Going Deeper with TBTs and the Ohio 5-Step Process
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Transcript of Going Deeper with TBTs and the Ohio 5-Step Process
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Going Deeper with TBTs and the Ohio 5-Step
Process
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TBT Practice
• You are:– 4th grade language arts team• 5 person team, 4 general education
teachers and an intervention specialist
– Pre-assessment given November 6th
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Why Practice?
Michael Jordan says, “You can practice shooting 8 hours a
day, but if your technique is wrong, all
you become is very good at shooting the
wrong way.”
Practice makes permanent
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Why a Protocol?
• Provides structure and a recording tool for TBTs implementing the 5-step process
• Builds communication from TBTs to the BLT
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Roles and Ground Rules
• Roles – helps to keep meeting on track, purposeful, productive
• Ground Rules – good reminder to the group of how they agreed to operate
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Planning
• Write a summary of the Weekly Reader article about elections.
• Scoring rubric:– 4: main points identified and in correct
sequence– 3: main points identified, but not necessarily
in correct sequence– 2: some main points, some order to sequence– 1: mostly a re-telling and not a summary– A score of 3 is proficient
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Step 1
Score Teacher 1LG
Teacher 2JR
Teacher 3KV
Teachers 4/5
NJ, MS
4 3 4 5 2
3 6 3 9 5
2 10 14 6 12
1 6 5 6 7
Total Proficient(Score = 3 or 4)
9/25 36% 7/26 27% 14/26 54% 7/26 27%
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Step 2
Teacher 1 Teacher 2 Teacher 3 Teachers 4/5
Strengths Order Order Main points Order
Obstacles Re-telling Re-telling and missing main points
Some re-telling and adding extra details
Re-telling and not summarizing
Why? Order is easy?Haven’t really taught summarizing much yet
Don’t understand what summarize means
Thinkmark that was discussed earlier this year.Need more work on what summarizing means
We haven’t taught summarizing as a skill yet
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“Thinkmark”
Important Interesting
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Process for Step 3
1. Determine learning outcome(s)
2. Identify rigor (Bloom’s Taxonomy) and relevance (depth of application)
3. Determine instructional strategies
4. Determine activity5. Write SMART goals
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First: Determine Learning Outcomes
•What will students know and be able to do? –Clear learning targets/outcomes–Essential understandings:• Proficient• Advanced
– TBTs determine criteria• Thou shalt not go below the intent of the
standard!!!!!
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Continued
• Proficient and advanced criteria directly links to your SMART goals
• The learning outcomes are the foundation to rigor/relevance, strategies, and activities
• Check for alignment from outcomes through all steps of step 3
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Step 3: Learning Outcomes
• Indicators:• ELA: Summarize important
information in texts to demonstrate comprehension• SS: Explain why elections are used to
select leaders and decide issues
• Proficient?• Advanced?
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The team said:
– Proficient: Summarize readings about elections to demonstrate comprehension of important information
– Advanced: Summarize readings about elections and create a stance on a current event using the summary as evidence
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Second: Determine Rigor and Relevance
• Rigor – Bloom’s Taxonomy
• Relevance – Depth of application
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Level of Bloom’s
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Step 3: Rigor and Relevance
• Align with your outcomes:
–What level of rigor?–What level of relevance?
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The team said:
• Proficient:– Rigor: Apply– Relevance: Apply across disciplines
• Advanced:– Rigor: Create– Relevance: Apply to real-world
hypothetical situation
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Third: Determine Instructional Strategies
• What instructional strategies?– High-probability strategies (Marzano)–MAX Teaching strategies (Forget)– On-going formative assessment
techniques
• How are you going to instruct?– Small groups? – Flexible groups? –Whole group?
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Characteristics:
Strategy Activity
Broad and generalize-able:can be used across grade-levels and content areas
What adults do to teach
Narrow and specific:may be applicable across grade-levels, but not necessarily
What students do
Research-based Might not be research-based
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Step 3: Instructional Strategies
• What strategy(ies) will you use to enable students to meet the outcomes? –Align with rigor/relevance and outcomes
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The team said:
• Proficient:– Non-linguistic representation – graphic organizer– Identify similarities and differences – compare and
contrast– Direct instruction– Practice
• Advanced:– Non-linguistic representation – graphic organizer– Identify similarities and differences – compare and
contrast– Feedback with peer review– Practice
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Fourth: Determine Activity(ies)
• What activity(ies) will you use to deliver the instruction?
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Step 3: Activities
• What activity(ies) will you use to deliver the instruction? The activities need to…
–Enact the strategies–Align with rigor/relevance–Align with outcomes
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The team said:
• Proficient:– Use Thinkmarks to identify main points for all
reading across all subjects– Peer review and editing– Direct instruction in reading groups
• Advanced:– Practice writing summaries in all subjects – even
math!– Practice creating a stance about the election
results using summaries as evidence– Peer review and feedback
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Fifth: Write SMART goals
S specificM measurableA attainableR realisticT timely
• All students minimally MUST be proficient
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Step 3: SMART Goals
• What percent of students are you expecting to be Proficient? Advanced?
–37% met proficient criteria on pre-assessment
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The team said:
• 40% proficient by 11/13• 60% advanced by 11/13
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Step 4 - Implement Changes Consistently
Plan for implementation by answering questions such as…
• Who will implement? How often will we implement? How long will we implement?
• What will you see in the classroom when the selected strategies are implemented?
• How will we know if we implemented with fidelity?
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The team said:
• The cycle would run for one week and they would collect the post-assessment by 11/9 for discussion at the 11/13 TBT
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Step 5
• Occurs after the post-assessment is given
• Compare yourpre and postresults to determinenext steps
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Communication and Reflection
• Occurs at every TBT meeting when you do the 5-step process
• Summarize what your TBT learned about student strengths and obstacles, as well as,
• Strengths, obstacles and supports needed to better implement the TBT process
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The team said:• Strengths– Learned from each other – the data
showed that the Thinkmark was a successful tool
• Obstacles–Managing our time well enough to get to
step 4 – Our rubric needs to be clearer
• Supports– Spending 30 minutes each week of our
60 minute TBT on reading and math is disjointed. Could we alternate our focus each week?