teach the same grade. TBTs may center on specific content areas or arranged vertically across grade levels or across disciplines. Intervention specialists should be included on such teams.
- What a TBT should NOT look like. (You Tube Video)
- This activity is likely to elicit difficult conversations…real life experiences…could be considered “negative;” however, the conversations will get the issues “out on the table.” “…Get the elephant into the center of the room,” so to speak.
- This activity is likely to elicit difficult conversations…real life experiences…could be considered “negative;” however, the conversations will get the issues “out on the table.” “…Get the elephant into the center of the room,” so to speak. EXTENSION: This activity could easily lead into the development of group norms for any TBT.
- This are tools to help avoid pitfalls…
- David Perkins, Harvard Author of the book King Arthur’s Roundtable
- “ Coblaboration” is a term coined by David Perkins to describe the activity at many meetings.
- Soundtrack “produced” by Michael Roush, Region 14. EXTENSION: Clips of music can be played for audience. …or audience members could attempt to generate their own playlist for “coblaboration” PRIOR to seeing this playlist… OR have audience generate a playlist for collaboration AFTER viewing this playlist.
- EXTENSION: Invite participants to create a soundtrack for collaboration after seeing the “Coblaboration” soundtrack. Song suggestions: We Are Family, Stand by Me, Lean on Me, We Are the Champions, We Are the World
- So the connections among and between these collaborative structures (parts of our system) are critical to accomplish the purpose (focused goals) of the district plan. If one of these parts is not working in alignment with the other parts, the overall effectiveness and efficiency of the system will be diminished.
- Implement procedures for the effective use of data to assess the impact on student learning and to make decisions about teaching and learning; Organize and present data in ways that identify gaps and trends in student performance and require intentional decisions regarding curriculum, instruction, assessment, interventions, and professional development; Use building, course, and classroom data to constantly monitor in meeting indicators for the building and at each grade level that are designed to close achievement gaps and contribute to the success of all children.
- What tells you this is Stage One? How does the leader act? How do team members react to him?
- Why is this scene an example of a Stage Two Team? Are there cliques or subgroups? While this example is obvious, what are some more subtle ways that you can tell if a group is in Stage Two?
- What are the examples that show movement into a Stage Three team? Are they high functioning yet? Why or why not? Where is the focus? Are there still signs of friction or tension?
- What did you see in this clip that represents Stage Four? Where is the focus of the team? Was there a recognized leader? If so, what was his function? If not, what directed the team?
- The State Design Team developed this cycle of a TBT 5 step process. This process is further described in the New Facilitator’s Guide, Resource 21. As part of your understanding of this process, we will go through a simulation of these 5 steps using a dvd of a tbt and data from Lima City Schools.
- Facilitators: Make a poster by hand of this slide to display in room. As you will see, these elements are embedded in Ohio’s 5 step process. (Move to next slide) NOT TRACKING NOT THE OLD FORMAT OF SPECIAL EDUCATION
- Facilitators: For an optional activity, you may want to take time to discuss what assessment data their TBTs have that can be used for Step 1 of the 5-Step Process. (If your districts were part of OISM or currently utilize RTI, you may need to talk about CBMs versus standards-based assessments. CBMs can show if there are specific skills deficits. They don’t typically have the ability to support an item analysis that will hone in on content knowledge that needs re-taught or expanded). Remember: common assessments do not need to be commonly created - need to start where the district is in the process in developing common assessments
