1. Internal Facilitator Training Fall 2015-2016

2. 8:30 Welcome 8:45 The “Why” 9:30 The “How” 11:15 Lunch (on your own) 12:15 Internal Facilitator Disposition 12:45 Facilitating Teacher Teams 2:00 Next Steps 2:30 Closing

3. WHY ARE WE HERE?

4. Change Happens

6. Mind Set

7. CHANGE IS GROWTH

8. CHANGE CAN BE:

9. WHAT JUST HAPPENED? CHANGE

12. Building Adult Capabilities to Improve Child Outcomes: A Theory of Change Center on the Developing Child at Harvard University

14. The Ohio Improvement Process Goals:

15. Placemat Activity

16. HOW Do We Do This Work?

17. Benefits of the Ohio Improvement Process

19. Stage 0: Planning and Preparing for the Ohio Improvement Process

21. Building Leadership Teams Responsibilities Develop, implement, and monitor the focused building improvement plans Build a school culture that supports effective data-driven decision making Establish priorities for instruction and achievement aligned with district goals Ensure conditions for, support and monitor Teacher Based Teams Monitor and provide effective feedback on adult implementation and student progress using the Ohio 5-Step Process Report building-level adult and student results to DLT and TBTs Make recommendations of resources, time, and personnel to meet district goals

22. Teacher Based Teams ➢ Improve instructional practices by following the Ohio 5-Step Process: ➢ Focus on adult implementation of instructional practices ➢ Report results to the Building Leadership Team (BLT) ➢ A TBT 5 Step Process should not happen in just one week. The overall student strengths and weaknesses determine the instructional practices. Because the team is addressing weaknesses of their students as an entire group, implementation of the agreed upon instructional practices may take a few weeks. ➢ Share work with the BLT and DLT and celebrate successes! Responsibilities

23. Teacher Based Teams Grade Level Cross Content Vertical TBTs should include ALL instructional personnel, especially Intervention Specialists. Subject Area

24. Placemat Activity

25. The Big Picture - Stage 0... A building is only as strong as its foundation. A team’s focus should be: –data driven –common goal –collaborative in nature Set ground rules for meetings. Develop structure and routines to increase productivity and keep the group focused on their mission.

26. STAGE 1: IDENTIFY CRITICAL NEEDS DATA --- ask and answer essential and probing questions to identify… …strengths, needs and causes.

27. New Decision Framework Coming around the time that the 2014- 2015 report cards are posted Current communication indicates that districts will need to complete the New Decision Framework once the report cards are posted

28. Placemat Activity

29. The Big Picture - Stage 1……... Look at your available data you already have. Focus on real needs based on relevant data. Choose 2 or 3 high need areas. Everyone works together in collaboration for a common goal: –to improve student learning and change teacher practice.

30. STAGE 2: DEVELOP FOCUSED PLAN Produce one focused, integrated plan that directs all district and/or building work and resources Goals Strategies Action Steps Indicators

32. Goals Usually 2 or 3 SMART goals –1 math, 1 reading, 1 culture/climate –1 academic, 1 culture/climate District Level – building plans must use the district goals (cannot have their own)

33. Strategies 1 or 3 focused strategies within each goal District Level – building plans must use the district strategies (cannot have their own) – but a building can “ignore” a district strategy if it does not apply to them ie: a school can ignore an ELL strategy if it does not have any ELL students Strategies must be monitored! –Adult implementation indicators –Student performance indicators

34. Action Steps As many as needed for each strategy Focus on teacher actions Specific to each plan – district actions for district plan and building actions for each building plan

35. Outcomes of Stage 2 ▪Establish Adult Implementation and Student Performance Indicators for every Strategy ▪Create Action Steps to support Strategies ▪Review, revise, and adopt OIP Plan ▪Develop 2-3 SMART Goals ▪ Compose 1-3 Strategies for each Goal

36. Watch School Plans ODE is finalizing the process for the Watch School plans; it will be in the school improvement component of the CCIP. Watch schools will receive supplemental letters with clearer expectations for their plans.

