Teacher Based Team Training

1. Teacher Based Team Training Response To Intervention (RtI) CORE TEAMS 1

2. From This: 2

3. To This: 3

4. Training Objectives Describe District Leadership Team (DLT) –Building Leadership Team (BLT)- Teacher Based Team (TBT) relationships as they apply to each stage of the Ohio Improvement Process (OIP) Understand conditions for effective TBTs Explain the Ohio 5-Step TBT process Create a plan for TBT facilitation. 4

5. Table Group Roles/Responsibilities : Facilitator Leads the group through the task(s) at hand. Clarifies directions; keeps the group focused and on task. Recorder Records the groups ideas / discussion on chart paper. Reporter Shares out (with the whole group) the information their (table) group discussed. Time Keeper Keeps the group moving according to the time allotments. Reminds the group when time exceeds the allocated time. 5 At this point, share with participants the numerous ways one can display/assign roles.At this point, share with participants the numerous ways one can display/assign roles.

6. Ohio Teacher-Based-Teams Collaborative teacher teams at the classroom level that implement procedures for the effective use of data to assess the impact on student learning, and to make decisions about teaching and learning. 6

7. Think about your experience with teacher teams. Grade level teams Content area teams Data teams Department teams Instructional teams Project teams Leadership teams Administrative teams Cross-role teacher teams 7

8. Quick Write Activity Please respond to the prompts and be prepared to share your thoughts. 8

9. The Purpose of TBTs Work in a culture that supports the effective use of data to improve student performance. Present data in ways that identify gaps and trends in student performance that requires intentional decisions regarding curriculum and instruction and interventions. Work to close achievement gaps by accelerating the progress of low performing students and student groups to meet the performance level of regularly developing peers. 9

10. What we’ve learned from the research… Teachers working together rather than in isolation improves classroom instruction. Using data across the system results in improved student learning. Doing a few things well and deeply (focused) across the system results in sustainable improvement. 10

11. OIP Stages - TBT 11 Just as the DLT and BLT follows the four stages of the OIP, TBTs follow the four stage process as well. See page 38. This figure illustrates the collaborative process that supports implementation of the OIP at the classroom level. Just as the DLT and BLT follows the four stages of the OIP, TBTs follow the four stage process as well. See page 38. This figure illustrates the collaborative process that supports implementation of the OIP at the classroom level.

12. Preparing for Ohio Teacher-based Teams… 12

13. OHIO 5-STEP TBT PROCESS 13

14. Ohio 5-Step TBT Process Step 1: Collect and Chart Data Step 2: Analyze Student Work Specific to the Data Step 3: Establish Expectations for Implementing Classroom Changes Step 4: Implement Changes Step 5: Analyze Post-Assessment Data, Make Decisions Based on Results 14 The Ohio 5-Step TBT process offers a way of changing instructional practice and improving student learning that is organized and manageable. The five steps include protocols and techniques for structuring the conversations and overcoming resistance to collaboration through a culture of inquiry. Although, a team may begin with limited data, the real objective is to engage teachers in tough conversations about how their teaching practices impacts student learning. Successful schools recognize that the process is designed to circle back on itself, and that those changes that do not take root the first time around are not cause for abandoning the work. The process is recursive in that data collection and analysis become part of the culture in the ongoing pursuit of improved student achievement. Each of the 5-steps will be discussed in detail during the break-out sessions. Turn session back to George and Larry.The Ohio 5-Step TBT process offers a way of changing instructional practice and improving student learning that is organized and manageable. The five steps include protocols and techniques for structuring the conversations and overcoming resistance to collaboration through a culture of inquiry. Although, a team may begin with limited data, the real objective is to engage teachers in tough conversations about how their teaching practices impacts student learning. Successful schools recognize that the process is designed to circle back on itself, and that those changes that do not take root the first time around are not cause for abandoning the work. The process is recursive in that data collection and analysis become part of the culture in the ongoing pursuit of improved student achievement. Each of the 5-steps will be discussed in detail during the break-out sessions. Turn session back to George and Larry.

15. 5-STEP TBT PROCESS INVENTORY Silently read the statements on the inventory checklist for each step of the TBT process and mark the choice that best describes your school -5 minutes At your table, discuss which step(s) will be most challenging for your school to implement and why– 8 minutes 15

16. TBT VidTBT Video Activity TBT Background TBT Viewing Guide Activity- complete the middle column while watching the video Afterwards, compare /contrast video to your current teaming- last column 16

17. Additional TBT Resources DVD (video) for each building Reflective Questions for Video Segments Ideas for Finding Collaboration Time 17

