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

1. Kindergarten Teacher Based
Teams Collaborating for Student
Success
June 27, 2012

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

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

6. It’s All In The
Planning……..

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

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

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

16. Letter
Naming
Fluency

17. Letter
Naming
Fluency

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%

20. BLDG 1 BLDG 2 Westview
Winter/Jan. Winter/Jan. Winter/Jan.
2012 2012 2012
PSF STEP 5/STEP 1

21. STEP 1

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

23. March 21, 2012
AGENDA

24. Transparent
Data
STEP 1
How did we do?
What are our strengths?
What are our challenges?
STEP 2

25. Westview
STEP 1

26. Westview
STEP 1

27. What do we do well?
STEP 2

28. STEP 2
LOOKING AHEAD
What are our areas
of challenge?

29. Reflections…..
Melissa Good

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

33. Challenges
•Parents are not
teaching/
learning partners
•Infrequent peer
observation
•Infrequent use of
quality rubrics

34. How
Are We
Doing?

35. Personal reflections….
Angela Kimmel

36. END OF YEAR DATA!
STEP 5
Did the adults make a
difference in student
achievement?
Angie Butterman, Principal

39. End
of
Year
1 2 3 4 5 6 7

40. End
of
Year
1 2 3 4 5 6 7

41. End
of
Year
1 2 3 4 5 6 7

42. End
of
Year
1 2 3 4 5 6 7

43. End
of
Year

44. End
of
Year

45. End
of
Year

46. End
of
Year

47. BLDG 1 PSF 2012
Westview Kindergarten
May 2012 PSF
BLDG 2 PSF 2012

48. Did we close the achievement gap
for our students?

49. Same rate

50. lower rate

51. Greater rate

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.