37. Placemat Activity

38. The Big Picture - Stage 2……... Based on your 2-3 high need areas, develop a plan focused on adult implementation indicators Clearly communicate the plan to all levels - DLT, BLT, & TBTs. Agree as a team to implement the plan. MONITOR the plan!

39. Stage 3: Implement & Monitor the Plan Stage 3 describes ways to systematically and systemically implement focused strategies and actions identified in Stage 2. Stage 3 also explains how to create an ongoing monitoring approach to gauge the degree of implementation and its effects on adult practice and student performance.

40. Ohio Leadership Advisory Council Teacher-Based Teams in Action http://www.ohioleadership.org/video_librar y.php?up_mov_id=148http://www.ohioleadership.org/video_librar y.php?up_mov_id=148

41. Implementing & Monitoring the Focused Plan Implement the Plan Systematically and Systemically Maintain a Culture of Inquiry Through Collaborative Structures and Processes

42. Align HQPD Across District Plans and Building Plans to Achieve Results

43. Apply a Balanced Assessment System for Monitoring Student Performance Indicators

44. Monitor and Analyze Changes in Student Performance and Adult Implementation to Make Midcourse Corrections and Report Plan Progress Design an Intentional Monitoring System Resource 20: Sample Protocols to Support the OIP This resource offers protocol options for a district and/or building to use with their collaborative structures. Each protocol is for a different purpose as described in the OIP Guide. Protocol for Developing “Look Fors”

45. Make Midcourse Corrections and Report Plan Progress Resource 20: Sample Protocols to Support the OIP Tuning Protocol Generalize Successes Across the District so Lessons Learned Become Systemic Resource 20: Sample Protocols to Support the OIP Protocol for Analyzing Success

46. Which brings us to…… The primary vehicle for achieving these goals is: the 5 Step Process

47. Step 1: Collect and chart data Step 2: Analyze data Step 3: Establish shared expectations for implementing specific changes. Step 4: Implement changes consistently. Step 5: Collect, chart and analyze post data. How these steps are implemented varies depending on the meeting level (DLT, BLT, TBT).

48. STEP 1: Collect and Chart Data TBT level: The primary focus is on identifying how students are performing/progressing. Teachers collect the data identified in the Building plan and bring to TBT meeting.

50. Data should include: –item analysis –number and percentage of students proficient vs. non- proficient –subgroup data.

51. TBT Step 1: Example

52. BLT Level: The primary focus is to collect and chart adult implementation and student performance data. TBT meeting minutes include adult implementation and student performance data.

53. 6 th Grade Team presented data for Baseline: Reading: 30 of 117 (26%) of all students tested were proficient or higher 0 of 2 (0%) of all CD students tested were proficient or higher 1 of 6 (16.7%) of all SLD students tested were proficient or higher 1 of 10 (10%) of all other IEP students tested were proficient or higher 12 of 67 (17.9%) of all Econ. Dis. students tested were proficient or higher Math: 3 of 117 (2.6%) of all students tested were proficient or higher 0 of 2 (0%) of all CD students tested were proficient or higher 0 of 6 (0%) of all SLD students tested were proficient or higher 1 of 10 (10%) of all other IEP students tested were proficient or higher 0 of 67 (0%) of all Econ. Dis. students tested were proficient or higher BLT Step 1: Example

54. STEP 2: Analyze Data TBT level: The primary focus is to analyze student work specific to the data. (What does the data tell you about the students’ learning?) Teachers determine overall student strengths, patterns or trends, common errors, urgent needs, misconceptions. Teachers prioritize the needs for the next steps.

55. TBT Step 2: HS Example STRENGTHS – 9 th Grade ELA –Writing 5 – Writing for a specific purpose or audience –Language 4A – Use context clues as a clue to the meaning of a word or phrase –Literature 4 – determine connotative meanings of words WEAKNESSES – 9 th Grade ELA –Literature 4 - Determine the meaning of words and phrases as used in text –Literature 6 – Cultural experience –Language 1 – demonstrate a command of the conventions of English grammar –Language 2 – punctuation –Writing 7 – research project –Writing 8 – gather and assess usefulness from print/digital sources –Writing 9 – evidence to support research

56. BLT Level: The primary focus is to analyze adult implementation and student performance relative to the data. The BLT determines overall student strengths, patterns or trends, urgent needs. The BLT determines overall adult performance strengths, patterns or trends, urgent needs.

