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
This is a presentation I created to explain the Concepts of Print to Kindergarten parents at our school's Literacy Night. Parents said it was very helpful!
This is a presentation I created to explain the Concepts of Print to Kindergarten parents at our school's Literacy Night. Parents said it was very helpful!
Icebreakers and games for training and workshops - My website moved now to Bo...Boxolog.com
My preferred icebreakers and games for mid-level workshops and training. I like very much the 10 dollar auction game!
My website moved now to Boxolog.com
Training and Coaching Capacity Webinar.pptxShree Shree
Training and coaching are both valuable approaches to personal and professional development, but they differ in their methodologies and objectives. Here's an overview of each:
Training:
Training refers to a structured process of imparting knowledge, teaching skills, and providing instruction on specific topics or tasks. It typically follows a predefined curriculum or syllabus and is designed to enhance specific capabilities or competencies. Training programs can be conducted through workshops, seminars, online courses, or on-the-job training. The main goals of training are to transfer knowledge, develop specific skills, and improve performance in a particular area. Trainers often focus on providing information, demonstrating techniques, and facilitating practice or application of learned skills.
Coaching:
Coaching, on the other hand, is a more personalized and individualized approach to development. It involves a one-on-one relationship between a coach and a client, known as the coachee. The coach acts as a facilitator, supporting the coachee in setting goals, exploring possibilities, and achieving personal or professional growth. Coaching sessions typically involve active listening, powerful questioning, and reflection to help the coachee gain self-awareness, clarify their goals, and identify strategies for success. Coaches often help individuals explore their values, beliefs, and motivations, and provide guidance, feedback, and accountability throughout the coaching process.
While training focuses on the transfer of knowledge and skill acquisition, coaching emphasizes self-discovery, goal-setting, and personal growth. Training tends to have a more structured and content-driven approach, while coaching is more open-ended and driven by the coachee's specific needs and aspirations. Both training and coaching can be valuable in different contexts and can complement each other to support holistic development.
It's important to note that individuals or organizations may choose to engage in training programs or hire coaches based on their specific goals and desired outcomes. Some individuals may benefit from a combination of training and coaching to maximize their learning and development potential.
Icebreakers and games for training and workshops - My website moved now to Bo...Boxolog.com
My preferred icebreakers and games for mid-level workshops and training. I like very much the 10 dollar auction game!
My website moved now to Boxolog.com
Training and Coaching Capacity Webinar.pptxShree Shree
Training and coaching are both valuable approaches to personal and professional development, but they differ in their methodologies and objectives. Here's an overview of each:
Training:
Training refers to a structured process of imparting knowledge, teaching skills, and providing instruction on specific topics or tasks. It typically follows a predefined curriculum or syllabus and is designed to enhance specific capabilities or competencies. Training programs can be conducted through workshops, seminars, online courses, or on-the-job training. The main goals of training are to transfer knowledge, develop specific skills, and improve performance in a particular area. Trainers often focus on providing information, demonstrating techniques, and facilitating practice or application of learned skills.
Coaching:
Coaching, on the other hand, is a more personalized and individualized approach to development. It involves a one-on-one relationship between a coach and a client, known as the coachee. The coach acts as a facilitator, supporting the coachee in setting goals, exploring possibilities, and achieving personal or professional growth. Coaching sessions typically involve active listening, powerful questioning, and reflection to help the coachee gain self-awareness, clarify their goals, and identify strategies for success. Coaches often help individuals explore their values, beliefs, and motivations, and provide guidance, feedback, and accountability throughout the coaching process.
While training focuses on the transfer of knowledge and skill acquisition, coaching emphasizes self-discovery, goal-setting, and personal growth. Training tends to have a more structured and content-driven approach, while coaching is more open-ended and driven by the coachee's specific needs and aspirations. Both training and coaching can be valuable in different contexts and can complement each other to support holistic development.
It's important to note that individuals or organizations may choose to engage in training programs or hire coaches based on their specific goals and desired outcomes. Some individuals may benefit from a combination of training and coaching to maximize their learning and development potential.
Local school board members are a key link between school districts and communities. They represent public concerns around testing and can hold district officials accountable. Given the critical role that local school boards play, Achieve and the National School Boards Association have developed “Assessment 101” resources for school board members. This professional development module is designed to:
· outline the critical role school boards play in supporting high quality assessment systems;
· introduce school board members to key assessment concepts and issues;
· provide an introduction to the Student Assessment Inventory for School Districts as a process to streamline testing and support limited, high-quality assessments for all students.
Similar to Kindergarten Teacher-Based Teams: Collaborating for Student Success (20)
Transitioning to New Standards Using Formative Instructional Practicesohedconnectforsuccess
June 27, 10:15– 11:30am, Room: Franklin C
Formative instructional practices give educators a roadmap for how the new state standards can be taught to increase student success. Find out more about how these practices can help teachers and leaders ensure a smooth transition to the new state standards and assessment system. Learn about FIP Your School™ Ohio, the Ohio Department of Education’s effort to support and advance the use of proven formative instructional practices that accelerate student learning.