18. WHO NEEDS A BREAK? 101 18

19. Conditions Needed for Successful TBTs Preparing teachers to work collaboratively by deepening the culture of inquiry into the classroom Forming or repurposing building teams to implement the Ohio 5-Step TBT process Creating schedules and routines that support collaborative teams Making teacher-based team meetings purposeful Defining Roles and responsibilities Communicating plan indicators and providing available data to all teachers 19 One of the roles of the OIP facilitator is to help the DLT/BLT assess readiness to support TBTs by examining whether they have created the conditions for successful implementation. Once the DLT/BLT has identified the conditions that are not in place for successful implementation, they can then work toward putting them in place. It is not imperative that all conditions for success are in place prior to implementation; however, there are basic conditions which if not in place may thwart the process. These basic conditions are listed on the slide and will be more fully discussed in the breakout sessions.One of the roles of the OIP facilitator is to help the DLT/BLT assess readiness to support TBTs by examining whether they have created the conditions for successful implementation. Once the DLT/BLT has identified the conditions that are not in place for successful implementation, they can then work toward putting them in place. It is not imperative that all conditions for success are in place prior to implementation; however, there are basic conditions which if not in place may thwart the process. These basic conditions are listed on the slide and will be more fully discussed in the breakout sessions.

20. Creating the Conditions for Successful TBTs Preparing Teachers to Work Collaboratively by Deepening the Culture of Inquiry into the Classroom Individually: Scan pages 9 – 10. (3 minutes) Table Groups: Discuss and record your prior experiences working in a team and identify the attitudes, behaviors and relationships that made the team successful or not successful. Use chart paper to record your responses. (5 minutes) Table Groups: Thinking about the video, discuss the following questions and chart your responses: What elements did you see that made collaboration effective? What attitudes, behaviors and relationships among the team do you recall? How does what you heard correlate to the information on your chart? (7 minutes) 20 All activities will be done simultaneously at each of the five tables. Make sure each table has at least 5 participants. Follow the Slide Directions, allotting the time as follows: 3 minutes 5 minutes 7 minutes 5 minutes TOTAL: 20 minutes Remind participants to use their morning notes. Remind recorders to use the corresponding color-coded recording sheet. Transition to Condition B All activities will be done simultaneously at each of the five tables. Make sure each table has at least 5 participants. Follow the Slide Directions, allotting the time as follows: 3 minutes 5 minutes 7 minutes 5 minutes TOTAL: 20 minutes Remind participants to use their morning notes. Remind recorders to use the corresponding color-coded recording sheet. Transition to Condition B

21. Creating the Conditions for Successful TBTs Forming or Repurposing Building Teams Individually: Scan pages 11-12. (3 minutes) Table Groups: Using the structure chart on pages 11-12, discuss the common types of teams found in schools, including membership and purpose. Answer the following questions: (7 minutes) How does each team differ in function? How would you repurpose these teams to implement the Ohio TBT 5-step process? Table Groups: Record, on chart paper, how you would repurpose 3-4 of the team (structures) you discussed. (5 minutes) 21 You will notice that there are district and building teams on the handout. For this activity, we are going to focus on the building teams. Remind recorders to use the corresponding color-coded recording sheet. Transition to Condition C Turn in completed recording forms to Michele.You will notice that there are district and building teams on the handout. For this activity, we are going to focus on the building teams. Remind recorders to use the corresponding color-coded recording sheet. Transition to Condition C Turn in completed recording forms to Michele.

22. Creating the Conditions for Successful TBTs Creating Schedules and Routines That Support TBTs Table Groups: Discuss the following questions and note some are to be recorded on chart paper: (10 minutes) What benefits and opportunities will be created as a result of providing TBT time and routines? What issues may surface as you discuss creating schedules and routines with DLT/BLTs, e.g., administrative support, redefining roles, policies, compensation, time, bargaining agreement language. Chart Responses. What questions do you anticipate having as you work to establish/refine TBTs? Chart Responses. Individually: Scan pages 12-14. (3 minutes) Table Groups: Discuss additional ideas taken from the TBT guide. Add information to your chart. (2 Minutes) 22 Remind recorders to use the corresponding color-coded recording sheet. After the discussion, acknowledge that time is a real issue. Scan pages 12-14 to learn about a variety of ways districts/buildings have used to reallocate time. Transition to Condition D Turn in completed recording sheets to Michelle.Remind recorders to use the corresponding color-coded recording sheet. After the discussion, acknowledge that time is a real issue. Scan pages 12-14 to learn about a variety of ways districts/buildings have used to reallocate time. Transition to Condition D Turn in completed recording sheets to Michelle.