57. The BLT identifies what is working and what is not working relative to student performance and adult implementation. The BLT develops feedback to the TBTs relative to: growth, areas of concern, professional development/support needed; and expectations for improvement and changes.

58. BLT Step 2: Example 6 th Grade QA Results: Reading: All areas would be considered low or weak according to the data. Reading Informational Text (42.7%), Reading Literature (48.8%), Vocabulary Interpretation and Use (53%) Math: Weaknesses – Sub-Claim A: Major Content (15.9%), Sub-Claim B: Additional and Supporting Content (42.9%) Strengths – Sub-Claim B: Fluency (92.5%) IEP Strengths/Weaknesses: Reading –15 students scored limited, 1-basic, 1-accelerated –The strength was in Vocabulary and the weakness is in information text. Math –16 students scored limited, 1-basic –The strength was in fluency and the weakness was in Major content.

59. STEP 3: Establish shared expectations for implementing specific changes TBT level: The primary focus is to identify instructional strategies to address student needs

60. Teachers determine: –how students are grouped for instruction, –what differentiated strategies will be used, –when instruction takes place, –what support is need to implement the strategy, –length and frequency of instruction, –how effectiveness will be measured.

61. TBT Step 3: Example

62. BLT Level: The primary focus is to review and/or refine the building focused actions steps relative to the data and TBT needs to achieve desired results. If needed, develop adult implementation indicator(s) “look fors”. (Resource 20) If needed, develop student performance in indicators/ assessments used.

63. Authentic DLT Example “Look-Fors” for Reviewing High Quality Assessments Tests that contain a variety of question types (e.g., short answer, extended response, etc.) Tests that allow for item analysis afterward Tests that can be administered via computer, with opportunities to practice using online tools Common rubrics that can be used with certain questions (i.e., short answer, extended response, performance- based) Questions that ask students to explain their reasoning Questions that ask students to cite evidence Questions in all content areas that ask students to write more

64. Questions that tie back to grade-level content standards at the appropriate DoK level (as determined by the teacher) Questions with multiple steps Questions that include opportunities for error analysis and/or addressing common misconceptions Questions that mimic PARCC/AIR Questions that include academic vocabulary as seen on PARCC/AIR (i.e., justify, synthesize, compare/contrast, evaluate, etc.) For 6-12 science, social studies and technical subjects: questions that incorporate the literacy standards For math: questions that are reflective of the “Power Standards”

65. STEP 4: Implement changes consistently TBT level: The primary focus is to implement the agreed upon strategies/changes.

66. BLT Level: The primary focus is to establish building- wide implementation and monitoring actions/tasks for Step 3. Administrator walk-throughs are tied to the strategies/actions. Determine how and when feedback is provided to TBTs.

67. STEP 5: Collect, chart & analyze post data TBT level: The primary focus is to review the data and determine successful/effective instructional practices.

68. * Review pre/post data for all students and any subgroups. * Teachers share best practices used for achieving desired results.

69. BLT Level: The primary focus is to review building post data. Identify best practices. Determine if the data warrants further action such as: communicating with the DLT, arranging additional professional development, etc.

70. The 5 Step Process

71. Resource 14

72. Placemat Activity

73. The Big Picture - Stage 3……... All teams (DLT, BLT, TBTs) must use the 5-Step process to determine areas of need and growth. Make decisions based on data not guesses. Implement continually with fidelity.

74. LUNCH! See you in 1 Hour!

75. Stage 4: Evaluate the Improvement Plan and Process Outcomes of Stage 4

76. http://www.ohioleadership.org/video_library.php?topic=7 &topic_stage=5&up_mov_id=132

77. Placemat Activity

78. The Big Picture - Stage 4……... Based on data collected,did our plan impact student learning and teacher practice in a positive manner? What do we need to continue doing? What do we need to reconsider for future improvement?

