Internal Facilitator Training

Fall 2015-2016

• 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

WHY ARE WE HERE?

Chang

e Hap

pens

Mind Set

CHANGE IS GROWTH

CHANGE CAN BE:

WHAT JUST HAPPENED?

CHANGE

Building Adult Capabilities to Improve Child Outcomes: A Theory of Change

Center on the Developing Child at Harvard University

The Ohio Improvement Process Goals:

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HOW Do We Do This Work?

Benefits of the Ohio Improvement Process

Stage 0: Planning and Preparing for the Ohio

Improvement Process

Building Leadership TeamsResponsibilities

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

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

Teacher Based Teams

Grade Level

Cross Content

Vertical

TBTs should include ALL instructional personnel, especially Intervention Specialists.

Subject Area

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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.

STAGE 1: IDENTIFY CRITICAL NEEDS

DATA ---ask and answer

essential and probing

questions to identify…

…strengths, needs and causes.

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

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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.

STAGE 2: DEVELOP FOCUSED PLAN

Produce one focused, integrated plan that directs all

district and/or building work and

resources

GoalsStrategies

Action Steps Indicators

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)

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

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

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

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.

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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!

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.

Ohio Leadership Advisory Council

Teacher-Based Teams in Action

•http://www.ohioleadership.org/video_library.php?up_mov_id=148

Implementing & Monitoring the Focused Plan

• Implement the Plan Systematically and Systemically

• Maintain a Culture of Inquiry Through Collaborative Structures and Processes

Align HQPD Across District Plans and Building Plans to Achieve Results

• Apply a Balanced Assessment System for Monitoring Student Performance Indicators

• 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 OIPThis 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”

• 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

 

Which brings us to……

The primary vehicle for achieving these goals is:

the

5 Step Process

5 Step Process Step 1: Collect and chart data Step 2: Analyze dataStep 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).

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.

• Data should include:

–item analysis

–number and percentage of students proficient vs. non-proficient

–subgroup data.

TBT Step 1: Example

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.

• 6th 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

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.

TBT Step 2: HS Example• STRENGTHS – 9th 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 – 9th 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

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.

•

• 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.

BLT Step 2: Example• 6th 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.

•  

STEP 3: Establish shared expectations

for implementing specific changes

TBT level:

The primary focus is to identify instructional strategies to address student needs

• 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.

TBT Step 3: Example

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.

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

• 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”

STEP 4: Implement changes

consistentlyTBT level:

The primary focus is to implement the agreed upon strategies/changes.

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.

STEP 5: Collect, chart & analyze

post dataTBT level:

The primary focus is to review the data and determine successful/effective instructional practices.

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

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.

The 5 Step

Process

Resource 14

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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.

LUNCH!

See you in 1 Hour!

Stage 4: Evaluate the Improvement Plan and Process

Outcomes of Stage 4

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

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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?

Coach AttributesWork with your table to generate a list of what effective coaches

– Know

– Do

– Believe/Value (Habits of mind)

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.

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Believe: With proper support, guidance and practice, all coachees have the capacity to improve and work independently.

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?

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

Process Coaching

Instructional Coaching

Why Support systemic change through full implementation of OIP to achieve results for all students

Improve instruction to increase student achievement

Who

How

What

Process Coaching

Instructional Coaching

Why

Who BLTs and TBTs Individual teachers and teams of teachers

How

What

Process Coaching

Instructional Coaching

Why

Who

How Feedback, inquiry, resource provision, professional learning, process observations, etc.

Feedback, modeling, professional learning, resource provision, pre- and post-observation conferences, observation, etc.

What

Process Coaching Instructional 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.

Coaching Conversation Tools(for building safety and rapport)

*Listening & Pausing

*Paraphrasing

*Presuming positive intentions

*Probing

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

Conversation Tool Packet 10 Minute Activity

• Identify strengths you already practice.

• Identify areas for stretching your coaching skills.

Record your responses on your placemat.

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

Levels of Use Typical Behaviors6 Renewal Explores new and different ways to implement

innovation

5 Integration Integrates innovation with other initiatives; does not view it as an add-on; collaborates with others

4B Refinement Begins to explore ways for continuous improvement

4A Routine Comfortable will innovation and implements it as taught

3 Mechanical Concerned about mechanics of implementation

2 Preparation Begins to plan ways to implement the innovation

1 Orientation Begins to gather information about the innovation

0 Non-Use No interest shown in the innovation; no action taken

Know what to Expect!!!!

Your External Facilitator is an email away!

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.

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

“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

Thank you for attending!!

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