23. Creating the Conditions for Successful TBTs Individually: Scan pages 14-16. (3 minutes) Table Groups: Using the agenda on page 15, generate the first meeting outcomes. Consider the role of the principal/building administrators in the first meeting. Chart responses. (8 minutes) Table Groups: What would you as a TBT facilitator need to do with the teams to prepare for the first meeting? Chart responses. (4 minutes) 23 Remind recorders to use the corresponding color-coded recording sheet. This is presented as the first iteration – the learning process. You may need to foreshadow that once the process is internalized, it will become more fluid and that the TBT will integrate its work, i.e., multiple strategies (e.g., common formative assessments & reading comprehension). Turn in completed recording sheets to Michelle. Explain that the last two conditions should be familiar to facilitators and therefore, will just briefly be reviewed. Go to next slide.Remind recorders to use the corresponding color-coded recording sheet. This is presented as the first iteration – the learning process. You may need to foreshadow that once the process is internalized, it will become more fluid and that the TBT will integrate its work, i.e., multiple strategies (e.g., common formative assessments & reading comprehension). Turn in completed recording sheets to Michelle. Explain that the last two conditions should be familiar to facilitators and therefore, will just briefly be reviewed. Go to next slide.

24. Creating the Conditions for Successful TBTs Defining Roles and Responsibilities Individually: Scan pages 16-17. (3 minutes) Table Groups: Discuss the following questions and record your responses on chart paper: (12 minutes) What roles and responsibilities will team members need to assume? What issues may surface as these roles and responsibilities are assumed? 24 Roles should be established for each meeting, i.e., recorder, timekeeper, chair/co-chairs, data organizer. The recorder’s responsibilities are to take minutes during the meeting on the district template. The timekeeper follows the timeframes on the agenda and informs the team of timeframes during dialogue. The chair/co-chair’s responsibility is to manage the process and keep the group on track. Chair/co-chairs are not administrators, do not shoulder the responsibilities of the entire TBT, evaluate TBT member’s performance and do not report or address peers who do not cooperate or fulfill their responsibilities. The data organizer presents data in clear, simple, forms in order to distribute the data to the entire TBT. The principal has the responsibility to lead the data work. TBT membership should include general education teachers from every grade level in every discipline, counselors, administrators, special education teachers, elective teachers (e.g., art, music and physical education), non-classroom-based instructional staff (e.g., coaches, counselors, librarians) and paraprofessionals. TBT’s responsibilities may include: Assessing student learning using formative assessment data; Organizing and presenting data in ways that identify gaps and trends in student performance; Making intentional decisions about teaching and learning, i.e., curriculum, instruction, interventions and professional development based on the team discussion; Contributing knowledge, skills and experience to the team; Constantly monitoring student progress in meeting performance targets using building, course and classroom data; and Adhering to agreed upon norms, routines and processes established by the team. Norms may include but are not limited to: participating honestly, respectfully and constructively; engage fully in the process; be punctual; come prepared to the meeting.Roles should be established for each meeting, i.e., recorder, timekeeper, chair/co-chairs, data organizer. The recorder’s responsibilities are to take minutes during the meeting on the district template. The timekeeper follows the timeframes on the agenda and informs the team of timeframes during dialogue. The chair/co-chair’s responsibility is to manage the process and keep the group on track. Chair/co-chairs are not administrators, do not shoulder the responsibilities of the entire TBT, evaluate TBT member’s performance and do not report or address peers who do not cooperate or fulfill their responsibilities. The data organizer presents data in clear, simple, forms in order to distribute the data to the entire TBT. The principal has the responsibility to lead the data work. TBT membership should include general education teachers from every grade level in every discipline, counselors, administrators, special education teachers, elective teachers (e.g., art, music and physical education), non-classroom-based instructional staff (e.g., coaches, counselors, librarians) and paraprofessionals. TBT’s responsibilities may include: Assessing student learning using formative assessment data; Organizing and presenting data in ways that identify gaps and trends in student performance; Making intentional decisions about teaching and learning, i.e., curriculum, instruction, interventions and professional development based on the team discussion; Contributing knowledge, skills and experience to the team; Constantly monitoring student progress in meeting performance targets using building, course and classroom data; and Adhering to agreed upon norms, routines and processes established by the team. Norms may include but are not limited to: participating honestly, respectfully and constructively; engage fully in the process; be punctual; come prepared to the meeting.

25. Creating the Conditions for Successful TBTs Communicating Plan Indicators and Providing Available Data to All Teachers Individually: Scan pages 17-19 (3 minutes) Table Groups: Brainstorm a list of data resources a TBT could use with the five step process. Chart responses. (5 minutes) Table Groups: Discuss the obstacles that prevent teams from digging deeper into data. Chart responses. (7 minutes) 25 May wish to reference page 39 that provides a table for considering whether a DLT should build or buy a data management system.May wish to reference page 39 that provides a table for considering whether a DLT should build or buy a data management system.

26. TBT Conditions Inventory With a partner(s) from your building, prioritize the TBT condition(s) that need attention this year 26

27. Create a Plan- T Chart Identify “next steps” for building facilitation of the TBT 5-step process Using your prioritized TBT conditions from the inventory, give examples of how these will be implemented 27

28. Follow Up Bring evidence of TBT facilitation and implementation 28

29. TBTs… No Clowning Around! 29

30. THANK YOU! 30