80. Coach Attributes Work with your table to generate a list of what effective coaches –Know –Do –Believe/Value (Habits of mind)

81. Coach/Internal Facilitator Attributes Know: The area or content in which they are providing the coaching. Do: Listen. Assess where the coachee(s) are on the learning continuum. Understand the learning or task through coaching strategies and provide specific feedback to move the coachees along the continuum toward independence. Placemat Believe: With proper support, guidance and practice, all coachees have the capacity to improve and work independently.

82. Coaching and Ohio Improvement Process Consider the steps of OIP. In what ways might coaching advance and support the work of your Building Leadership Team and Teacher-based Teams?

83. What is Process Coaching? Coaching collaborative teams on a process that supports individual, team, and system changes needed to achieve full, deep, and successful implementation of the Ohio Improvement Process and increased learning for every student. Process Outcome

84. Process Coaching Instructional Coaching WhySupport systemic change through full implementation of OIP to achieve results for all students Improve instruction to increase student achievement Who How What

85. Process Coaching Instructional Coaching Why WhoBLTs and TBTsIndividual teachers and teams of teachers How What

86. Process Coaching Instructional Coaching Why Who HowFeedback, inquiry, resource provision, professional learning, process observations, etc. Feedback, modeling, professional learning, resource provision, pre- and post- observation conferences, observation, etc. What

87. Process CoachingInstructional Coaching Why Who How What OIP implementation, facilitation, group process, conflict, culture, team effectiveness, goal setting, studying and selecting interventions, planning, implementation support, monitoring and assessing progress, etc. Instruction, curricula, assessment, differentiation, student achievement, classroom environment, etc.

88. Coaching Conversation Tools (for building safety and rapport) * Listening & Pausing *Paraphrasing *Presuming positive intentions *Probing

89. Listening Why? Values and demonstrates appreciation for the speaker Allows the listener to see struggles Honors where the person is Allows for understanding the speaker’s perspective, rather than the listener’s

90. Conversation Tool Packet 10 Minute Activity Identify strengths you already practice. Identify areas for stretching your coaching skills. Record your responses on your placemat.

91. Internal Facilitator Obligations Assist administration with development of STAGE 0 Coach teams through the 5 step process Provide resources and tools to assist with 5 step process implementation Communicate with the External Facilitator (SST Consultant) and building/district administration Continue to learn more about the OIP *These are suggestions; obligations may vary within districts *Refer to Resource 27 for more explanation

92. Levels of UseTypical Behaviors 6 RenewalExplores new and different ways to implement innovation 5 IntegrationIntegrates innovation with other initiatives; does not view it as an add-on; collaborates with others 4B RefinementBegins to explore ways for continuous improvement 4A RoutineComfortable will innovation and implements it as taught 3 MechanicalConcerned about mechanics of implementation 2 PreparationBegins to plan ways to implement the innovation 1 OrientationBegins to gather information about the innovation 0 Non-UseNo interest shown in the innovation; no action taken Know what to Expect!!!!

93. Your External Facilitator is an email away!

94. TBT Fishbowl Activity Review the TBT 5 Step Process template (Resource 21c) During the TBT demonstration you should see a flow through each step of the process as it appears on the template. Identify the coaching skills: pausing/listening; paraphrasing; presuming positive intentions; probing through questioning that advance and support the TBT process. Identify other actions on the part of the IF that advance and support the TBT process.

95. Teacher-Based Team Monitoring Tools Available tools for gathering information (formative assessment) to advance and support your team’s work on the process: HO: Resource 16 HO: 5 Step Process Inventory

96. “Quick Start” To the OIP OIP Stages and Resources List on ODE Website: http://education.ohio.gov/Topics/School- Improvement/Ohio-Improvement-Process/Ohio- Improvement-Process-OIP-Resources-2012

97. Thank you for attending!! www.sst16.org Like us on Facebook: SST 16 21 Birge Drive, Chauncey, OH 45719 740-797-0150