- Additional Demographics: Lima City Schools Independence Elementary Economically Disadvantaged = 80% Student Enrollment K-4 = 450 Met AYP in Math (08-09) Met AYP in Math and Reading (09-10) Rated Excellent (08-09 & 09-10) Value-Added = +Math and +Reading (08-09 & 09-10)
- Facilitators: Have participants take Hand-out #3, “Teacher-Based Teams-Viewing Guide,” from the right side of packet. Participants will use this to take notes while watching the video clip and to share after viewing the clip. TAKE NOTES ABOUT “WHAT YOU SEE” ONLY…after watching video, participants will take a few moments to complete “Compare/Contrast” Portion. Share. During discussion after the clip, make a point of how the TBT started out talking about the “Adult Implementation” measure from their building plan. (Posting of Learning Targets) This links to the district/building plan of implementing the strategy of Setting Objectives and Providing Feedback. Facilitator Note: There is a pattern for our simulation activity. Each step of the TBT simulation process will follow the same pattern. 1. Viewing Guide 2. Video Clip 3. 5-Step Template 4. Data Report
- Hand Out #3 , first two sections: Focus during the first clip will be on collaboration and Step 1. Participants take notes on viewing guide to share at end of clip. Watch for protocols, roles, and common assessments, clear learning targets used. VIDEO CLIP: 00:00-03:01 - Watch from the beginning STOP before they start to talk about test items (Facilitator Note: If you move mouse during the showing of the clip the timing will show up in the bottom right hand corner). Suggested Time for Activity after Clip: 1 minute for individual reflection 2 minutes for table discussion 2 minutes for whole group share out Discuss the following points whole group: Clear roles were identified and you can tell it is an embedded part of the culture Teachers came prepared with their assessments scored and students grouped based on their results They made sure to keep the group size for “Intensive” small . Facilitator Note: You are receiving the entire video of their TBT meeting. This is in case you want to highlight additional segments that may fit your regional needs.
- TBT Meeting – Clip 1 (3:03)
- Instructions to the whole group: 1. Sort students into the different columns on the Step 1 template (?????HO 4.1) based on the criteria on this slide. Use the LinkIt Item Analysis report gray column. (It’s important to note that each district/building, etc may set their own benchmark criteria. How they determine what the number will be should include several factors. For example, difficulty of the assessment, correlation to predicting outcome on high stakes test, etc. Facilitators: Another training option is to take take time to small group brainstorm what other things can go into factoring a benchmark score.
- ?????HO 4.1 (Stapled 5-Step template is all HO #4) Now it is time for you to practice the process: 1. Review the Step 1 template … each column with the large group 2. Pay attention to the area at the top left corner of hand-out regarding SWDs (circled in yellow on slide). Teachers should identify their SWDs as well as any additional subgroups that are not meeting AYP.
- Review Hand out ????#5.1 (packet of 3 total pgs.) that shows the item analysis. (RUN IN COLOR) (Facilitator Tip: Print Item Analysis page in color OR circle the correct answer % in each column and print in black and white). The district is using a Data Warehouse tool called LinkIt! This tool allows them to run multiple types of classroom level reports for any of their assessments. At a teacher level, this tool is FREE. (Facilitator’s Note: Optional folder includes more information which you can share later if appropriate regarding LinkIt!) Remind group that they are going to simulate the 5-Step process so they have an understanding of the support they will need to provide in order for TBT implementation to be effective. Facilitators: Additional Notes for Item Analysis Page 1. U = unanswered 2. Grey column is the # of correct answers for each student (entire test was 57 questions long - you will only have the first 12 questions) 3. Student names were changed for this simulation.