Main Presenter: Virginia Ressa, Ohio Department of Education
June 27
3:15 – 4:15pm
Room: Knox
Bellefontaine City Schools changed its thinking on co-teaching at the district and building levels. Hear about their story and lessons learned and get information you can take back to your district and school to encourage and support co-teaching partners.
Main Presenter: Karen Scott, Bellefontaine City Schools
Co-Presenter(s): Shanel Henry, Bellefontaine Middle School
Purposeful Community and Change Leadership for the 21st Century -Handout #11 ...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Purposeful Community and Change Leadership for the 21st Century -Handout #10 ...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Purposeful Community and Change Leadership for the 21st Century -Handout #9 e...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Purposeful Community and Change Leadership for the 21st Century -Handout #8 p...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Purposeful Community and Change Leadership for the 21st Century -Handout #6 s...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Purposeful Community and Change Leadership for the 21st Century -Handout #5 c...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Purposeful Community and Change Leadership for the 21st Century -Handout #3 p...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Purposeful Community and Change Leadership for the 21st Century -Handout #2 s...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Purposeful Community and Change Leadership for the 21st Century -Handout #1 p...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Leading Formative Instructional Practices -Leadership conference handoutsohedconnectforsuccess
June 27, 9 – 10am, Room: Franklin C
This session will discuss how leaders can help transform their school culture and help educators become more effective by leading and supporting the use of formative instructional practices. Explore the roles of teachers, leaders, coaches, and students in a formative learning system. Learn what it looks like when all school stakeholders use the core components of formative instructional practices successfully.
Main Presenter: Kathy Sturges, Hamilton County Education Service Center
Co-Presenter(s): Michelle Clapsaddle, Hamilton County Education Service Center; Virginia Ressa, Ohio Department of Education
Leading Learning Through Teacher-Based Teams -Olac online learning tools broc...ohedconnectforsuccess
June 29, 10:45am – noon, Room: Fairfield
This session will focus on the importance of leading Teacher-Based Teams (TBTs). Presenters will discuss new 2012 research on the critical roles and responsibilities that everyone (teachers, principals, coaches, central office and superintendents) must engage in if TBTs are to be successful, including the need for “learning leaders” and the necessary changes in the way that central offices supports this kind of learning leadership.
Main Presenter: Brian McNulty, The Leadership and Learning Center
June 29, 10:45am – noon, Room: Fairfield
This session will focus on the importance of leading Teacher-Based Teams (TBTs). Presenters will discuss new 2012 research on the critical roles and responsibilities that everyone (teachers, principals, coaches, central office and superintendents) must engage in if TBTs are to be successful, including the need for “learning leaders” and the necessary changes in the way that central offices supports this kind of learning leadership.
Main Presenter: Brian McNulty, The Leadership and Learning Center
Using Project-Based Learning and Standards-Based Education - Project planning...ohedconnectforsuccess
June 27, 9 – 10am, Room: Knox
21st century learning prepares students for postsecondary work and educational opportunities. The Alternative Education Academy used the Race to the Top framework to transform its school from a traditional stand-and-deliver model to a true standards-based, project-based learning model. Intensive professional development, involvement of all stakeholders, and a robust content-management system were critical to the success of this initiative. Come learn how to prepare students for life after high school.
Main Presenter: Margaret Ford, Alternative Education Academy
Co-Presenter(s): Tim Spencer, Alternative Education Academy
June 28, 10:15 – 11:30am, Room: Delaware C&D
Assessment experts have taught us the power of Assessment for Learning: Assessment that advances student learning rather than simply evaluating it. To make the shift to Assessment for Learning, teachers need practical, proven, ready-to-use assessment techniques. Participants in this session will explore classroom-tested, research-based tools for assessment that can immediately be put into practice. Participants will also develop an appreciation of the interaction between instruction and assessment, the two most critical factors influencing student achievement.
Main Presenter: Harvey Silver, Silver Strong and Associates
Teacher Effectiveness: Fulfilling the Promise of the Common Core State Standa...ohedconnectforsuccess
June 28
1:45 – 4:15pm
Room: Delaware C&D
Explore the Thoughtful Classroom Teacher Effectiveness Framework—a practical framework, aligned with the Common Core State Standards, for evaluating the effectiveness of classroom practice. Participants will learn how the framework helps teachers design standards-based lessons and units and select research-based strategies to ensure classroom lessons are effective and engaging. Participants will hear how one school district implemented a thoughtful evaluation process using this framework.
Main Presenter: Harvey Silver, Silver Strong and Associates
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
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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
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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:
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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
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Angie- SAME GROWTH Gap not closing, Have good core but will need to add the focus of subgroup data next year