- Facilitators: Inform participants that they have now completed Step 1 of the 5 - Step Process. To check for understanding - Do we understand PROCESS? CONTENT? Of Step 1. LIMA: Intervention Specialist in Red Math Coach: Short Hair, dressed in brown
- We are now ready for Step 2 of the Process, and will watch another video clip of the tbt. You will need your Video Viewing Guide, ????HO3 again. SEE NEXT SLIDE FOR SEGMENT TIMES
- TBT Meeting – Clip 2 (3:26)
- ???HO 4.2 : Step 2 Template ???HO 5.1-5.3 ; Item Analysis Report & Test Questions You have watched a tbt as they completed Step 2 of the Process, now it’s time for us to Practice this step of the Process. Remind participants that Step 2 is to analyze the strengths and weaknesses related to specific scores on test items. Instructions (Talk as a team after briefly looking at the data) 1. Using the LinkIt Item Analysis Report (HO 5.1) and the actual test (HO 5.2-5.3): Identify 1-3 questions on which the students did the best and Identify 1-3 questions the students were the weakest. 2. Go to the test and find the actual question number and analyze the questions for the “then: section of the template. Answers: The highest Scoring Question is #5 at 85%. Look at the actual test item to analyze why. The lowest scoring questions are #2, 7, 8, 10, & 12. Also look at % that chose the distracter answer. Note: it is important to discuss why a high percentage of students chose the distracter question vs. the correct question (example #2 has 38% of the students in question 2 chose answer B) Review the actual test items to analyze why certain answers were probably chosen. Process of Step 2 as Given: (If/Then template find highest scoring question/s and lowest scoring question/s) Process as Understood: (see previous) Note: Debrief 1 - 2 minutes Content as Given: Content as Understood: (able to analyze the questions, determine possible distracters, understand the reporting tool)
- The next video segment will show Step 3. Facilitators: Participants will NOT USE VIEWING GUIDE for this next video clip, but will USE THE STEP 3 TEMPLATE (?????HANDOUT 4.3) as they watch the Video Clip to analyze what the team is doing. Move to next slide.
- TBT Meeting – Clip 3 (7:24)
- ????HO 4.3 : Steps 3 and 4 Instructions: * Watch the video clip and make notes on the Teacher Based Teams template (HO #4.3) about the strategies they choose for each group. *Debrief following points: How did they regroup for instruction? (combined targeted and intensive due to numbers) Note that each teacher delivered the planned upon interventions/enrichment except the Intensive Group which was instructed by the Intervention Specialist. Students stayed with their core teacher. Last year’s schedule did not have a common intervention time. This year, they do which allows the students to move and gives more “hands on deck” to reduce group numbers. Whether we agree or not with their instructional choices, what could be learned from this round? (they could learn that a specific strategy they chose didn’t result in expected student achievement) How long did they plan to run this cycle? (1 week and then would administer a post test) What post test did they choose to use? (ProOH web based using the clickers) How does this choice support the process? (clicker is a quick assessment) Debrief the Process as Given … Process as Understood (identify strategies for each group based on their specific needs I.e. THEN statements from Step 2) Answers - Strategies for Enrichment: Advanced - 2 step problem, creating tables Benchmarked - Study Island Targeted - Hand - on Activity - Cards Intensive - Hands-on Activity - Cards All groups would be creating their own questions.
- Step 4 is the actual implementation. Steps 3 and 4 are combined on the template-step 3 is the planning of instructional strategies and step 4 is the actual implementation of the strategies with students. Each member of the TBT must agree to the consistent implementation of the changes that have been prioritized and learned in Step 3. Implementation is the most complex part of the process , primarily because it requires changes in adult behaviors and practices that are part of the unique culture of every district and every building. WATCH BRIAN MCNULTY VIDEO HERE? How do TBTs hold themselves accountable to ensure that they are all implementing? What should observers be looking for in walk-throughs?
- The team shared with the BLT the interventions/enrichment they provided in this data cycle. They also showed the assessment data report they used to plan Steps 1-4 and generated another report that showed post-scores. The BLT looked at the data and asked what the TBTs next steps were with the 2 students who were still in the intensive need category after the intervention cycle. The tbt chose to add additional tutoring after school for those 2 students for a 2-week timeframe.
- ???????Hand out #4.4 : Step 5 This is a sample template that could be used for Step 5 and shared with the BLT. Step 5 is looking at Pre/Post assessment in a way that the BLT approves. Note: The team in this video did not use this template.
- ????HO 4.5 : Evaluate Facilitator’s Notes: 1. The whole TBT meeting ran for 35 minutes for Steps 1-4. 2. Principal and coach rotate who attends each grade level’s TBT. The next time they met, the principal sat with them. PLEASE give a thank you to Lima for sharing their work! TBT INTERVIEW…ON DVD.